Ecologies of Openness: Reformations through Open Pedagogy
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Abstract
Ecologies of openness—inclusion, intersections, and interstices—raises questions about the concepts of open, openness, opened, and opening, throughout educational contexts. The rise of openness and open pedagogy has impacts on educational paradigm shifts and university reforms in open and flexible learning. The focus of this article is to present an overview of different current frameworks for open education that will serve to introduce readers to contemporary open education frameworks and to present different dimensions of open. The literature includes current reports by the European Commission, scientific journals, and blog posts by scholars since 2015to the present. Reports by UNESCO and those related to the fourth industrial revolution are examined. In addition, the article builds on the authors previous research in the field, which also includes leadership and quality related to openness. To set the scene the following section briefly introduces current global trends and challenges in education in the 21st century. After that open pedagogy are presented; the open education framework by the European Commission, and ecologies of open pedagogy. The article ends with conclusions and recommendations.
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OSSIANNILSSON, E. (2018). Ecologies of Openness: Reformations through Open Pedagogy. Asian Journal of Distance Education, 13(2), 103-119. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/273
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
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Ossiannilsson, E., Altinay, F., &Altinay, Z. (2016b). MOOCs, as change agents to boost innovation in higher educationlearning arenas. Education Sciences, 6(3), 25. doi:10.3390/educsci6030025 Ossiannilsson E., Altınay Z., &Altınay F. (2017). Towards fostering quality in open online education through OER and MOOC practices. In M.Jemni, Kinshuk, M., & M. Khribi (Eds.),Open education: From OERs to MOOCs. Lecture Notes in educational technology. (pp. 189– 109). Berlin; Heidelberg: Springer. Prinsky, M. (2003). Digital game-based learning. Magazine Computers in entertainment (CIE). Theoretical and practical computer applications in entertainment 1(1) pp. 21-21 Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Y. Punie. (Ed.),EUR 28775 EN. Luxembourg: Publications Office of the European Union. doi:10.2760/159770, JRC107466 Rule, A. (2006). Editorial: The components of authentic learning.Journal of Authentic Learning, 3(1), 1–10. Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Sage Publications Inc. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance learning, 2(1), 1–8. Siemens, G., Gasevic, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University Press. Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, . . .Wong, L. H. (2016). Innovating pedagogy 2016: Open University innovation report 5. Milton Keynes: The Open University. Schwab, K. (2016). The 4th industrial revolution. Geneva: World Economic Forum. Stagg, A. (2017). The ecology of the open practitioner: A conceptual framework for open research. Open Praxis, 9(4), 363–374. Retrieved from https://openpraxis.org/index.php/Op enPraxis/article/view/662 Stracke, C. (2012). OPAL. Open educational quality initiative.Project number 504893LLP-1-2009-1-DE-KA3-KA3MP. Essen: University Duisburg-Essen. Retrieved from http://eacea.ec.europa.eu/LLp/proje cts/public_parts/documents/ict/200 9/mp_504893_ict_FR_opal.pdf Taylor, B. (2016). Systems and systemic change. Clarity in concepts. Springfield: Center for Business development.Crockett, L. W., & Churches, A. (2018). Growing Global Digital Citizens: Better Practices That Build Better Learners. A Guide to Increasing Student Citizenship and 21st Century Skills with Digital Technology. Bloomington: Solution Three Press Watters, A. (2012). Unbundling and unmooring: Technology and the higher ed tsunami. EducauseReview.Retrieved from https://er.educause.edu/articles/201 2/9/unbundling-and-unmooringtechnology-and-the-higher-edtsunami.
Weller, M. (2014).Battle for open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press. doi: https://doi.org/10.5334/bam Wiley, D. (2013, October 21). What is open pedagogy? [Web log message]. Retrieved fromhttps://opencontent.org/blog/archi ves/2975 Wiley, D. (2017, April 04). Re: How is open pedagogy different? [Web log message]. Retrieved from https://opencontent.org/blog/archives/ 4943 UNESCO. (2015a). Sustainable development goal 4 and its targets. Retrieved fromhttps://en.unesco.org/education20 30-sdg4/targets UNESCO. (2015b). The Incheon declaration. Education 2030. Towards inclusive and equitable quality lifelong learning for all. Retrieved fromhttp://unesdoc.unesco.org/images /0023/002338/233813m.pdf UNESCO. (2015c). Education 2030. The Incheon declaration and framework for action for the sustainable goal 4. Retrieved fromhttp://unesdoc.unesco.org/images /0024/002456/245656E.pdf UNESCO. (2016). Education needs to change fundamentally to meet global development goals. Retrieved fromhttp://www.unesco.org/new/en/m edia-services/singleview/news/education_needs_to_chang e_fundamentally_to_meet_global_dev el/