Understanding reusability as a key factor for open education: A review

Abstract

This article describes both the process and the results of an extensive literature review on <em>reusability</em> as one of the key factors for the creation of open content in the context of open and distance learning. Qualitative analysis of texts was made from 1992 to early 2014 in order to identify meanings associated with reusability and its evolution over time. Results show that reusability is not a univocal concept and its meaning has evolved from its early years, especially focusing over the last decade on adaptation processes. Furthermore, the review indicates that reusability has traveled through a complex path from a technological to an educational context and the ideas related to it, in each case, projected different practical implications. A more profound understanding of such ideas is critical to face institutional approaches to create and reuse open educational resources as well as the design and implementation of open educational practices.

The Role of Re-Appropriation in Open Design: A Case Study on How Openness in Higher Education for Industrial Design Engineering Can Trigger Global Discussions on the Theme of Urban Gardening

“…Sustainability is increasingly emphasized in courses on design and engineering (Melles, de Vere, & Misic, 2011). Yet, while solutions may be applicable in a local context, they are not necessarily suited to be re-appropriated and reused on a wider scale, under both design and educational points of view (Chiappe & Arias, 2015). The result is that sustainability focussed projects in design and engineering higher education are not always reused in other contexts, and it is also not clear how effective they might be.…”

“…We argue that to "open" the design two main steps are needed: (a) "physical" accessibility through online delivery (sharing the project, giving instructions, images, etc. ); and (b) the "content creation," which means to restructure the content in order to facilitate reusability, also defined as re-appropriations (trying to simplify the understanding of the project and identifying the "solution spaces" mentioned before) (Chiappe & Arias, 2015). To explore spontaneous open design behaviour we create a community-based practice within the context of urban gardening.…”

“…As stated by Chiappe and Arias (2015) adopting and developing an approach towards openness in higher education practical laboratories.…”

“…Their choices were supported by literature (Dahl & Moreau, 2007) and by constant consultations with teachers. Other concepts applicable to the stimulation of reusability through open education were applied to the content creation (our Learning Objects) in order to create less contextualized content, improve use granularity (i.e., solutions were divided into independent sub-solutions to be applied to different contexts) and stimulate adaptation as described below (Chiappe & Arias, 2015).…”

Utilización de recursos educativos abiertos para la promoción del uso de repositorios institucionales

“…Si bien algunos de estos factores aplican a los OA más que a los REA, en términos generales se acuerda con esta aproximación a la cuestión. (Chiappe & Arias, 2015) amplían el término reusabilidad de REA y lo analizan desde variadas dimensiones educativas tales como: usar nuevamente, granularidad, adaptación, interoperabilidad y combinación.…”