In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how IDs negotiate OEP in the course development process or in the process of working with faculty. The findings suggest that IDs are negotiating institutional constraints while attempting to be OEP advocates in their work. To use Campbell, Schwier and Kenny’s (2009) framing of intentional and operational agency, the IDs in this study described a high level of intentional agency, but their operational agency could be enhanced with greater clarity of expectations with respect to their role, resources and capacity to engage with OEP, clarity of directives and support from senior leadership, as well as a broader awareness of the moral and practical affordances of OEP within their institutions.

中文翻译：

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教学设计人员和开放式教育实践：谈判有意和运营代理之间的差距

在课程开发过程中为教师提供支持的过程中，教学设计师（ID）可以在缓解开放教育实践（OEP）的一些众所周知的障碍方面发挥重要作用：教师时间，机构或教师对变革的抵制，以及教师的机构支持（Annand＆Jensen，2017; Barker等，2018; Jhangiani等，2016）。这项研究检查了ID在课程开发过程中或在与教师合作的过程中如何协商OEP。调查结果表明，ID在尝试成为OEP倡导者时正在协商制度上的限制。为了使用Campbell，Schwier和Kenny（2009）的故意代理和运营代理构架，本研究中的ID描述了较高的故意代理，