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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
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
Presentation theory lab_stirling_2012_deimann_farrow
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
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”
Basic assumption
Basic assumption
       of Bildung
       of Bildung
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
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
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
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
Thank you very much!

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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
  • 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”
  • 6. Basic assumption Basic assumption of Bildung of Bildung
  • 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
  • 11. Thank you very much!