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 brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
Openness has been identified with many innovations in education and educational technology, but remains under-theorised. This presentation will argue that openness is best understood as a kind of absence of restriction or impediment. With a clear connection to issues of freedom, integrity and autonomy openness introduces several layers of complexity to the ethics of teaching and learning. These will be described and explored through case studies, with practical approaches to dealing with the risks of openness outlined.
If you want a teaser for the presentation, please watch this short video where Robert talks about openness and ethics:
https://www.youtube.com/watch?v=wZHNSdUzDHc
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
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 brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
Openness has been identified with many innovations in education and educational technology, but remains under-theorised. This presentation will argue that openness is best understood as a kind of absence of restriction or impediment. With a clear connection to issues of freedom, integrity and autonomy openness introduces several layers of complexity to the ethics of teaching and learning. These will be described and explored through case studies, with practical approaches to dealing with the risks of openness outlined.
If you want a teaser for the presentation, please watch this short video where Robert talks about openness and ethics:
https://www.youtube.com/watch?v=wZHNSdUzDHc
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
Schome Park was an element of the Open University’s Schome research initiative, and was active from 2006-2008. It was established as a means of putting into practice some of the new learning theories and pedagogies proposed by Schome research staff at the Open University...
Paper presented to the ESF workshop 'Visual communication in contemporary European societies: Shaping identities, citizenship, communities and inclusion strategies. University of Bologna (Italy), Alma Mater Studiorum Forli, 2-3 April 2011.
The explosion of Massive Open Online Courses (MOOCs) in 2012 represents a landmark case in the history of educational technology because never before has there been so much interest by political, economical and educational stakeholders. Many major media outlets have accompanied the emergence of MOOCs and contributed to the hype by coining catch phrases such as “The Campus Tsunami” (Brooks, 2012).
However, such stark claims should be put into perspective, in fact, linked to the Distance Education (DE) community, which is – as the title of this chapter suggests – closely related to MOOCs1. It can be argued that MOOCs do nothing more than to reinforce old beliefs about what it means to reach and teach the masses. On the contrary, DE has built a reputation dating back to the 18th century with many different learning approaches (and media) being tested resulting in a huge body of knowledge on how people learn in this special setting (Moore & Kearsley, 1996).
While for the last five years the emergence of MOOCs has hit the general educational landscape with much impact, DE has surprisingly been completely left out of the discussion because the MOOC debate mostly takes place outside of DE and can be described as a development of face-to-face teaching universities discovering the world of mass education at a distance. Therefore, a systematic investigation concerning the potentials of DE models and practices for MOOCS is missing and it is the purpose of the present chapter to bring these two “strange bedfellows” into an informed conversation.
In what follows, we first review Distance Education with regard to the factors that have contributed to its constitution as an academic discipline. In the second part we will discuss how MOOCs can be utilised within a DE ecosystem and present empirical data from (1) a traditional DE course at the FernUniversität in Hagen, Germany and (2) two MOOCs offered by the same university. Finally, we will discuss what MOOCs can learn from DE.
Initiating practitioner research into self-organising learningErnst Thoutenhoofd
Paper co-presented with Marieke van Roy to the 16th annual conference of the education, learning, styles, individual differences network (ELSIN) conference, University of Antwerp, Belgium, 29 June to 1 July 2011.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
WACCy Wednesday Webinar Open Pedagogy to Support EDI - Open Pedagogy Collabo...SBCTCProfessionalLearning
Join faculty librarians Jennifer Snoek-Brown and Kathy Swart to learn about their experience using Open Pedagogy to support Equity, Diversity, and Inclusion. Kathy will share her sabbatical research which relied on critical information literacy and open education to create assignments that amplify the voices of marginalized groups, counter misinformation, and engage students in helping faculty transition to OER. Jennifer will discuss her work with faculty and students on open pedagogy projects that integrate more inclusive OER images and multimedia. During the final segment of the session participants will be invited to share about their open pedagogy ideas and projects.
