Relevant bibliographies by topics / Open education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Open education"

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Baymakhanova, G., S. Baymakhan, and D. Summers. "Open educational resources in education: efficiency, targeting, perspective." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (June 30, 2020): 46–53. http://dx.doi.org/10.31489/2020ped2/46-53.

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Perminova, V. A., A. I. Sikaliuk, and S. V. Lytvyn. "OPEN EDUCATIONAL ENVIRONMENT AS AN INTEGRAL PART OF INNOVATIVE EDUCATION." SCIENTIFIC BULLETIN OF POLISSIA 2, no. 1(9) (2017): 86–90. http://dx.doi.org/10.25140/2410-9576-2017-2-1(9)-86-90.

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Kerfeld, Cheryl A., and Liza Gross. "Open Education, Open Minds." PLoS Biology 8, no. 10 (October 5, 2010): e1000508. http://dx.doi.org/10.1371/journal.pbio.1000508.

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Singh, Dr Surya Bhan. "Open and Distance Education in Uttarakhand : Democratization of Higher Education." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 389–90. http://dx.doi.org/10.15373/22778179/august2014/119.

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Belgiu, Mariana, Josef Strobl, and Gudrun Wallentin. "Open Geospatial Education." ISPRS International Journal of Geo-Information 4, no. 2 (April 24, 2015): 697–710. http://dx.doi.org/10.3390/ijgi4020697.

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van der Zee, Tim, and Justin Reich. "Open Education Science." AERA Open 4, no. 3 (July 2018): 233285841878746. http://dx.doi.org/10.1177/2332858418787466.

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Viduka, Dejan, Boris Ličina, and Vladimir Kraguljac. "Open model of education using Open Source principles." Trendovi u poslovanju 9, no. 1 (2021): 40–48. http://dx.doi.org/10.5937/trendpos2101041v.

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The information society is a force that has changed the way we live, work, learn, inform and have fun today. The open model of education has experienced explosive growth in the last decade thanks to the increasing availability of modern technologies. The Open Access Initiative can now be seen in many areas of education and science where it contributes to faster and better acquisition and dissemination of knowledge. This paper discusses the possibilities of using a new open model based on the principles of Open Source. The scientific contribution represents opportunities for application and improvement for all actors in the process, while creating significant financial savings and impact on the digital divide. This is reflected in the use of legal software that is free, the use of old computer configurations and open access to scientific and university publications. In this way, schools, teachers and students have the opportunity to participate in teaching, work or play, regardless of their financial status.
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Peters, Michael A. "Open Education and the Open Science Economy." Teachers College Record: The Voice of Scholarship in Education 111, no. 14 (November 2009): 203–25. http://dx.doi.org/10.1177/016146810911101412.

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peters, michael a. "Open Education and the Open Science Economy." Yearbook of the National Society for the Study of Education 108, no. 2 (September 2009): 203–25. http://dx.doi.org/10.1111/j.1744-7984.2009.01169.x.

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Nokhrin, Evgeniy Vladimirovich. "OPEN EDUCATION IMPLEMENATION ISSUES." Pedagogical Education in Russia, no. 4 (2017): 6–10. http://dx.doi.org/10.26170/po17-04-01.

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Dissertations / Theses on the topic "Open education"

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Лаврик, Тетяна Володимирівна, Татьяна Владимировна Лаврик, Tetiana Volodymyrivna Lavryk, and N. Saharova. "Open educational resources: some usage aspects." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29422.

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Openness is one of the most influential drivers of change in education and training today, especially for educational organizations both in adult learning as well as in higher education. Open educational resources (ОER) as a manifestation of the principle of openness is gradually becoming an integral part of the educational environment in higher education. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29422
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Duong, Hoang Duc. "On Education, Open Innovation and Economic Growth." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671084.

