Mapping the open education landscape: citation network analysis of historical open and distance education research

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed.

Download Full-text

Supporting access to open education resources and massive open online courses for high school students of New Zealand

E-Learning and Digital Media ◽

10.1177/2042753017692724 ◽

2017 ◽

Vol 14 (4) ◽

pp. 244-253

Author(s):

Sittara Hakim

Keyword(s):

High School ◽

High School Students ◽

New Zealand ◽

Online Courses ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Open Education ◽

Massive Open Online ◽

School Students

Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

Download Full-text

Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs

Open Praxis ◽

10.5944/openpraxis.11.4.1010 ◽

2019 ◽

Vol 11 (4) ◽

pp. 331 ◽

Cited By ~ 3

Author(s):

Christian M. Stracke ◽

Stephen Downes ◽

Grainne Conole ◽

Daniel Burgos ◽

Fabio Nascimbeni

Keyword(s):

Literature Review ◽

Online Courses ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Open Education ◽

Massive Open Online ◽

Short Answer ◽

Quality Framework ◽

Leading Question

Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.

Download Full-text

A survey of the awareness, offering, and adoption of OERs and MOOCs in Japan

Open Praxis ◽

10.5944/openpraxis.9.2.568 ◽

2017 ◽

Vol 9 (2) ◽

pp. 195 ◽

Cited By ~ 3

Author(s):

Katsusuke Shigeta ◽

Mitsuyo Koizumi ◽

Hiroyuki Sakai ◽

Yasuhiro Tsuji ◽

Rieko Inaba ◽

...

Keyword(s):

Higher Education ◽

Learning Environment ◽

Lifelong Learning ◽

Online Courses ◽

Open Educational Resources ◽

Massive Open Online Courses ◽

Open Education ◽

Previous Survey ◽

Massive Open Online ◽

The Government

Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was conducted in 2015. A comparison with a similar study conducted in 2013 revealed that awareness of OERs has increased slightly and the number of MOOCs offered has increased significantly in the intervening two years. The increase of offerings and adoption was low for OERs but high for MOOCs. OERs are used to improve the learning environment for students, while MOOCs aim to promote lifelong learning. Only one-fifth of the institutions surveyed in 2013 offered MOOCs or advanced their plans to offer them in 2015, and institutions that did offer MOOCs or advance such plans to offer them after the previous survey tended to provide MOOCs for society and for promotional purposes, not only for themselves because Japanese institutions are self-sustainable in terms of open education activities, operating without the support of the government or foundations.

Download Full-text

Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i5.2027 ◽

2015 ◽

Vol 16 (5) ◽

Cited By ~ 10

Author(s):

HAYRIYE TUGBA OZTURK

Keyword(s):

Learning Environment ◽

Assessment Tool ◽

Online Courses ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Survey Method ◽

Open Education ◽

Value Change ◽

Massive Open Online

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. However, in time, moving away from its original philosophical and pedagogical values, new variations of MOOCs have emerged and new MOOCs have become more market oriented and are aligned with instructivist, cognitive, and behaviourist pedagogy. In an attempt to empirically examine the change in underlying values of the MOOCs, a survey method was employed by using a Connectivist Learning Environment Assessment Tool which was developed in the scope of this research. The tool could be useful for formulating and justifying a conceptual framework that enables us to reify the connectivist pedagogy and assess connectivist underpinnings of a learning environment including MOOCs. This research aims to contribute to MOOC studies against the background of previous knowledge from the Open Education and Connectivist fields.

Download Full-text

REA e POMAR: desdobramentos de uma Educação Aberta na Cibercultura

EAD em FOCO ◽

10.18264/eadf.v7i1.531 ◽

2017 ◽

Vol 7 (1) ◽

Author(s):

Adriana Rocha Bruno ◽

Ana Carolina Guedes Mattos

Keyword(s):