Presentation for the 2009 LearnTrends conference. This is a summary of research in the area of microlearning. References and resources are on the last page.
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
From theory to practice: can openness improve the quality of OER research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
Schome Park was an element of the Open University’s Schome research initiative, and was active from 2006-2008. It was established as a means of putting into practice some of the new learning theories and pedagogies proposed by Schome research staff at the Open University...
Paper presented to the ESF workshop 'Visual communication in contemporary European societies: Shaping identities, citizenship, communities and inclusion strategies. University of Bologna (Italy), Alma Mater Studiorum Forli, 2-3 April 2011.
The explosion of Massive Open Online Courses (MOOCs) in 2012 represents a landmark case in the history of educational technology because never before has there been so much interest by political, economical and educational stakeholders. Many major media outlets have accompanied the emergence of MOOCs and contributed to the hype by coining catch phrases such as “The Campus Tsunami” (Brooks, 2012).
However, such stark claims should be put into perspective, in fact, linked to the Distance Education (DE) community, which is – as the title of this chapter suggests – closely related to MOOCs1. It can be argued that MOOCs do nothing more than to reinforce old beliefs about what it means to reach and teach the masses. On the contrary, DE has built a reputation dating back to the 18th century with many different learning approaches (and media) being tested resulting in a huge body of knowledge on how people learn in this special setting (Moore & Kearsley, 1996).
While for the last five years the emergence of MOOCs has hit the general educational landscape with much impact, DE has surprisingly been completely left out of the discussion because the MOOC debate mostly takes place outside of DE and can be described as a development of face-to-face teaching universities discovering the world of mass education at a distance. Therefore, a systematic investigation concerning the potentials of DE models and practices for MOOCS is missing and it is the purpose of the present chapter to bring these two “strange bedfellows” into an informed conversation.
In what follows, we first review Distance Education with regard to the factors that have contributed to its constitution as an academic discipline. In the second part we will discuss how MOOCs can be utilised within a DE ecosystem and present empirical data from (1) a traditional DE course at the FernUniversität in Hagen, Germany and (2) two MOOCs offered by the same university. Finally, we will discuss what MOOCs can learn from DE.
Initiating practitioner research into self-organising learningErnst Thoutenhoofd
Paper co-presented with Marieke van Roy to the 16th annual conference of the education, learning, styles, individual differences network (ELSIN) conference, University of Antwerp, Belgium, 29 June to 1 July 2011.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
WACCy Wednesday Webinar Open Pedagogy to Support EDI - Open Pedagogy Collabo...SBCTCProfessionalLearning
Join faculty librarians Jennifer Snoek-Brown and Kathy Swart to learn about their experience using Open Pedagogy to support Equity, Diversity, and Inclusion. Kathy will share her sabbatical research which relied on critical information literacy and open education to create assignments that amplify the voices of marginalized groups, counter misinformation, and engage students in helping faculty transition to OER. Jennifer will discuss her work with faculty and students on open pedagogy projects that integrate more inclusive OER images and multimedia. During the final segment of the session participants will be invited to share about their open pedagogy ideas and projects.
Presentation for the 2009 LearnTrends conference. This is a summary of research in the area of microlearning. References and resources are on the last page.
Creative Commons Licenses for Flipped EducatorsBdelosArcos
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
From theory to practice: can openness improve the quality of OER research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014.
"Librarians' Perceptions of OER" was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
Research was carried out in collaboration with CoPILOT and this presentation was developed from Eleni, Nancy and Beck's presentation at OER13 in Newcastle, UK earlier in the year.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Spreading the Word! Librarians and OER (OER14, April 2014) Beck Pitt
OER Research Hub presentation with CoPILOT. Explores some of the findings from two surveys conducted autumn/winter 2013 with librarians around the world.
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
This presentation reports on findings arising from the collaborative research carried out by OER Research Hub and Community College Consortium for OER (CCCOER).