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L'acumulació de capital humà i l'avenç tecnològic són uns dels principals motors del creixement econòmic. L'acumulació de capital humà genera creixement directament, ja que és un factor productiu. També contribueix a augmentar el progrés tecnològic i, per tant, augmentar la productivitat total dels factors, implicant una producció més eficient i un major creixement econòmic. A part de l'educació, el learning-by-doing (aprendre mitjançant la pràctica) també contribueix a l'acumulació de capital humà. De fet, l'aparició recent de la innovació oberta ha facilitat la difusió del coneixement i, per tant, ha promogut l'acumulació de capital humà. Aquesta tesi pretén analitzar com les polítiques públiques d'educació afecten l'acumulació de capital humà i com l'aparició dels béns oberts i la innovació oberta afecten a la competència en I+D i, per tant, al creixement econòmic. Al capítol 2, analitzem com, quan les persones s'han d'autofinançar la seva educació, les polítiques públiques (un fons públic de préstecs i la deduïbilitat diferida de les despeses d'educació) afecten al creixement en una economia de generacions successives on hi ha restriccions d'endeutament per a les persones. Mostrem que els préstecs públics afecten positivament al creixement de l'economia quan no hi ha restriccions d'endeutament, mentre que la deduïbilitat fiscal afecta al creixement depenent de la magnitud dels préstecs públics i de la deduïbilitat fiscal. Quan les persones tenen restriccions d'endeutament, els préstecs públics afecten positivament al creixement mentre que la deduïbilitat fiscal no afecta al creixement. Ambdues polítiques governamentals afecten a l’operativitat de la restricció d'endeutament i, per tant, poden canviar l'economia de no tenir restricció d'endeutament a sí tenir-ne, o viceversa. Al capítol 3, estudiem com els béns oberts afecten a l'economia a llarg termini. Modelitzem una economia amb béns oberts i privats on els individus han de destinar el seu temps a l'adquisició de capital humà, treballar al sector dels béns privats i desenvolupar béns oberts. Incorporem les característiques dels béns oberts al problema de maximització de l'individu i examinem com afecta al creixement econòmic la quantitat de temps que dediquen les persones a desenvolupar béns oberts en lloc de treballar al sector de béns privats o acumular capital humà. També examinem el problema del planificador social i la seva diferència amb l'assignació de mercat. El capítol 4 té com a objectiu estudiar com els diferents tipus d'activitats d'I+D (codi obert, imitació i I+D convencional) afecten a la innovació i, per tant, a l'economia a llarg termini. Modelitzem una economia amb béns estandarditzats i béns amb diferents nivells de qualitat on les persones tenen preferències no homotètiques i assignen el seu pressupost entre els béns estandarditzats i els béns amb diferents nivells de qualitat. Suposem un continu d'indústries amb un duopoli a cada indústria. Tant els líders de la indústria com els seguidors inverteixen en I+D. Els líders tecnològics inverteixen en I+D per obtenir més beneficis provinents de tenir més qualitat i per reduir el risc de ser copiats o superats pels seguidors o els nous entrants. Els seguidors inverteixen en I+D per aconseguir igualar la qualitat dels líders o per assolir el lideratge tecnològic. Incorporem les característiques de l'I+D convencional, la còpia i la innovació oberta en els problemes de maximització de les empreses que produeixen diferents nivells de qualitat i examinem com la innovació oberta afecta a les inversions en I+D de les empreses amb diferents nivells de qualitat i els seus efectes sobre el creixement econòmic.
La acumulación de capital humano y el avance tecnológico son importantes motores del crecimiento económico. La acumulación de capital humano puede generar directamente crecimiento al ser un factor productivo. A su vez, también puede contribuir a elevar el progreso tecnológico, mejorar la productividad total de los factores y, por lo tanto, permitir una producción más eficiente y así generar crecimiento económico. Aparte de la educación, el learning-by-doing (aprendizaje mediante la práctica) es otro factor importante en la acumulación de capital humano. De hecho, la reciente aparición de la innovación abierta ha facilitado el aumento de los intercambios de conocimiento y, por tanto, ha promovido la acumulación de capital humano. Junto con en análisis de cómo las políticas públicas educativas afectan la acumulación de capital humano, esta tesis tiene como objetivo estudiar cómo el surgimiento de bienes abiertos y la innovación abierta afectan la competencia en I+D y, por ende, el crecimiento económico. En el capítulo 2, analizamos cómo, cuando las personas se han de financiar la educación, las políticas públicas (un fondo público para préstamos y la deducción diferida de los gastos de educación) afectan el crecimiento en una economía de generaciones solapadas donde los individuos pueden tener restricciones de endeudamiento a la hora de decidir su inversión en capital humano. Mostramos que los préstamos públicos afectan positivamente al crecimiento económico cuando no hay restricciones de endeudamiento, mientras que la forma en que la desgravación fiscal afecta al crecimiento depende de la magnitud tanto de los préstamos públicos como de la desgravación fiscal. En una economía con restricciones de endeudamiento, los préstamos públicos afectan positivamente al crecimiento, mientras que la deducción de impuestos no afecta al crecimiento. Ambas políticas gubernamentales afectan a la operatividad de la restricción de endeudamiento y, por lo tanto, pueden hacer que la economía pase de estar bajo una restricción de endeudamiento a una que no, o viceversa. En el capítulo 3, estudiamos cómo los bienes abiertos afectan a la economía a largo plazo. Modelizamos una economía con bienes abiertos y privados donde los individuos deben dedicar su tiempo a la adquisición de capital humano, trabajar en el sector de bienes privados y desarrollar bienes abiertos. Examinamos cómo la cantidad de tiempo que las personas dedican a desarrollar bienes abiertos en lugar de trabajar en el sector de bienes privados o acumular capital humano afecta al crecimiento económico. También examinamos el problema del planificador social y su diferencia con la asignación del mercado. El capítulo 4 tiene como objetivo estudiar cómo los diferentes tipos de actividades de I+D (código abierto, imitación y I+D convencional) afectan a la innovación y la economía a largo plazo. Modelizamos una economía con bienes estandarizados y bienes con niveles de calidad diferente, donde las personas con preferencias no homotéticas tienen que destinar su presupuesto a bienes estandarizados y bienes con niveles de calidad diferente. Suponemos un continuo de industrias con un duopolio en cada industria. Los líderes tecnológicos invierten en I+D para obtener un mayor beneficio al vender productos de mayor calidad y, a la vez, para reducir el riesgo de ser copiados o superados por seguidores o nuevos participantes. Los seguidores invierten en I+D para alcanzar a los líderes o para obtener el liderazgo tecnológico. Incorporamos a las características del I+D convencional, la copia y la innovación abierta en los problemas de maximización de las empresas, donde suponemos que venden varios tipos de calidad a la vez. Nuestro objetivo es examinar cómo la innovación abierta afecta a las inversiones en I+D y, por ende, sus efectos sobre el crecimiento económico.
Human capital accumulation and technology advance are among the main engines of economic growth. Human capital accumulation can directly generate growth as it is a productive factor. It can also contribute to raising technical progress and technological progress, in turn, improves the total factor of productivity and hence allows for more efficient production and brings out economic growth. Apart from education, learning by doing also contributes to the accumulation of human capital. In fact, the recent emergence of open innovation has facilitated the increased flows of knowledge and, therefore, promoted the accumulation of human capital. Together with analyzing how public policies for education affect the accumulation of human capital, this thesis aims at studying how the emergence of open goods and open innovation affect R&D competition and, then, economic growth. In chapter 2, we analyze how public policies for self-financing education, public fund for loans and deferred deductibility of education expenses, affect growth in an overlapping generations economy where individuals can be borrowing-constrained on human capital investment. We show that public loans positively affect growth in the unconstrained economy, while how tax deductibility affects growth depends on the magnitude of both public loans and tax deductibility. In the borrowing-constrained economy, public loans positively affect growth, while tax deductibility does not affect growth. Both government policies affect the borrowing-constraint tightness and, therefore, can shift the economy from being borrowing-constrained to unconstrained or vice versa. In chapter 3, we study how open goods affect the economy in the long run. We model an economy with open and private goods where individuals have to allocate their time for human capital acquisition, working in the private goods sector and developing open goods. We incorporate the characteristics of open goods in the maximization problems and examine how the amount of time that individuals devote for developing open goods instead of working in the private goods sector or accumulating human capital affects economic growth. We also examine the social planner problem and its difference with the market allocation. Chapter 4 aims at studying how different types of R&D activities---open source, imitation and conventional R&D---affect innovation competition and, then, the economy in the long run. We model an economy with standardized goods and quality goods where individuals with non-homothetic preference have to allocate their budget for standardized goods and quality goods. There is a continuum of industries with duopoly production in each industry. Both industry leaders and followers invest in R&D. Technological leaders invest in R&D for higher profit of higher quality products and to reduce the risk of being copied or surpassed by followers or new entrants. Followers invests in R&D to catch up with the leaders or to gain the technological leadership. We incorporate the characteristics of conventional R&D, copying and open innovation in the maximization problems of multi-quality firms and aim at examining how open innovation affects R&D investments of firms with different technology levels and then its effects on economic growth.
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Case, Karen E. "A Big Idea: The Rollout of Open SUNY." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/959.

