Archive for the ‘Open Learning’ Category

Revisiting the Reusability and Openness of Resources in the Massachusetts Institute of Technology Open Courseware

The marketing of the Massachusetts Institute of Technology (MIT) Open Courseware gives the impression that it has the potential to contribute to quality open learning and opening up higher education globally. It is from this perspective that the potential contribution of Open Educational Resources (OER) units in the MIT Open Courseware to opening up higher […]

Social scholarship and the networked scholar: researching, reading, and writing the web

What does it mean to be a digital/social scholar today? What does it take to be a networked scholar? What complicating and mitigating factors are emerging today for digital and networked scholarship? Those are some of the questions that a group of digitally connected “obnoxious academics” (the Authors) have been wrestling with, first individually and […]

Lessons learned from developing online training for humanitarians

A comprehensive online learning programme with more than 200 courses was built by the International Federation of Red Cross and Red Crescent Societies between starting with 2009 and 2015, offering development opportunities to the Red Cross and Red Crescent (RCRC) volunteers and staff to broaden their understanding, to strengthen their organisations, and to be better […]

New Partnership Aims at Lifelong Learners

WeWork and 2U are working to create a “global campus” for adults studying for job-friendly credentials online, expanding their competitive footprint. Inside Higher Ed

MOOCS as Accelerators of Social Mobility? A Systematic Review

Due to their perceived scope and openness to socially underprivileged groups, Massive Open Online Courses (MOOCs) have been presented as tools to enhance social mobility. However, there has also been evidence to suggest that MOOCs are mainly beneficial for privileged groups and could even contribute to an increasing gap in educational opportunities between privileged and […]

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

In the past decade, the educational scenario world over has significantly been impacted by open access and open education movements. The philosophy of openness and sharing forms the cornerstone of the open education movement. The distance education approaches, together with open educational resources (OER) and massive open online courses (MOOCs), are being used to serve […]

Striving Toward Openness: But What Do We Really Mean?

The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? […]

The ecology of the open practitioner: a conceptual framework for open research

Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative effect on mainstreaming the practice sustainably. This […]

Fractal: an educational model for the convergence of formal and non-formal education

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic […]

Open Education, Open Questions

The use of open practices by learners and educators is complex, personal, and contextual; it is also continually negotiated. Higher education institutions require collaborative and critical approaches to openness in order to support faculty, students, and learning in an increasingly complex higher education environment. EDUCAUSE Review