- Most of the respondents have used some sort of OER, though only around a quarter create OER
- Most report positive effects on their teaching practice as a result of OER use, particularly around peer collaboration and improved subject knowledge
- A smaller proportion (but still in excess of 40%) feel that OER use directly leads to improved reflection on pedagogical practice
- Positive effects were also identified for learners, especially around increased self-reliance, subject interest and experimentation
- There were similar numbers who thought OER wasn’t making much of a difference and a core of what might be termed ‘anti-OER’ responses
- There were mixed views about whether OER was saving institutions money, but approximately 2/3 felt that students had saved money
- Around 1/3 believe that OER is improving student attrition while around 1/2 believe it is not having an effect
- Only around half of OER creators have used open licensing
- There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits
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.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Openness in Education: Claims, Concepts, and Perspectives for Higher Educationc60357
Workshop at the International Conference on Education is Relation not Output? - Scenes of Knowledge and Knowledge Acquisition at Linnaeus University in Växjö /Sweden on May 17, 2016
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Openness in Education: Technology, Pedagogy and CritiqueOER Hub
Critical theorists subscribe to the Hegelian view that philosophical or critical reflection is retrospective, and for fear of becoming uncritical are generally against the idea that particular worldviews or ideologies should be propagated through formal education. This can make it difficult for the critical theorist to be anything other than negative about education, and perhaps with good reason: modern education is undergoing seismic changes which often manifest themselves as crises of commodification, corporatization, or the intrusion of extreme forms of technological modernity into educational institutions. Yet technological innovation raises pedagogical possibilities – many of them outside the academy – which are distinctly critical.
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
Similar to Presentation theory lab_stirling_2012_deimann_farrow (20)
Inside the MOOC – An argumentation analysis of MOOC Implementation strategiesFernUniversität in Hagen
The rapid rise of Massive Open Online Courses (MOOCs) has hit the educational landscape with much impact causing heated debates, a renewed interest in educational technology and a considerable political activism. With the often cited headline “The Year of the MOOC” (Pappano, 2012), MOOCs have been portrayed as a much needed instrument to satisfy the growing demand for education. However, there have also a lot of amazement by distance education specialists (Daniel, 2012) and the general public, especially after reports revealed very high dropout rates (Liyanagunawardena, Parslow, & Williams, 2014). It seems that the MOOC hype has suddenly come to an end (Strauss, 2013) – or at least has cooled down.
Whereas opinion pieces have largely influenced the MOOC debate, scientific research is only beginning to keep up with the pace, focussing mostly on small, isolated studies and issue of success and failure from a learners' perspective (e.g. Breslow u. a., 2013). Yet, MOOCs are much more than video-based lectures from world class universities provided globally for free. They are a key representative for the ongoing transformation triggered by digital technologies.
Still, there is much to learn from the MOOC debate and a thorough analysis would disclose specific patterns and untangle complex arguments. In this regard, Kovanovic´ and collegues (2015) conducted a systematic analysis of news reports identifying changed perspectives.
Building on this recent research to grasp the way MOOCs are discussed, the paper suggests an argumentation analysis using major policy reports as its source. Drawing on European and US contexts, the analysis attempts to locate different positions, rhethoric figures and methaphors which shape the way MOOCs are perceived and handled.
Am Mittwoch, dem 21. Januar um 17 Uhr hält Dr. Markus Deimann von der FernUniversität Hagen einen Vortrag zum Thema: "Open Educational Resources als digitale Heterotopie".
