Purpose

To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina’s theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts.

Design/methodology/approach

This paper is conceptual and design-oriented. This paper seeks to draw relationships between José Medina’s work in The Epistemology of Resistance, recent empirical studies in learning design and OEP. By analyzing relationships between these works, this paper lays out design principles that can empower educators seeking to create equitable open learning experiences.

Findings

This paper finds several generative intersections between the social justice centered epistemology presented by Medina, empirical learning design studies and OEP. This study finds that structured learning designs which integrate well-researched principles may provide guidance for further practice and research in ways not generally discussed in open education literature. This paper builds on these findings by describing practical ways these intersections can be implemented in OEP.

Originality/value

To the best of the authors’ knowledge, this is the first theoretical analysis of the relationship between epistemic justice and OEP.

中文翻译：

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为抵抗而设计：认知正义、学习设计和开放式教育实践

目的

为了鼓励更公正的开放教育实践，本文的目的是描述何塞·梅迪纳的认知正义理论，并通过学习设计开发一个将这种认知正义概念应用于 OEP 的框架。作者希望这个框架将帮助研究人员和从业者在开放的教育环境中发展更公平的学习体验。

设计/方法/方法

这篇论文是概念和设计导向的。本文试图找出何塞·梅迪纳在《抵抗的认识论》中的工作、最近在学习设计和 OEP 方面的实证研究之间的关系。通过分析这些作品之间的关系，本文阐述了设计原则，这些原则可以帮助教育工作者创造公平的开放式学习体验。

发现

本文发现了麦地那提出的以社会正义为中心的认识论、实证学习设计研究和 OEP 之间的几个生成交叉点。本研究发现，整合了经过充分研究的原则的结构化学习设计可以以开放教育文献中未普遍讨论的方式为进一步的实践和研究提供指导。本文以这些发现为基础，描述了在 OEP 中实施这些交叉点的​​实用方法。

原创性/价值

据作者所知，这是对认知正义与 OEP 之间关系的首次理论分析。