Potential Abstract: This research article delves into the intricate web of interpersonal constructs within the educational commons realm, focusing on the utilization and implications of Creative Commons licenses. Through a phenomenological lens, the study aims to uncover the underlying motives, experiences, and interactions shaping the dynamics of sharing educational resources in digital spaces. By capturing the lived experiences of educators, learners, and content creators, this research seeks to illuminate the complexities and nuances of interpersonal relationships within the context of Creative Commons licensing in the educational commons. The findings of this study will contribute to a deeper understanding of how individuals navigate collaboration, trust, and reciprocity in the digital age, shedding light on the potential impact of open licensing frameworks on educational practices and communities.
Potential References:
- Constructivist grounded theory or interpretive phenomenology? Methodological choices within specific study contexts
- How phenomenology can help us learn from the experiences of others
- Awareness, groundedness, embodiment: intrapersonal elements in interpersonal relationships
- Capturing lived experience: Methodological considerations for interpretive phenomenological inquiry
- Embodied interpretation: A novel way of evocatively re-presenting meanings in phenomenological research