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Leveraging technology may be a viable solution in the higher education industry as enrollments decline and institutions have a hard time meeting their projected budgets. One innovative approach to mitigating this problem was approved in March of 2013 by the Board of Trustees of the State University of New York (SUNY). It is called Open SUNY. Open SUNY consists of nine components: the creation and expansion of online programs to meet workforce development needs, the development of online credit-bearing experiential learning experiences, support for training of faculty who opt to use emerging technologies, support for student access to online courses, the availability of prior learning assessment system-wide, the development of a research initiative to identify best practices and offer professional development, exploration of open education resources to bring down costs for students, support for expansion of online program development, and the creation and promotion of learning commons to facilitate communication and house content. The purpose of this qualitative bounded case study was to observe the rollout of Open SUNY from the fall of 2014 through spring of 2015 in order to describe the experience of stakeholders at SUNY’s various campuses. To triangulate the data, multiple sources were used to observe the phenomenon such as interviews, documents and surveys. Purposeful sampling allowed for all institution types and geographic areas to be included in the population sample. Data were coded and analyzed using the constant comparative method. Three themes that arose from the data interpretation were: inclusiveness, systemness, and openness. An organizational structure model was used as a framework for making recommendations based on the research conclusions.
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Lotz-Sisitka, Heila 1965. "Epistemological access as an open question in education." Wayne Hugo, 2009. http://hdl.handle.net/10962/7123.

