Authors : Sandra Peter, Markus Deimann
In the context of education, “open(ness)” has become the watermark for a fast growing number of learning materials and associated platforms and practices from a variety of institutions and individuals. Open Educational Resources (OER), Massive Open Online Courses (MOOC), and more recently, initiatives such as Coursera are just some of the forms this movement has embraced under the “open” banner.
Yet, ongoing calls to discuss and elucidate the “meaning” and particularities of openness in education point to a lack of clarity around the concept. “Open” in education is currently mostly debated in the context of the technological developments that allowed it to emerge in its current forms.
More in-depth explorations of the philosophical underpinnings are moved to the backstage. Therefore, this paper proposes a historical approach to bring clarity to the concept and unmask the tensions that have played out in the past.
It will then show how this knowledge can inform current debates around different open initiatives.
URL : https://journals.openedition.org/dms/2491
Authors : Tim van der Zee, Justin Reich
Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny.
Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible.
Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice.
Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward.
URL : Open Education Science
Alternative location : http://journals.sagepub.com/doi/10.1177/2332858418787466
Author : Vivien Rolfe
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 aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging.
This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. T
he interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements – staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture.
This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.
URL : Striving Toward Openness: But What Do We Really Mean?
Alternative loation : http://www.irrodl.org/index.php/irrodl/article/view/3207
Author : Jeremy de Beer
This article integrates the concepts of open innovation and open development. It extends the theory of open development beyond the field of information communications technology to address aspects of innovation systems more generally.
It applies the concept of openness to innovation in practice across the domains of open science, open education, and open data. Creating a framework that is more integrated in theory and cross-cutting in practice creates new possibilities for interdisciplinary research and policy-relevant insights.
URL : https://ssrn.com/abstract=3008675
Authors : Matthew Longshore Smith, Ruhiya Seward
Since the early 2000s, there has been an explosion in the usage of the term open, arguably stemming from the advent of networked technologies — including the Internet and mobile technologies.
‘Openness’ seems to be everywhere, and takes many forms: from open knowledge, open education, open data and open science, to open Internet, open medical records systems and open innovation. These applications of openness are having a profound, and sometimes transformative, effect on social, political and economic life.
This explosion of the use of the term has led to multiple interpretations, ambiguities, and even misunderstandings, not to mention countless debates and disagreements over precise definitions.
The paper “Fifty shades of open” by Pomerantz and Peek (2016) highlighted the increasing ambiguity and even confusion surrounding this term. This article builds on Pomerantz and Peek’s attempt to disambiguate the term by offering an alternative understanding to openness — that of social praxis.
More specifically, our framing can be broken down into three social processes: open production, open distribution, and open consumption. Each process shares two traits that make them open: you don’t have to pay (free price), and anyone can participate (non-discrimination) in these processes.
We argue that conceptualizing openness as social praxis offers several benefits. First, it provides a way out of a variety of problems that result from ambiguities and misunderstandings that emerge from the current multitude of uses of openness.
Second, it provides a contextually sensitive understanding of openness that allows space for the many different ways openness is experienced — often very different from the way that more formal definitions conceptualize it.
Third, it points us towards an approach to developing practice-specific theory that we believe helps us build generalizable knowledge on what works (or not), for whom, and in what contexts.
URL : http://firstmonday.org/ojs/index.php/fm/article/view/7073
Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good :
“Despite societal imperatives for equity—whether espoused by nation states or transnational agencies like UNESCO—current models of higher education are unequivocally failing to provide universal access. This paper seeks to explore the (cyber)spaces (un)occupied by higher education, specifically in the area of curriculum studies, arguing that the World Wide Web can be used to effect the democratization of education. Further, it argues for the benefits of Open Access research by means of a small-scale empirical study, the results of which indicate that making research openly accessible does not diminish the impact of research, but rather may actually increase it.”
URL : http://ojs.vre.upei.ca/index.php/cje-rce/article/view/1149
The openness-creativity cycle in education: a perspective :
“The nature of openness in education has transformed from just relating to open access to encompass a wide range of interpretations. This paper explores the concept of an ‘open scholar’ whose practice is shaped by digital and networked technologies. It is argued that openness represents an effective working method in this environment, and that creativity plays a key role in realising this. The relationship between creativity and open educational resources is outlined to demonstrate that there is a positive feedback loop between the two processes.”
URL : http://oro.open.ac.uk/33296/