Seit mehr als einer Dekade sind Open Educational Resources (OER) ein globales Bildungsphänomen, das mit dem universalistischen Anspruch „Bildung für alle“ für eine bessere Gesellschaft, eine prosperierende Wirtschaft und eine offene Kultur eintritt. Im Kern geht es bei OER, so die Pariser Erklärung der UNESCO vom Juni 2012, um „Lehr-, Lern- und Forschungsressourcen in Form jeden Mediums, digital oder anderweitig, die gemeinfrei sind oder unter einer offenen Lizenz veröffentlicht wurden, welche den kostenlosen Zugang sowie die kostenlose Nutzung, Bearbeitung und Weiterverbreitung durch Andere ohne oder mit geringfügigen Einschränkungen erlaubt. Das Prinzip der offenen Lizenzierung bewegt sich innerhalb des bestehenden Rahmens des Urheberrechts, wie er durch einschlägige internationale Abkommen festgelegt ist, und respektiert die Urheberschaft an einem Werk.“ Die Idee, hochwertige digitale Inhalte frei über das Internet anzubieten wurde im April 2001 vom Massachusetts Institut of Technology (MIT) geboren und praktisch in die Tat umgesetzt (MIT OpenCourseWare). Was als Utopie des Cyberspace begann – so wie beispielsweise in der Unabhängigkeitserklärung von Barlow 1996 formuliert, wird nun als Heterotopie, als real existierender Gegenort weitergeführt.
MOOC didactics Matters. A hands-on vision for MOOCs and Connected Learning Pr...FernUniversität in Hagen
Demand for MOOCs across Europe both among academics and practitioners is high. Our Interest is in bringing up ideas for conceptualizing MOOCs that focus on the learner and the learning community tending to put lower priority on instructional aspects instead promoting pedagogical approaches to use digital chances for problem-oriented learning, interest-driven learning and collaboration. The pMOOC format introduced in this paper puts collaborative online projects in the center of learning. Openness is described by four factors (1) Enrolment, (2) Licensing/OER, (3) Infrastructure, (4) and Pedagogics. Conclusions are that Open Learning Initiatives in Europe have an immense chance for the support of the development of competencies among its learners by bringing practitioners from the field together with students and academia. Therefore MOOCs have to value the diversity of its learners and help learners to develop digital literacies and connecting practices online.
Die Digitalisierung schreitet unaufhörlich voran und nach der Industrie („Industrie 4.0“) oder den Medien erreicht sie nun auch die Bildung. Innovative Technologien versprechen völlig neue Möglichkeiten, ein Medienwandel steht vor der Tür: Schulen rüsten sich zu I-Pad-Klassen auf, Hochschulen öffnen mit „Massive Open Online Courses“ (MOOCs) ihre Pforten für Lernwillige aus der gesamten Bevölkerung und in der Weiterbildung spricht man beispielsweise über „Leadership 2.0“.
Big Data und Learner Analytics versprechen eine Personalisierung des Lernens, mit passgenauen abgestimmten Lernpfaden sollen auch vom traditionellen Unterricht abgeschreckte Menschen wieder motiviert werden. Jahrhundertealte pädagogische Formate wie die Vorlesung werden auf den Kopf gestellt und neue Lehr- und Lernkultur propagiert.
Vor diesem Hintergrund analysiert der Vortrag kritisch die aktuellen Entwicklungen im Bereich der digitalen Bildung. Dazu wird die These entwickelt, dass klassische Vorstellungen von Bildung nach wie vor eine große Rolle spielen, jedoch eher wie ein Gespenst aus der Vergangenheit als ein reflektiertes Bewusstsein darüber, was es heißt, Bildung im digitalen Zeitalter zu denken.