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In his book Learning to Teach in South Africa Morrow (2007)1 argues that teacher education’s ultimate aim is to enable epistemological access2 to knowledge in the modern world, and that there is a need to find new ways of thinking about teaching in South Africa if we are to meet the challenge of enabling all learners to gain such epistemological access. Morrow relates problems of epistemological access to the dominance of an empiricist epistemology in education, and he also comments on how this is obscured by the ideologies of Outcomes Based Education and learner-centred education (with attendant constructivist, relativist assumptions about knowledge). These problems, he argues, have come to shape curriculum thinking, and hence teaching practice, creating a muddled epistemological context in which teaching practices are taking place. He argues for a realist focus but he does not elaborate on what such a realist focus might mean for enabling epistemological access or for associated teaching practice or for teacher education. He does, however, propose that systematic learning is a necessary way forward.
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Васильєва, Тетяна Анатоліївна, Татьяна Анатольевна Васильева, Tetiana Anatoliivna Vasylieva, and O. Skrynnyk. "Comparison of Open Learning Forms in Organizational Education." Thesis, RWTH Aachen University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/85485.

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This article describes the insights from the analysis of the comparative evaluation of open learning methods in organizational education and will be of most interest to researchers and practitioners with non-university background. The approaches considered focus on the selection of solutions based on the methods, which can be individually adapted in the future and applied, for example, by using artificial intelligence technologies to achieve organizational goals without direct human intervention. In this paper we describe the evaluation methods of the learning forms based on the principles of andragogy and consider the software specifics of investigated methods. The obtained conclusions show that the open source course, online learning communities, training with virtual reality and artificial intelligence can be successfully implemented separately and in combination according to the purposes of organizational development. However, learning with artificial intelligence has also a great potential due to the extensive knowledge base and diverse ways of knowledge mediation.
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Hays, Laurie Jo. "Open Education: Its Development in America and Its Influence on Current Educational Themes." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/129.

