Diana E. E. Kleiner
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Diana E. E. Kleiner is Dunham Professor of History of Art and Classics at Yale University and Director of Yale’s Open Educational Resources Video Lecture Project.
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Bildung as a critical foundation
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
A blended learning approach to Discovery Theme module development
Session at the University of Leeds Annual Student education Conference in 2015.
An insight into the design and development of a new Discovery Theme module; providing a blended learning approach through the VLE. Developed in collaboration by Professor William Young, Students, the Digital Learning Team and SDDU.
A Blended Approach to Discovery Theme Module Development
This document discusses the development of a new blended learning Discovery Theme module at the University of Leeds. It summarizes that Discovery Theme modules allow students to explore subjects outside their major, but designing a new module required considering how to provide a rich experience while fitting students' schedules. The module was developed using lessons from MOOCs and a blended approach utilizing the VLE and face-to-face seminars. The final module incorporated design elements like video case studies and interactive activities to promote engagement with the material.
Rethinking OERs and their use: Open Education as Bildung
This document discusses how the concept of Bildung from German educational theory can provide a strong theoretical foundation for the open education movement. Bildung emphasizes self-realization through reflective learning and participation in culture. Open education aligns well with Bildung's values by improving access to knowledge and supporting informal learning contexts. Open educational resources have the potential to enable Bildung by providing access to rich learning materials from different contexts. Adopting Bildung as a framework can help make sense of new pedagogical situations in open education and provide a basis for critiquing the commercialization of education.
A journey through OEP
This document discusses the author's personal journey through open educational practices (OEP) over the past few decades. It begins by exploring definitions of OEP, from a primary focus on open educational resources to broader conceptualizations inclusive of open content, tools, and learning processes. The author then outlines their experiences with OEP at the Open University, from early open education models to modern developments like MOOCs, open research, open access publishing, and open pedagogy. These experiences are analyzed through frameworks like a continuum of openness and a citation network mapping the areas of OEP. Finally, the author argues that OEP can act as an innovation driver, promote social justice, and provides a flexible toolkit to open education and learning
Open Education as Bildung
Despite the recent increases of interest in Open Education (notably in the Massive Open Online Courses (MOOC; Fini, 2009) it has been continuously asserted that Open Education lacks a theoretical foundation such as the Herbartian steps of education in traditional educational approaches (Vandenberg, 1975). Similar accusations have been made with respect to distance education, which some have identified as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). And further: “practitioners, re-searchers and theorists in open and distance education need to be aware of the broad range of theories avail-able to them in educational theory and social theory more generally” (p. 10). In a similar vein, Danaher, Wyer and Bartlett (1998) claim that “ researchers in open and distance learning have tended to focus on too narrow a range of theoretical resources in addressing the much broader range of problems and contexts that characterise this area of contemporary research” (p. 9). Given the considerable rise of Open Education over the last years, these critical appraisals urge us to expand theoretical approaches to refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011).
In this paper, we contribute to debates surrounding open education and open educational resources by intro-ducing the concept of Bildung (self-cultivation; self-realization) as a powerful reflective tool. We will elabo-rate on the potentials of Bildung by reviewing Wilhelm von Humboldt’s classical conception. Humboldt em-phasizes unrestrained interplay between the individual and the world, an exchange through which the indi-vidual relates to the world in the most comprehensive, lively and freest way possible. Bildung thus conceived is not an adaptation to an external order but rather a cultivation of the inner life: a reflective, creative form of self-realization or self-cultivation.
Bildung as a critical foundation for open education
This document discusses the concept of "Bildung" and its relevance to open education. Bildung refers to a process of self-cultivation and shaping oneself. Historically, it involved developing one's rational capacities through interaction with the world. The open education movement aims to improve access to education and encourage collaboration. However, open education lacks a strong theoretical foundation. The document argues that Bildung provides a philosophical basis for open education by emphasizing reflection, autonomy, and informal learning. It suggests open educational resources and practices could support Bildung by providing opportunities for self-realization and interacting within an "ecology of ideas".
Closing remarks of the III UOC UNESCO Chair International Seminar
The document summarizes the closing session of the Third International Seminar on Open Educational Resources hosted by the UOC UNESCO Chair in e-Learning. The seminar discussed the institutional challenges of open educational resources and featured case studies from the Open University UK and MIT OpenCourseWare. Key recommendations included informing stakeholders about open educational resources, adhering to standards, and overcoming remaining challenges to fully realize the potential of open resources for lifelong learning.
Making Sense of MOOCs from a Liberal Arts Perspective
The document summarizes the history and development of MOOCs and discusses some of the debates around their implications for higher education. It notes that while MOOCs initially attract large numbers of students, completion rates are typically low. Some liberal arts colleges see MOOCs as conflicting with their residential model that emphasizes interaction between students and faculty. However, others are experimenting with integrating MOOCs and "flipping the classroom" to enhance learning.
CONE OF EXPERIENCE.pptx
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. At the base of the cone are more concrete experiences like direct participation. As the cone narrows, experiences become more abstract, ending with symbolic representations using words and symbols. The cone was influenced by theories that learning progresses from concrete to abstract. It is often misinterpreted as requiring instruction to always move from bottom to top, but Dale intended it as a tool to help teachers select effective media to move students between concrete and abstract understanding.
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Openess: Rethinking the Role of the University in the Internet Era
This presentation explores the implications of Open Educational Resources (OER) in higher education.
OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)
OER as Educational Philosophy
This document discusses open educational resources (OER) and open educational practices (OEP) from an educational philosophy perspective. It defines OER and notes that while OER themselves are not aligned with a specific philosophy, the OER movement implies certain values like freedom, inclusivity, and autonomy. Adopting OEP could have significant institutional implications by changing processes like publishing, curriculum design, and staff expectations. Viewing OER through the lens of "Bildung," the German concept of holistic self-cultivation, may help develop a distinctive educational philosophy for the OER movement.
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Open Educational Resources and Open Education
The document discusses open educational resources (OER) and massive open online courses (MOOCs). It defines OER as educational materials that can be freely used and adapted, including resources like textbooks, videos, and simulations. Benefits of OER include universal access to learning and cost savings for students. Issues include quality control and copyright/licensing. MOOCs are free online courses available to unlimited participants worldwide. They have increased access to education but have low completion rates and lack interaction. The document explores these topics through definitions, examples, advantages, and challenges.
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