(Quelle: http://www.fernuni-hagen.de/universitaet/veranstaltungen/2014-08-12-ver-hfd-wg-deimann-12112014.shtml)
Open Education als digitales Panoptikum: Zu den Grenzen pädagogischer Transpa...FernUniversität in Hagen
Open Education ist auf dem Weg zum Mainstream – so lässt sich durch Publikationen wie dem Whitepaper „OER für Schulen in Deutschland“ (Muuß-Merholz & Schaumburg, 2014). der Benchmark-Studie „Open Education in Berlin“ (Dobusch, Heimstädt, & Hill, 2014) oder der geplante Stellungnahme der Kultusministerkonferenz schlussfolgern. Bereits seit über 10 Jahren arbeiten Organisationen wie die UNESCO an der Verbreitung von OER. Begründet wird das Engagement durch den Grundsatz „Bildung ist ein Menschenrecht und der Schlüssel zu individueller und gesellschaftlicher Entwicklung“ (Butcher, Malina, & Neumann, 2013, S. 4) sowie den Möglichkeiten von OER: „Urheber von Bildungsmaterialien stellen diese unter einer offenen Lizenz zur Verfügung und ermöglichen den Nutzern damit den kostenlosen Zugang und die kostenlose Nutzung, Bearbeitung und Weitergabe der Materialien, ohne oder mit nur geringfügigen Einschränkungen“ (ebenda). Die humanistische Perspektive (Bildung als Menschenrecht) legitimiert somit einen normativen Handlungsauftrag, der sich sowohl auf die kollektive (für das Öffnen von verkrusteten Bildungsstrukturen; „Opening up Education“) als auch auf die individuelle Ebene auswirkt (für das Teilen; „Sharing is caring“).
Was auf den ersten Blick als ein vielversprechendes Projekt zum Vorteil der gesamten Menschheit erscheint, entpuppt sich bei genauerer Analyse als ambivalenter bzw. dialektischer Prozess (vgl. Horkheimer & Adorno, 1969). So wird beispielsweise durch das „Google-Urteil1“ des Europäischen Gerichtshofs EuGH deutlich, dass es auch eine Kehrseite der Transparenz gibt, was in Bezug auf das Persönlichkeitsrecht als „Recht auf Vergessen“ diskutiert wird. Daraus folgt die Einsicht: „Informationen sind nicht neutral und Transparenz nicht kontextlos wertvoll“ (Wampfler, 2014). Denn während auf der einen Seite ein unbeschränkter Zugang zu Informationen und kulturellen Ressourcen die notwendige und hinreichende Bedingung für Bildung darstellt, ergeben sich damit auf der anderen Seite eine Reihe moralischer Implikationen (z.B. ist es gerechtfertigt, dass Lernenden zur Veröffentlichung ihrer Materialien verpflichtet werden?). Wir haben es somit mit einem Spannungsfeld zwischen Öffnung und Ausgrenzung zu tun, das aus einer komplexen Machtstruktur entsteht. Der vorliegende Beitrag analysiert diese Machtstrukturen vor dem Hintergrund der philosophischen Positionen von (1) Michel Foucault – Disziplinargesellschaft (1994), (2) Gilles Deleuze – Kontrollgesellschaft (1993) und (3) Byung-Chul Han – Transparenzgesellschaft (2012) und diskutiert die pädagogischen Implikationen.
Presentation from Open CourseWare Worldconference 2014.
Abstract:
The present paper seeks to converge two major trends in Higher Education that have been on top of recent dis -
courses: (1) the neoliberal shift in Western universities and (2) the emergence of OpenCourseWare (OCW). Both
have attempted to provide different and alternative visions of education and both have been blind to the other side,
i.e. whereas neoliberal pundits omit non-economic values which have a long and outstanding tradition in liberal-
arts colleges, advocates of OCW often times do not account for an economical understanding which has prevented
that OCW has achieved a self-sustaining life cycle. Therefore, instead of keeping on separating both movements
which would only reinforce contrasting views, it will be demonstrated how they can benefit from each oth -
er.
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Presentation theory lab_stirling_2012_deimann_farrow
1. Rethinking OER s and their use:
Open Education as Bildung
Markus Deimann
Institute of Educational Science and Media Research
FernUniversität in Hagen
Robert Farrow
Open Learning Network
Open University UK
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.
4. 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
5. Humboldt's Ideal
Humboldt's 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”
7. 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
8. 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
9. 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
10. 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