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This paper investigates the origins of the Open Education movement in the United States and traces its development throughout the twentieth century. Pioneers of the movement are discussed, with an extensive description of John Dewey's work provided. Political and social forces which affected Open Education throughout the century are described. Finally, current trends in education are examined to determine whether Open Education remains in practice. Conclusions and implications for classroom practice are included.
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Sterling, Brasley Stephanie. "Advancing Faculty Adoption of Open Educational Resources in Higher Education| A Delphi Study." Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423679.

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Purpose: The purpose of this Delphi study was to identify and describe the perceptions of open educational resources (OER) higher education experts regarding the activities needed at colleges and universities in the United States in order to advance faculty adoption of OER over the next 10 years. Also, this study examined those activities that were most important and had the greatest likelihood of being implemented.

Methodology: The researcher utilized a mixed-methods Delphi study technique to identify and describe activities to advance faculty adoption of OER. The target population for the study consisted of a group of OER higher education faculty experts from postsecondary institutions within the United States. This study utilized a purposive criterion sampling method to identify 16 experts. The Delphi method employed questionnaires over 3 successive rounds to gather data from and build consensus among the expert panel. In Round 1, the researcher asked the expert panel for activities to support faculty adoption of OER. In Round 2, the expert panel rated the 35 activities for degree of importance and likelihood of implementation. In Round 3, the panel had an opportunity to revise their score, if desired, in order to move toward consensus.

Findings: Analysis of the quantitative data from the study revealed 17 OER activities that received consensus for importance and 11 OER activities that indicated consensus concerning likelihood for implementation. Finally, there were 6 OER research findings on which the expert panel came to consensus concerning equally importance and likelihood of implementation.

Conclusions: Based on the data and research findings, 6 conclusions were drawn related to faculty adoption of OER within colleges and universities over the next decade.

Recommendations: There were 8 recommendations for further research covering these topic areas: (a) replication of the study within different higher education arenas and across other stakeholder groups; and (b) examination of faculty receptivity and resistance to adopting OER, utilizing a change theoretical framework; (c) a model for open pedagogy; and (d) an examination of K-12 educators’ OER adoption practices.

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Cheung, Man-ping Mervyn. "Need analysis and planning a study of open education in Hong Kong /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3197529X.

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Dubrau, Marlen, Anja Lorenz, and Andrea Lißner. "SOOC - Saxon Open Online Course." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.

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Neben der Strukturierung der Informationsflut durch entsprechende Strategien, bedarf es einer Anpassung der Wissensaneignungsprozesse. Massive Open Online Courses (MOOCs) als offene Lehr-Lern-Arrangements haben das Potenzial, diesen Entwicklungen Rechnung zu tragen und die Bildungskultur der nächsten Jahre zu beeinflussen. So stehen Hochschulen vor der Herausforderung, Studierende auf zukünftige Berufswelten vorzubereiten und Handlungskompetenzen zu fördern. Dadurch ist nicht mehr nur die Vermittlung von fachlichem Wissen relevant, sondern auch die Entwicklung von Sozial-, Selbst- und Methodenkompetenzen. Insbesondere die Förderung des selbstgesteuerten Lernens, das die Basis der offenen Kurskonzeption von MOOCs darstellt, ist ebenfalls eine wichtige Grundlage dafür, sich lebenslang selbstständig weiterbilden zu können. Vor diesem Hintergrund wurde der Saxon Open Online Course (SOOC) konzipiert.
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Mazzeo, Arianna. "Co-learning: An open pedagogy for creative arts education." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670097.

