Toward an Open Empowered Learning Model of Pedagogy in Higher Education (original) (raw)
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The specific focus of this edited book is to point out the core policies, initiatives and international practices of Distance Education in connection with open and free accessed resources. The book aims to provide a roadmap for the existing and possible opportunities for new technologies and educational paradigms within the scope of lifelong learning. Concisely, the book addresses Open Education through the potential of Open Educational Resources (OER) and the new trends of Massive Open Online Courses (MOOCs). To designate the issues mentioned above, the book covers 17 chapters: Chapter 1 New Models of Open and Distributed Learning by Stephen Downes In Chapter 1, the author looks into the evoluation of new educational trends and technological developments in social learning, personal learning, and MOOCs. The chapter displays new models of open and distributed learning, based on the notions of free share and open access. Chapter 2 Survey and Reflection of Open Education Policies by Junfeng Yang and Kinshuk Chapter 2 is about the concept of Open Education (OE) in general. OE's different dimensions, educational perspectives, overall and specific policies and the critical analysis for those policies from various countries and regions are all examined closer. Shortly, the chapter illustrates the OER movement with its sustainable development approaches, production, distribution and promotion.
A Commentary on the Paradigm Shift Toward Openness in Higher Education
2019
This commentary explores paradigm shifts in education; in particular, the shift toward openness in higher education, drawing attention to critical perspectives and current debates related to open online learning and highlighting the importance of pedagogy in these discussions. Citation (APA): *Koseoglu, S. (2019). A commentary on the paradigm shift toward openness in higher education. In A. Bozkurt, & A. Hilbelink (Eds.), Paradigm Shifts in Global Higher Education and E-Learning: An Ecological Perspective [Special issue], e-learn Magazine. Available at https://elearnmag.acm.org/special-issue-2019.cfm
The Challenging Future of Open Education
Journal of E-Learning and Knowledge Society
Invited Papers Digital culture and the remix culture it has generated have changed the way in which knowledge and learning are constructed. The last decade since the Massachusetts Institute of Technology (MIT) launched the Open Courseware initiative (OCW) in 2002 has seen a significant increase in the number of initiatives related to Open Educational Resources (OER) and open education in general. New institutions, with different objectives and business models, are emerging rapidly outside traditional universities: start-ups that offer free Massive Open Online Courses (MOOC), consortia of universities from four continents that share teaching materials and infrastructure, and universities where classes are taught by the students themselves. This paper seeks to provide a historical overview of developments in the world of open education 1 and a look at the key challenges that it faces. | It considers how technology has altered the way in which information is obtained and shared and the...
Elements of Open Education: An Invitation to Future Research
International Review of Research in Open and Distributed Learning, 2020
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.
The Challenge of Open Education
Digital culture and the remix culture it has generated have changed the way in which knowledge and learning are constructed. The last decade since the Massachusetts Institute of Technology (MIT) launched the Open Courseware initiative (OCW) in 2002 has seen a significant increase in the number of initiatives related to Open Educational Resources (OER) and open education in general. New institutions, with different objectives and business models, are emerging rapidly outside traditional universities: start-ups that offer free Massive Open Online Courses (MOOC), consortia of universities from four continents that share teaching materials and infrastructure, and universities where classes are taught by the students themselves. This paper seeks to provide a historical overview of developments in the world of open education and a look at the key challenges that it faces. It considers how technology has altered the way in which information is obtained and shared and the consequences this has for the organization of education, from online learning to the flipped classroom. It also shows how roles and the balance of power between producers and consumers of content have become blurred leading to new possibilities for learning in different ways such as MOOCs, from peers and networks, etc. The new learning opportunities on offer can reach new groups of learners, a challenge that universities cannot ignore.
In his foreword, George Siemens reminds us that MOOCs are a recent phenomenon that have yet to fulfill their initial expectations and hype and likely never will. He counters that this is inconsequential. While the changes that were promised by many MOOC pundits have yet to come to fruition, it is more important to realize that MOOCs reflected the vastly changing societal needs for knowledge and lifelong learning. As Siemens points out, it is the complexification and digitization of higher education along with increases in societal needs for education and training that are the primary areas where attention should be focused today, not necessarily MOOCs. Unfortunately, universities, as they are presently structured, are mismatched with pace of knowledge change today as well as the way that knowledge is structured. In an increasingly online, networked, and connected learning world, learners, including scientists and healthcare workers dealing with critical issues, require more immediate and pervasive access to knowledge. As such, in this digital learning age, universities must begin to re-architect themselves to better serve learner needs. Abstract: MOOCs have their roots in two major developments. The first, towards open education, has become manifest through the open universities around the world with their 'classical' notions of openness, which was later flanked by digital openness with the concept of "Open Educational Resources" (OER). The second development, towards online education, Fred Mulder holds a UNESCO/ICDE Chair in OER at the Open University of The Netherlands (OUNL). Previously, he was OUNL Abstract: The Preface for the MOOCs and Open
Open Education: achievements, challenges and a proposal for reflection
Open Education is gaining ground globally and is gradually being considered as an option by universities around the world, while the debate is reaching beyond the OER experts’ community and the forerunning universities. The paper will explore how the Open Education debate is evolving, by discussing the challenges that have been partly solved and the ones that are still to be fully tackled. We believe that the focus is moving from technological challenges, where the objective now is to be able to work and learn across platforms, legal challenges, where instruments are there to be implemented and used at different levels, and content challenge, where OER are being increasingly created, shared and repurposed, to three new kinds of challenges, corresponding to three stakeholders groups. These are pedagogical challenges, that have to do with the way teaching and learning have to change in a Open Education setting and that are the main concern of teachers, sustainability challenges, which...
MOOCs and Open Education: Implications for Higher Education
This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The ...