Open Education, Open Learning and Open Teaching at the African University

2021 ◽  
pp. 129-148
Author(s):  
Francis Simui ◽  
Karen Ferreira-Meyers
Keyword(s):  
Open Education ◽  
Open Learning

scholarly journals Open learning and critical reflection: Implications for OTEN

1994 ◽  
Vol 10 (1) ◽  
Author(s):  
Tim Miles
Keyword(s):  
Critical Reflection ◽  
Open Education ◽  
Open Learning ◽  
Training And Education ◽  
Education Network ◽  
The Relationship

<span>This article examines the relationship between open learning and critical reflection and the implications of this for OTEN. OTEN (Open Training and Education Network) is the TAFE institution which was formerly known as the External Studies College of TAFE and which in 1990 changed its name to the Open College and more recently to OTEN. The fact that the word "open" is now incorporated in its name is significant in so far as its role is perceived to have changed from distance to open education.</span>

Open Education

2021 ◽  
Keyword(s):  
Online Social Networks ◽  
Classroom Practice ◽  
Open Educational Resources ◽  
Instructional Materials ◽  
Open Education ◽  
Open Learning ◽  
Financial Barriers ◽  
Web Based ◽  
The Creation ◽  
K 12

Open education expands access to learning resources, tools, and research through collaboration and connection in a flexible learning framework that removes technical, legal, and financial barriers so that learners can share and adapt content to build upon existing knowledge. The foundation of “open education” first emerged in England when the Oxford Extension Movement was established in 1878 to provide education to the general masses. Following the success of these extension centers, the US Congress passed the Smith-Lever Act in 1914 to create a system of cooperative extension services connected to land grant universities. These extension cooperatives provided courses in agriculture, administrative policy, economics, and other subjects at little or no cost. Participants were given flexibility to direct their own learning by accessing instructional materials as they needed. In the late 1960s, theories regarding the value of this self-directed learning began to transform traditional classroom practice and again, interest in open learning gained popularity. By 1969, Prime Minister Harold Wilson garnered support to establish the British Open University, which globalized education through television and radio instruction. During the 1970s, even though open learning practices were favored in K-12 schools, ongoing criticism redirected educators back to standardized teaching methods. In the 1980s, the invention of the Wide World Web (1989) led to the creation of applications and networks that could deliver web-based education. The development of online “social” networks fostered the expansion of collaborative projects such as Wikipedia (2001) and the Budapest Open Access Initiative (2001), which broadened the educational landscape to support barrier-free learning. The emergence of online participatory platforms enabled several leading academic institutions who had been using web-based applications to curate and share their learning materials. The Massachusetts Institute of Technology (MIT) created the MIT Open Courseware Project (2002), which led to the creation of massive open online courses (MOOCs). As educators worked together on the development of open educational content, the Cape Town Open Education Declaration (2009) was written as a statement to promote the use of open resources and open teaching practices in education. This declaration catalyzed further emphasis of Open Educational Resources (OERs), which included freely adaptable textbooks, journals, and open data projects. To share these resources, instructional repositories such as MERLOT and the OER Commons evolved. Open repositories enable educators to find instructional materials they can adopt, adapt, and create without financial or legal constraints. In some cases, OER projects focus on a disciplinary area such as digital humanities, open science, and open courses. To protect the rights of content creators, Creative Commons licenses assist with the attribution of these resources. The expansion of the open education movement has also prompted new explorations into open educational practices (OEP) to include mobile learning, personalized learning, and other open pedagogies. In 2012, the World OER Congress published the UNESCO OER Declaration, which states that “everyone has the right to education.” This statement reflects the foundation of open education.

scholarly journals Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

2018 ◽  
Vol 18 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Mathias Decuypere
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Access To Education ◽  
Open Learning ◽  
Massive Open Online ◽  
Generic Term ◽  
Different Types ◽  
Concrete Operations

Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, socio-technical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

scholarly journals Social Annotation Enabling Collaboration for Open Learning

2019 ◽  
Author(s):  
Jeremiah (Remi) Kalir
Keyword(s):  
Social Life ◽  
Meaning Making ◽  
Educational Practice ◽  
Learning Technology ◽  
Open Education ◽  
Open Learning ◽  
Computer Supported Collaborative Learning ◽  
Case Study Analysis ◽  
Social Annotation ◽  
Open Educational Practice

Collaboration is a conceptually ambiguous and understudied aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests that collaboration be defined and studied as a distinct OEP. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, case study analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.

scholarly journals Open Learning Experience Bingo

2021 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Nate Angell ◽  
Angela Gunder
Keyword(s):  
Learning Experience ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Practices ◽  
Open Education ◽  
Open Learning ◽  
Heat Map ◽  
The Many ◽  
Compare And Contrast ◽  
Box Dimensions

Definitions of openness and open education abound, but with so many, how can we use them effectively to explore the openness of assignments, activities, classes, or programs? Open Learning Experience Bingo is a game that a group of collaborators have created to give people a way to surface and discuss the many different ways that educational experiences can “open” beyond traditional practices. Each bingo card includes boxes containing possible “ingredients” in a learning experience, and radiating from the center of each box, “dimensions” of openness along which an ingredient might be opened. You “play” bingo by reading or hearing about a learning experience and marking areas on the bingo card that you think the experience opens. The game incorporates broad concepts of openness and seeks not to measure the openness of learning experiences, but to identify and spark discussion about areas in which experiences are opening — or might be opened further. As artifacts, completed bingo cards display a sort of “heat map” of openness that can be used to compare and contrast bingo evaluations of various learning experiences.

The Language-Speech Clinician and Open Education

1973 ◽  
Vol 4 (1) ◽  
pp. 49-51
Author(s):  
Mary E. Dobson ◽  
Russell L. Dobson
Keyword(s):  
Open Education

DESAIN PEMBELAJARAN UNTUK TRANSFORMASI SOSIAL (Studi Perbandingan Pemikiran Paulo Freire dan Ivan Illich tentang Pendidikan Pembebasan)

1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Technical Skills ◽  
Stable System ◽  
Open Learning ◽  
Learning Network ◽  
Contemporary Education ◽  
Ivan Illich

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

MOOC as a new development stage in Open Education of South Korea

2016 ◽  
Vol 77 (2) ◽  
pp. 68-73
Author(s):  
Kudajbergenova R.E. ◽  
◽  
Asylbekova M.A. ◽  
Keyword(s):  
South Korea ◽  
Development Stage ◽  
Open Education ◽  
New Development
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