Is UniPR ready for Open Education and… MOOP?


Publication date



Oslo and Akershus University College of Applied Sciences

Document type


Joint Master Degree in Digital Library Learning (DILL)


Open education , fostered by developments in ICT over the last three decades, is recognized to be a potentially transforming factor , but has not led to the expected deep revolution in teaching practices in many Universities . In spite of Open Educational Resources (OER) being available online, and of the Massive Open Online Courses phenomenon currently receiving a great deal of attention , not much evidence is available, in academic inst itutions in Italy, of invest igation into the perceptions of those , the teachers, who could transform opportunities into practice . The purpose of this study was to explore teachers’ perceptions about their readiness, in a pedagogical and technological perspective, to open up education by OER, adopting Open Educational Practices and teaching in MOOCs, in a view to enhancing students’ learning , and abou t them having the necessary competences. The research consists in a qualitative case study conducted at the Research Cent re UniPR Co-­‐Lab of the University of Parma; data were collected through semi-­‐structured interviews and documents analysis , and constant comparative analysis was employed. Four main categories matching the research objectives were identified and discussed: open approach — rather than open content for learning enhancement; readiness gap to open up education in a pedagogical and technological perspective; teacher’ s strategy and perceived role in relation to learning enhancement by open approaches; perceived challenges and opportunities to foster open approaches. The research shows that open practices by OER and MOOCs are not realized: in spite of teachers showing a potentially open approach to learning, knowledge and competence gaps are perceived under the technological and most of all the pedagogica l points of view, together with specific needs for strategies and for a re-­‐designed support. The study offers methodological implications and recommendations for an integrated way to face the readiness gap and raises new questions as a starting point for further research.


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