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La meva contribució gira entorn de com els mètodes d'aprenentatge basats en el disseny (disseny obert i disseny etnogràfic, particularment) poden fomentar una mentalitat educativa interactiva que expandeixi el context d'aprenentatge acadèmic fora de l'escola. Aquesta recerca és doble: en primer lloc, el meu objectiu és contribuir a la innovació educativa en el camp de les arts creatives a través de mètodes d'aprenentatge basats en el disseny; en segon lloc, exploro les possibilitats que el disseny obert i l'etnografia del disseny poden aportar a l'educació formal en el camp de l'educació artística creativa en introduir la perspectiva somàtica com una perspectiva interdisciplinària. Proposo explorar com es poden implementar els conceptes de disseny obert en un continu que abasti l'educació formal i la no formal. Finalment, el disseny obert com a plataforma per al coaprenentatge, en cocrear i compartir, contribueix a un canvi innovador per desenvolupar pedagogies d'ensenyament-aprenentatge que obrin el marc educatiu formal a l'espai públic com a comportament performatiu incorporat per al benestar de tothom.
Mi contribución gira en torno a cómo los métodos de aprendizaje basados en el diseño (diseño abierto y diseño etnográfico, en particular) pueden fomentar una mentalidad educativa interactiva que expanda el contexto de aprendizaje académico fuera de la escuela. Esta investigación es doble: en primer lugar, mi objetivo es contribuir a la innovación educativa en el campo de las artes creativas a través de métodos de aprendizaje basados en el diseño; en segundo lugar, exploro las posibilidades que el diseño abierto y la etnografía del diseño pueden aportar a la educación formal en el campo de la educación artística creativa al introducir la perspectiva somática como una perspectiva interdisciplinaria. Propongo explorar cómo pueden implementarse los conceptos de diseño abierto en un continuo que abarque la educación formal y la no formal. Finalmente, el diseño abierto como plataforma para el coaprendizaje, al cocrear y compartir, contribuye a un cambio innovador para desarrollar pedagogías de enseñanza-aprendizaje que abran el marco educativo formal al espacio público como comportamiento performativo incorporado para el bienestar de todos.
This work studies how design-based learning methods (open design and ethnographic design in particular) can foster an interactive educational mindset that expands the context of academic learning beyond the classroom. The aim of the research is twofold: first, to contribute to educational innovation in the field of creative arts through design-based learning methods; second, to explore the possibilities that open design and design ethnography can bring to formal education in the field of creative arts education by introducing an interdisciplinary perspective, namely the somatic. The goal is to explore how open design concepts can be implemented in a continuum that spans formal and non-formal education. Open design as a platform for co-learning based on co-creating and sharing contributes to an innovative shift in the development of teaching-learning pedagogies, where the formal educational framework is opened to the public space as a performative behaviour adopted for the well-being of all.
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Books on the topic "Open education"

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Olivier, Jako, and Andreas Rambow, eds. Open Educational Resources in Higher Education. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8590-4.

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Open learning. London: Cassell, 1991.

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Mouromtsev, Dmitry, and Mathieu d’Aquin, eds. Open Data for Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30493-9.

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Toru, Iiyoshi, and Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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Toru, Iiyoshi, and Kumar M. S. Vijay, eds. Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Cambridge, MA: MIT Press, 2008.

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Paul, Ross H. Open learning and open management: Leadership and integrity in distance education. London: Kogan Paul, 1990.

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Open says-a-me. Virginia Beach, Va: Philications, 1994.

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K, Sudha Rao, and India International Centre, eds. Open learning system: Concept and future. New Delhi: Lancer International, 1989.

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Jung, Insung, ed. Open and Distance Education Theory Revisited. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7740-2.

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Li, Kam Cheong, Kin Sun Yuen, and Billy Tak Ming Wong, eds. Innovations in Open and Flexible Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7995-5.

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Book chapters on the topic "Open education"

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Cronin, Catherine. "Open Education." In Rethinking Pedagogy for a Digital Age, 149–63. Third Edition. | New York : Routledge, 2020. | “Second edition published by Routledge 2010”--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351252805-10.

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Impedovo, Maria Antonietta. "Open Perspectives." In SpringerBriefs in Education, 81–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71367-6_7.

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Perniu, Dana, Ileana Manciulea, Cristina Salca Rotaru, and Camelia Draghici. "Open Educational Resources for Environmental Education." In Advances in Intelligent Systems and Computing, 327–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67209-6_35.

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Mikroyannidis, Alexander, John Domingue, Maria Maleshkova, Barry Norton, and Elena Simperl. "Teaching Linked Open Data Using Open Educational Resources." In Open Data for Education, 135–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30493-9_7.

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Peters, Michael A. "Open Education and Education for Openness." In Encyclopedia of Educational Philosophy and Theory, 1–3. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_411-1.

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Peters, Michael A. "Open Education and Education for Openness." In Encyclopedia of Educational Philosophy and Theory, 1693–96. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_411.

