home 2017, Education Open: Philosophy and Practices Revolutionizing Education and Science

Open: Philosophy and Practices Revolutionizing Education and Science

Recommended Reading for Open Education Week 2017Open: Philosophy and Practices Revolutionizing Education and Science (Ubiquity Press, 2017)

Excerpts

Governments and other funding entities that wish to maximize the impacts of their education investments are moving toward open education licensing policies. National, provincial/state governments, and education systems all play a critical role in setting policies that drive education investments and have an interest in ensuring that public funding of education makes a meaningful, cost- effective contribution to socioeconomic development. Given this role, these policy-making entities are ideally positioned to require recipients of public funding to produce educational resources under an open license. Let us be specific. Governments, foundations, and education systems/institutions can and should implement open education licensing policies by requiring open licenses on the educational resources produced with their funding.
– Cable Green, Open Licensing and Open Education Licensing Policy

Higher education, itself − if not broken − is certainly delusional. For how else can we describe an enterprise in which we continue to pretend that our students start and finish at the same place and at the same pace? Where we cling to the fantasy that our students have unfettered access to required course materials. Where our programs do not serve the modal student, who works at least part-time and will no longer spend four years studying full-time at the same institution. And where we claim to value being ‘student-centered’ when in practice faculty, course content, accreditation or testing requirements, and budgetary concerns drive the learning process far more than students.
All of this is why I bristle when I hear the old ‘if it ain’t broke, why x it?’ argument. For if it’s not open, it is broken, and that’s precisely why we must fix it.
– Rajiv S. Jhangiani, Open as Default: Thee Future of Education and Scholarship

By replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relation- ship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised. Whether students participate in the development and revision of OER or not, this rede ned relationship between students and their course ‘texts’ is central to the philosophy of learning that the course espouses. If faculty involve their students in interacting with OER, this relationship becomes even more explicit, as students are expected to critique and contribute to the body of knowledge from which they are learning. In this sense, knowledge is less a product that has distinct beginning and end points and is instead a process in which students can engage, ideally beyond the bounds of the course.
– Robin DeRosa and Scott Robinson, From OER to Open Pedagogy: Harnessing the Power of Open

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