Gutiérrez, Kris D. & Jurow, A. Susan (2016): Social design experiments: Toward equity by design, Journal of the Learning Sciences, DOI: 10.1080/10508406.2016.1204548

Under consult of design research traditions in iterating educational inventions that ground theory in practice within particular contexts, Gutiérrez and Jurow put forward social design experimentation (SDE) as an additional but needed methodological commitment to non-dominant learner communities (immigrant learners, dual language learners, under-resourced learners, etc.). Where traditional design-based research (DBR) aims to craft novel observations, understandings, and technologies in the contexts of transforming existing institutions, SDE seeks social transformation and equity by reorganizing educational systems so that learners may actively engineer their own fates. The goal for SDE is the empowerment of a learner to consciously and intentionally situate action within his or her own sense of identity. Doing so–critically analyzing and comprehending the orientations behind one’s own practices–defines potential new agency for any individual. The development of this sort of opportunity is the goal of SDE and a means by which equity may be found by all learners as their varied knowledge, expertise, and experiences are celebrated–upending more traditional and institutional power structures by creating new, diverse communities of practice.

Gutiérrez and Jurow offer examples of social design works to illustrate how the foregrounding of equity as a design consideration is not just socially ideal but also pragmatic. Fairness is generally a valuable pursuit and access to equity is a byproduct of one’s consciously situating his or her identity among larger historical and institutionalized practices so as to problematize these structures. The difficulty, for researchers and students alike, may very well be the complexity and variety of new learning practices and identities that result from SDE. The cultivation of communities for teacher and learner alike is an active, taxing process of reorientation around other individuals. That said, careful implementation of SDE may certainly expand DBR beyond the scope of learning contexts. Also, the authors’ discussion of syncretic texts–reconciling historical and cultural oppositions within a new communicative gesture–seems apt for consideration when developing content for open educational resources.

Bliss, T., Hilton, J., Wiley, D., & Thanos, K. (2013). The cost and quality of online open textbooks: Perceptions of community college faculty and students. First Monday, 18(1).

http://firstmonday.org/ojs/index.php/fm/article/view/3972/3383


Over 125 students and 11 faculty from seven community colleges responded to an online questionnaire about the cost and quality of the open textbooks they used in their classrooms. The schools that participated in the study all participated in Project Kaleidoscope (PK), an initiative that uniquely supported the institutional adoption of ready-made OER, instead of encouraging the creation of new resources.

The instructor survey asked for demographic information about instructors, course details, student use of previous semesters’ texts, student preparedness, text quality, student feedback about texts, and the likelihood of continued OER use. Student survey questions asked for demographic information, academic history, typical textbook spending, average credit load, general textbook use, course-specific use, and perceptions of quality.

The majority of faculty and students indicated a positive experience using OER, an appreciation of the lower costs, and a perception of the texts as “high quality.” It should be noted that the term “quality” was not explicitly defined and was left to the individual interpretations of respondents. Also, the survey seems like it cast a fairly large net regarding data, which is valuable in provoking future research but makes current observations seem incomplete or surface level.