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Kommers, Piet. "Open Educational Resources." In Springer Texts in Education, 453–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88903-6_31.

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Shah, Nishant. "Open Politics and Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_221-1.

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Shah, Nishant. "Open Politics and Education." In Encyclopedia of Educational Philosophy and Theory, 1712–17. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_221.

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Gordon, Mordechai. "Education for Open-Mindedness." In Education in a Cultural War Era, 109–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003214984-8.

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Conference papers on the topic "Open education"

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Pisutova, K. "Open education." In 2012 IEEE 10th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2012. http://dx.doi.org/10.1109/iceta.2012.6418317.

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Kovilpillai, Jonathan J. S., Aisyamariam Abdul Uzza, Abtar Darshan Singh, and Yvonne Low. "Instructional Design for Quality Education: Role of A Digital Learning Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3453.

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Quality education forms the foundation of all educational institutions and is made up of many aspects; a clear, well-thought-out curriculum and instructional design (ID) process, and everything else supporting the curriculum and ID ideals such as learning spaces, well-trained educators, availability of resources, management of processes and monitoring & evaluation exercises. For a long time, design and development of curriculum and ID was treated as a “given”, either because the curriculum was designed by a central body or “ID” was just another “normal” process, which was part and parcel of an employed educator, especially in higher education institutions (HEI). With current changes in the educational landscape whereby there is no guarantee of how a learning segment will be conducted, it is imperative that HEI look at these two components with a wider lens to mitigate possible setbacks and glitches for sustainable and continuing quality education. It has become vital that upskilling of ID is quickly acquired and certified. Considering this, we present a case study of how the Digital Learning Hub at the Asia Pacific University of Technology and Innovation has designed, developed, and implemented various projects using rapid instructional design methods to leap-frog and enable educators to gain crucial training for the skills and competencies related to instructional design. The aspects discussed include an overview of the newly setup digital learning hub, the amoebic process of achieving quality education, with ID as a core anchor and circumvented by the smart inter-play of stakeholders: students, educators, support staff, and leaders.
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Schulze, Uwe. "Open Educational Resources and Digital Higher Education." In Open Science Forum : Goethe-Universität Frankfurt ; 30.06.-01.07.2022. Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2022. http://dx.doi.org/10.21248/gups.68787.

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Sider, Steve, Ajeevsing Bholoa, and Deewakarsingh Authelsingh. "Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9824.

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The purpose of this study was to explore similarities and differences between special educator preparation in Ontario and in Mauritius through a comparative case study methodology. The cases are two practicing and experienced special educational needs (SEN) educators, one from each country, who are experts in special education teacher training programs in their respective country. Data were collected through semi-structured interviews and thematic analysis was used to analyse the qualitative data through deductive and inductive coding. Findings indicate major differences in teacher training opportunities, practicum aspects, and key challenges. On the other hand, limited technology integration and unsuccessful responses to COVID-19 disruption are similar features. Recommendations are provided including a call for increased efforts to develop and study emerging technologies to support special education training. The results of the study have implications for stakeholders and policy makers.
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Condruzbacescu, Monica. "PROMOTING OPEN EDUCATION AND FREE EDUCATIONAL RESOURCES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-039.

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The paper focuses on promoting open education and free educational resources. The dynamics of the changes that take place in the world are a challenge for all actors in the education system. Accepting and promoting the postmodern paradigm, based on humanism and constructivism, approaching education from the perspective of the learner and developing the education process from the perspective of the pedagogy focused on competences are just some of the new imperatives. All these realities require a resizing of the educational process and resources, but also of the purposes. Training systems must contribute to meeting the increasingly pressing need for continuous updating of knowledge and skills in the conditions of an increasingly expanded international labor market, while at the same time pursuing greater efficiency and equity. In this context, there is also widespread use, including in the education system, of technologies and information resources, as well as facilitating, through them, access and exchange of information. Electronic resources, online content and virtual educational spaces offer the latest, most diverse information and continuing education opportunities. In recent years, the issues directly related to open data / open educational resources are being widely addressed by the international educational community. At European level, a series of actions were carried out regarding the promotion of open data, in order to improve the quality and access to education, the European Commission elaborating a series of public policy documents that encourage the re-use of information in innovative ways and the design of educational materials under open licenses. Over the last decade, the supply of OER in the world has grown exponentially. However, while there is an increasing variety of subjects, OERs are typically produced in a limited number of languages (mainly in English), and used by certain sectors of education (especially higher education) and specific disciplines.
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Del Col, Nancy, Stephanie McBride, Kouame Aime, Togola Diakaridia M’pai, Martin Diarra, and Honoré Kabamba. "IMAGINE Mali Girls’ Education Project: The Importance of Place and Space Inquiry to Inform Education Programming in a Conflict-Affected Context." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8891.

