Presentation theory lab_stirling_2012_deimann_farrow

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Presentation from the The Second International Theorising Education Conference:
The Future of Theory in Education: Traditions, Trends, Trajectories

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Presentation theory lab_stirling_2012_deimann_farrow

  1. 1. Rethinking OER s and their use: Open Education as Bildung Markus DeimannInstitute of Educational Science and Media Research FernUniversität in Hagen Robert Farrow Open Learning Network Open University UK
  2. 2. Introduction: Introduction: What are OER? What are OER? OER as “digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching and learning”(OECD) Materials are available and consumable anywhere, anyplace and anytime  OER-specific: MERLOT, Connexions  YouTube, WikipediaFlickr, Slideshare, Facebook etc.) Potential to catalyse educational practices Part of a global movement towards more openness to (Higher) Education Up to now, no solid theoretical foundation
  3. 3. The concept of The concept of Bildung Bildung Unique in the world and covers a wide range of philosophical and religious connotations and applications which are beyond definition Typically it is an individual activity (in the UK/US: education as an external process to influence the person) In Germany it is now a label for the educational business and for politics Bildung has been transformed into measurable competencies (which change very often) A paradigm regained? (Prange, 2004); Bildung is on the agenda again
  4. 4. Humboldts Ideal Humboldts Ideal of Bildung of Bildung Bildung as the unrestrained interplay between the individual and the world in the most comprehensive, vital and freest way possible A cultivation of inner life in reflexive, creative and self-organised forms Has failed to be utilized in structured and formalised contexts (University of Berlin) In recent times, reduced to economic affordances (“lifelong learning”) but still used as “label”
  5. 5. Basic assumptionBasic assumption of Bildung of Bildung
  6. 6. Bildung and Media Bildung and Media Internet as a new space of Bildung and culture How people use the Internet creatively for their own presentations, articulations and manifestations of identity (virtual arrangements)? A lot of research on MUD (identity, rules) New digital spaces with potentials for Bildung (not just for learning): Massive Open Online Courses New spill-over effects (traditional: real life ↔ virtual life): usage of social media in private/leisure contexts ↔ usage in learning contexts are underinvestigated
  7. 7. Bildung and Open Bildung and Open Education Education Bildung is prone to bridge the theoretical gap that has been existed in Open Education for several decades Provides a broader framework than pure learning theories that are constrained to fixed settings (e.g. classroom) Bildung and OER share the same values (“humanity”) Complement each other  Bildung describes the processes of interacting with the world but leaves practical aspects open  OER stress the means of accessing knowledge by modern ICT
  8. 8. Research Research questions questions What impact has Open Education on Bildung? Assumption: Learning is becoming more an more open, thus more complex Traditional patterns (formal education) are not adequate any longer due to global transformations New learning frameworks need to be developed → Process of Bildung Individual perspective: Biographical interviews Empirical evidence to theorise on Bildung ---> Theory of Open Bildung
  9. 9. Conclusions Conclusions Significant potentials to elicit Bildung through the use of OER Bildung provides a theoretical framework for OER built on values as autonomy, critical reflection, and inclusivity Bildung sheds light to developments such as “commodification of education” and can trigger a revision of the economic reduction Bildung questions simple assumptions: Access to learning materials is education; MOOC principles
  10. 10. Thank you very much!

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