Interesting paper by Richard Hall and Joss Winn on the role of technology in open education. The authors write, "Technology underpins the development of an open curriculum for resilience in three key areas:
I. The enhancement of student-agency, in producing both relationships within and across open communities, and open, socially-situated tasks...
II. Re-framing HE experiences as open, in order to allow learners to test their self-concept...
II. Feedback for learning from multiple perspectives...
In this tripartite approach, the production and re-use of artefacts is of secondary importance to the social relationships that are re-defined by educators and students, and the focus on people and values that is in-turn assembled through open education."
Equally interesting, to me, is the motivation for the study: "There is still a risk that the provision of frameworks for free associations between individuals will leave some people marginalised, and the creation of appropriate contexts that spark or forge opportunities for participation is pedagogically critical." One of the key roles institutions play (albeit, sometimes very badly) is in the creation of frameworks for participation and inclusion. This is an important objective generally, and not just within the context of education.
I. The enhancement of student-agency, in producing both relationships within and across open communities, and open, socially-situated tasks...
II. Re-framing HE experiences as open, in order to allow learners to test their self-concept...
II. Feedback for learning from multiple perspectives...
In this tripartite approach, the production and re-use of artefacts is of secondary importance to the social relationships that are re-defined by educators and students, and the focus on people and values that is in-turn assembled through open education."
Equally interesting, to me, is the motivation for the study: "There is still a risk that the provision of frameworks for free associations between individuals will leave some people marginalised, and the creation of appropriate contexts that spark or forge opportunities for participation is pedagogically critical." One of the key roles institutions play (albeit, sometimes very badly) is in the creation of frameworks for participation and inclusion. This is an important objective generally, and not just within the context of education.
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