In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
In his book "The End of Education: Redefining the Value of School", Neil Postman challenges the education system. He feels it should be more than a means to achieve a better job or good consumer skills and that we should concentrate on the philosophical side of what schools are for.
Hundreds of thousands of words have been written about open educational resources, but precious little has been written about how OER – or openness more generally – changes the practice of education. Substituting OER for expensive commercial resources definitely save money and increase access to core instructional materials.
However, there are much bigger victories to be won with openness.
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
Footprint is an academic journal published by the Delft School of Design presenting research regarding architecture and the urban.
Digital technology has introduced in the last decades data-driven representational and generative methodologies based on principles such as parametric definition and algorithmic processing. In this context, the 15th Footprint issue examines the development of data-driven techniques such as digital drawing, modelling, and simulation with respect to their relationship to design.
(From the foreword) The global development towards open education dates back more than ten years. In 2006, several Dutch universities followed suit with the publication of OpenCourseWare. Although several institutions had already embraced the concept of open education for some time, the issue seems to have truly taken hold in the Dutch higher education sector since 2013, largely due to the growing popularity of Massive Open Online Courses (MOOCs).
The Trend Report supports this conclusion. The report accurately describes the latest developments and challenges facing the Dutch higher education sector in relation to open and online education. The articles also outline a concrete vision on future developments, such as the effects of recognising MOOC results, the impact of digitisation on postgraduate education and other forms of disruptive innovation.
Open Educational Resources (OER) are "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. ”MIT’s OpenCourseWare and the Khan Academy materials are well-known examples. OER have different properties from proprietary materials because they are legally free, and, depending on the license selected by the creator, may be copied, reused, revised, remixed, and redistributed. While we understand their properties, we have only a beginning understanding of how OER are used and whether the properties add value for users when compared to similar proprietary materials. This paper explores nine areas of research on OER from policy to development to its relative effectiveness and whether it stimulates innovation. Although existing research is considered, greater attention is given to the possibilities for new research in these areas.
Building peaceful, democratic and inclusive knowledge societies across the world is at the heart of UNESCO’s mandate. To make global knowledge societies possible, universal access to information is a fundamental condition.