Open Education

Cronin, Catherine

doi:10.4324/9781351252805-10

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…2(1) 1-8 were catalysts for OEP research and application" (p. 11). OEP and OER policies, as forms of discourse, have come into greater critical scrutiny by scholars (Atenas et al, 2019(Atenas et al, , 2022Bossu & Stagg, 2018;Cronin, 2019). However, critical approaches in open education policy analysis, particularly within the Canadian context, are lacking.…”

Section: Canadian Oer and Oepmentioning

confidence: 99%

Open Education: Looking at Canadian Higher Education through a Critical Research Lens

Bordignon

2022

otessaconference

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Open education (OE), as the sharing, use, and reuse of resources, pedagogies, and teaching practices, is an evolving phenomenon globally. OE has gained momentum by challenging, transforming, and even displacing systems which exclude, disenfranchise, and marginalize members of both the public and academic communities. Traditional, dominant systems are problematic because they create barriers that restrict access, agency, ownership, participation, and experience. OE approaches represent a wide range of solutions from free open educational resources to open access of scholarly research. A complex open and closed ecosystem, coupled with flaws and weaknesses in OE practices and approaches themselves, create issues and tensions needing closer interrogation. This paper provides a brief literature review on OE, with an emphasis on how meaning has evolved from being content focused to practice focused, alongside with the progression in an aim towards social justice and equity. A look at how OE is constituted within international and Canadian policy discourse also informs how conceptualizations form under social and political contexts. It is argued that critical theoretical frameworks can interrogate the OE phenomenon, particularly within Canadian higher education. A critical research lens can be beneficial in providing understandings of power relations as they affect social justice and equity.

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Section: Canadian Oer and Oepmentioning

confidence: 99%

Open Education: Looking at Canadian Higher Education through a Critical Research Lens

Bordignon

2022

otessaconference

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Section: Introductionmentioning

confidence: 99%

“…Since the 1960s, open education initiatives have emerged, aiming to emancipate education from various forms of oppression, emphasising universal educational access, and empowering learners (Lane, 2009;Cronin, 2019). The "concept, philosophy, and practice of open education is built on a long history of social, political and education movements seeking to widen access to education and reduce inequality" (Cronin, 2019). Due to its association with social activism, political movements, and the advancement of technologies, the interpretation of open education has evolved over time (Stracke et al, 2019), leading to some ambiguity in defining this movement (Cronin, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In the 20 th Century, with the rise of open universities, the movement was associated with open admissions and distance learning (Lane, 2009;Stracke et al, 2019). However, evolving alongside developments in digital, mobile, and social technologies (Cronin, 2019), the movement has become characterised by open content, open educational resources, and MOOCs (Stracke et al, 2019;Wiley and Gurrell, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Open Educational Resources by Teaching Staff in Higher Education in Ireland

Hayes

2024

DBS Appl Res Theor.

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The aim of this study was to evaluate the impact of Emergency Remote Learning on the perceptions of Open Educational Resources. This was achieved by comparing the perspectives of academic teaching staff in this research with those documented in pre-COVID-19 studies. A total of 105 participants from 16 institutions in Ireland were surveyed using a combination of quantitative and qualitative questions. The findings indicate that the shift to Emergency Remote Learning has not significantly diminished the perceived barriers to Open Educational Resources. Instead, it has brought forward fresh concerns about the implications of Open Education on conventional teaching methods. Although a national policy would grant individual institutions the autonomy to devise courses in line with their mission and strategy, the outcomes of this study highlight the need for practical assistance, training, and guidance at an institutional level.

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“…Open Science, open education, open data, but also open access, open content or open source. The term seems to escape definition [1], however some defend that there is actually a strong consensus about what is meant by "open" [2]. "Open", when it relates to education or educational technology, has two things in common: (1) "Free access to the content" and (2) "A formal grant of rights and permissions giving back to the user many of the rights and permissions copyright normally reserved exclusively for the creator or other rights holder" [2].…”

Section: Introductionmentioning

confidence: 99%

Open Science and Open Data Towards Open Education — Portlingue: A Digital Humanities Research Project

Araújo¹

2022

EDULEARN Proceedings

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In this article, we will present the project PortLinguE -a project financed by European funds (ref.PTDC/LLT-LIG/31113/2017) and developed at the University of Minho. The aim of the project is to use open data to create resources for the scientific community and society in general and to empower the community itself to participate as content and knowledge creators. Three types of resources are being developed: (1) Resources for Specialised Languages: (a) a bilingual search engine (Portuguese-English), that presents a given term in both languages, in comparable texts, which are not the translation of each other; and (b) mappings of knowledge areas in primary, secondary and higher education, through the creation of glossaries and digital visualisations, using open access content, such as school programs, and through the direct collaboration with schools and students, encouraging the creation of learner-generated content and community participation in knowledge construction. (2) Resources for Academic Literacy: a seven-step method which intends to guide students in the preparation of academic assignments, by creating and aggregating of resources that support academic and scientific literacy, divided into seven steps that intend to guide students in the preparation of academic papers. (3) Resources for Science Communication: the dissemination of science is essential in a framework of open science and open education, so the project also focuses on promoting contact between the general population and researchers and scientists, by building sponsorship networks and scientific profiles of researchers.

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Open Education

Cited by 7 publications

References 6 publications

Open Education: Looking at Canadian Higher Education through a Critical Research Lens

Open Education: Looking at Canadian Higher Education through a Critical Research Lens

Perceptions of Open Educational Resources by Teaching Staff in Higher Education in Ireland

Open Science and Open Data Towards Open Education — Portlingue: A Digital Humanities Research Project

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