Literature Review ◽

Gilles Deleuze ◽

Online Courses ◽

Open Educational Resources ◽

Massive Open Online Courses ◽

Felix Guattari ◽

Open Education ◽

Massive Open Online ◽

Contemporary Education ◽

Present Text

O presente texto apresenta conceitos e a compreensão das autoras acerca da Educação Aberta e também seus desdobramentos, a saber: recursos educacionais abertos (REA), massive open online courses (MOOC) e Percursos Online Múltiplos, Abertos e Rizomáticos (Pomar) como movimentos contemporâneos na/da educação. A dissertação: cuja natureza se deu a partir de uma revisão de literatura: defendida em março de 2015 no Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora (PPGE/UFJF) foi a base para as reflexões críticas tratadas no texto sobre tais temáticas. Os estudos de Gilles Deleuze e Felix Guattari sobre multiplicidade, devir, plano de imanência e rizoma são tratados como potencializadores para maximizar a complexidade da educação contemporânea. Os REA suscitam transformações singulares na medida em que fomentam o acesso ao conhecimento produzido e o compartilhamento de ideias, recursos e produtos. Destarte, oferecem múltiplas possibilidades de materiais em variados repositórios e formatos que podem ser (re)utilizados em realidades diversas. A incorporação de REA nas práticas educacionais passa a compor esse trajeto na Educação Aberta. Produzir e socializar, colaborativamente, desdobrar, dar/ter acesso, remixar, valorizar as múltiplas produções de conhecimento existentes e incorporá-las ao consumido e ao produzido é ser um educador/aprendiz aberto. Palavras-chave: Educação Aberta, REA, Pomar, Cibercultura. OER and Pomar: Unfolding of Open Education in Cyberculture Abstract The present text exhibit concepts and the authors understanding about Open Education and also its splits, namely: Open Educational Resources (OER), Massive Open Online Courses (MOOCs) and Multiples Open Online Roots and Rhizome (POMAR) as contemporary movements in education. The dissertation - the nature of which was based on a literature review - defended in March 2015, in the Postgraduate Program in Education of the Federal University of Juiz de Fora (PPGE / UFJF) was the basis for the critical reflections text on such topics. The studies of Gilles Deleuze and Felix Guattari about differentiation, becoming, immanence plan and rhizome are treated as potentiators to maximize the complexity of the contemporary education. OER bring unique transformations as they foster access to the produced knowledge and for sharing ideas, resources and products. Thus, they offer multiple possibilities of materials in various repositories and formats that can be (re) used in diverse realities. The incorporation of OER in educational practices is a part of this path in Open Education. Producing and socializing, collaboratively, deploying, giving-accessing, remixing, valuing multiple existing knowledge productions and incorporating them into the consumed and produced is to be an open educator / learner. Keywords: Open Education, OER, MOOC, POMAR, Cyberculture.

Download Full-text

Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

JPUA: Jurnal Perpustakaan Universitas Airlangga: Media Informasi dan Komunikasi Kepustakawanan ◽

10.20473/jpua.v8i1.2018.1-7 ◽

2020 ◽

Vol 8 (1) ◽

pp. 1

Author(s):

Riana Mardina

Keyword(s):

Online Learning ◽

Blended Learning ◽

Online Courses ◽

Massive Open Online Courses ◽

Open Education ◽

Massive Open Online

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

Download Full-text

An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

IEICE Transactions on Information and Systems ◽

10.1587/transinf.2015edp7382 ◽

2016 ◽

Vol E99.D (8) ◽

pp. 2140-2150 ◽

Cited By ~ 3

Author(s):

Sila CHUNWIJITRA ◽

Chanchai JUNLOUCHAI ◽

Sitdhibong LAOKOK ◽

Pornchai TUMMARATTANANONT ◽

Kamthorn KRAIRAKSA ◽

...

Keyword(s):

Online Courses ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Learning Platform ◽

E Learning

Download Full-text

Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies

Pedagogy and Psychology of Education ◽

10.31862/2500-297x-2020-2-83-92 ◽

2020 ◽

pp. 83-92

Author(s):

Natalia P. Goncharuk ◽

Evgeniya I. Khromova

Keyword(s):

Blended Learning ◽

Information And Communication Technologies ◽

Online Courses ◽

Digital Technologies ◽

Educational Environment ◽

Educational Process ◽

Open Educational Resources ◽

Massive Open Online Courses ◽

Learning Technology ◽

Massive Open Online

The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

Download Full-text