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It reports a survey and interviews to identify their experience-based roles and advocacy potential, including efforts related to open educational resources (OER). Findings show strong awareness and motivation to advocate, but progress is constrained by perceived barriers such as missing mandates, limited recognition of workload, policy and funding gaps, and insufficient leadership support. It also highlights gaps between valued goals and practical ability to initiate OEP, with informal learning sources predominating.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/open-educational-practices-advocacy-the-instructional-designer-experience/598179/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/open-educational-practices-advocacy-the-instructional-designer-experience/598179.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What roles do instructional designers have in advancing open educational practices (OEP)?","Question",{"text":112,"@type":113},"The study positions instructional designers to provide leadership and support for advancing new technologies and practices, with roles that may include influencing teaching practice and advocating for increased use of OEP and OER.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What limits instructional designers’ ability to move OEP forward in their institutions?",{"text":117,"@type":113},"Progress is constrained by perceived barriers such as lack of relevant mandates, insufficient recognition of professional workload, policy development and funding gaps, limited awareness, and inadequate leadership support.",{"name":119,"@type":110,"acceptedAnswer":120},"How do instructional designers learn and get support for OEP-related work?",{"text":121,"@type":113},"They report that their main sources of learning and support are informal, gained through networks and collaborations with peers rather than through formal learning opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598179,1792209666,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 45(3) | Fall/Automne 2019 |\n| --- | --- |\n\nOpen Educational Practices Advocacy: The Instructional Designer Experience  \nPlaidoyer pour les pratiques éducatives ouvertes : l'expérience du concepteurpédagogique  \nMichelle Harrison, Thompson Rivers University Irwin DeVries, Thompson Rivers University  \nAbstract  \nInstructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. Yet a search of literature reveals a paucity of research on current and potential roles specifically focused on instructional designers in relation to incorporating and advocating for open educational practices at their higher education institutions. Against the background of emerging open educational practices, a survey and interviews were conducted with instructional design professionals to establish, from their experience and practice, their roles and potential for advocacy of open educational practices (OEP) including open educational resources (OER) . Among the results of the analysis, it was found that while instructional designers have a strong awareness of, and desire to advocate for, OEP in their institutions, their ability to move forward was limited by perceived barriers such as lack of relevant mandates and professional workload recognition, policy development and funding, awareness, and leadership support. In addition, there were gaps identified between what they most valued about OEP, such as implementing innovative pedagogies, and what they could actually initiate and advocate for in practice (i.e., adopt and support OER) . They pointed to a lack of formal learning opportunities around OEP and expressed that their main sources of learning and support were of an informal nature, acquired through their networks and collaborations with peers.  \nRésumé  \nLes concepteurs pédagogiques sont dans une position unique pour fournir un leadership et unsoutien pour l'avancement des nouvelles technologies et pratiques. Pourtant, une recherche documentaire révèle un manque de recherche sur les rôles actuels et potentiels spécifiquement axés sur les concepteurs pédagogiques en ce qui concerne l'intégration et la promotion de pratiques éducatives ouvertes dans leurs établissements d'enseignement supérieur. Dans le contexte des  \nCJLT/RCAT Vol. 45(3)  \nnouvelles pratiques éducatives ouvertes, une enquête et des entretiens ont été menés avec des professionnels de la conception pédagogique pour établir, à partir de leur expérience et de leur pratique, leurs rôles et leur potentiel de défense des pratiques éducatives ouvertes (OEP), y comprisles ressources éducatives ouvertes (OER) . Parmi les résultats de l'analyse, il a été constaté que, bien que les concepteurs pédagogiques soient fortement conscients et désireux de défendre l'OEP dans leurs établissements, leur capacité à aller de l'avant était limitée par des obstacles perçus tels que le manque de mandats pertinents et la reconnaissance de la charge de travail professionnelle,élaboration de politiques et financement, sensibilisation et soutien au leadership. De plus, des écarts ont été identifiés entre ce qu'ils apprécient le plus au sujet de l'OEP, comme la mise en œuvrede pédagogies innovantes, et ce qu'ils pourraient réellement initier et défendre en pratique (adopter et soutenir les REL) . Ils ont souligné le manque d'opportunités formelles d'apprentissage autour del'OEP et ont déclaré que leurs principales sources d'apprentissage et de soutien étaient de nature informelle, acquises par le biais de leurs réseaux et collaborations avec des pairs.  \nOpen Educational Practices Advocacy: The Instructional Designer Experience  \nWhile research into open educational practices has increased substantially over the past decade (e.g., Cronin, 2017; Ehlers, 2011 ; Nascimbeni, Burgos, Campbell & Tabacco, 2018; Weller, 2013; Weller, M., Jordan, K., DeVries, I., & Rolfe, V. 2018), adoption of open educational practices (OEP) including open ed","cbCaiu7KOThhGXjS","https://ap.wps.com/l/cbCaiu7KOThhGXjS","pdf",129633,17,"English","# Abstract\n## Background and research focus\n## Methods: survey and interviews\n## Findings: awareness, motivation, and barriers\n## Gaps between values and practice","[{\"question\":\"What roles do instructional designers have in advancing open educational practices (OEP)?\",\"answer\":\"The study positions instructional designers to provide leadership and support for advancing new technologies and practices, with roles that may include influencing teaching practice and advocating for increased use of OEP and OER.\"},{\"question\":\"What limits instructional designers’ ability to move OEP forward in their institutions?\",\"answer\":\"Progress is constrained by perceived barriers such as lack of relevant mandates, insufficient recognition of professional workload, policy development and funding gaps, limited awareness, and inadequate leadership support.\"},{\"question\":\"How do instructional designers learn and get support for OEP-related work?\",\"answer\":\"They report that their main sources of learning and support are informal, gained through networks and collaborations with peers rather than through formal learning opportunities.\"}]","Open Educational Practices Advocacy - The Instructional Designer Experience | PDF",1792086436,43]