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IMAGINE contributes to the Canadian government's commitment to quality education for girls by improving their rights to inclusive, gender-transformative, quality education in two conflict-affected regions in Mali. Since 2020, this humanitarian-development/nexus project funded by Global Affairs Canada and implemented by a consortium of NGOs, has been affected by the Covid-19 pandemic, school closures due to the security situation, teacher strikes and coups, while public schools, once safe learning spaces, have experienced attacks by armed groups. // This paper shares lessons learned and challenges from IMAGINE, exploring the theme and sub-theme of Building Resilience and Education for Girls and the socio-political potential of education as a peacebuilding agent. Geographic Place and Space Theory establishes that place is an integral and inescapable aspect of community and individual life experiences. Butler and Sinclair (2020) argue that “place inquiry and spatial methodologies can strengthen the potential of education research by advancing our knowledge of the nature of and potential solutions to educational injustice.” We ask: How can education projects in the humanitarian-development/nexus space leverage geographic place and space inquiry to improve approaches to equitable educational access, particularly for girls? // As a gender-transformative education project, IMAGINE will contribute findings to this under-conceptualized space in education research.
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"Open Education, Open Science Emerging Technologies." In 2022 International Symposium on Electronics and Telecommunications (ISETC). IEEE, 2022. http://dx.doi.org/10.1109/isetc56213.2022.10009955.

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Shabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.

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Building resilience in the Non-formal Educational Sector Non-formal education refers to organized educational activities (Unesco, 2022) which are experiential in nature and foster developmental skills and knowledge (dothegap, 2018), but they do not have an elaborate curriculum, syllabus, accreditation, and the certification similar to that associated with formal learning (Khasnabis et al, 2010). Educational disruption is a phenomenon that may resonate with many, but it is always eschewed from non-formal education. In Kenya, non-formal education comprises of individuals from poor street families or those living in informal settlements. These are individuals who never got a chance to undergo formal schooling. To alleviate the situation, in 2002, the Kenyan government instituted Free Education for All (FEA), but a decade later, the problem still lingers. Street families are still thriving in the slums and other informal settlements in urban centers. They become fertile grounds for those who wish to prey on the marginalized such as organized crime syndicates, drug peddlers, child prostitutes, human traffickers, and all manner of forms of human dehumanization gangs. The government of Kenya instituted TVET (technical and vocational education and training) in 2013 (Wakiaga, 2022) to equip these individuals with markatable skills. Resilience in the non-formal educational sector is far reaching. It begins with identifying populations these poor populations, and then followed by an intertwined duality of rehabilitation and counseling. Street families never got any formal education, and they shun formal society and all its trimmings; furthermore, they believe that formal education is outside their reach. A way to remedy this is to offer them non-formal education through an apprentice system where they can learn and develop a skill or a craft which they can develop into an enterprise. Such skills may include masonry, carpentry, welding, painting, brick laying, stone dressing, cookery, car washing, and general cleaning, to mention, but a few. These skills are sellable since they are in demand in both formal and informal sectors of business in society. Since non-formal training is expensive, an apprentice system can ensure an income as they train. // This paper highlights the plight of these individuals and source by showing that through non-formal education and resilience; they can be rehabilitated and transformed to become productive members of society. Non-formal education is indeed an education like any other. Its consideration, and inclusion in the national educational budgets, streamlining it by having its curriculum developed, and trainers identified then trained, is vital.
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Aktaruzzaman, Md. "Blended Education Framework for All: Bridging Developing and Developed Country Education Ecosystems." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9103.

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Blended education theorists and practitioners have argued about the requirement for a framework to be comprehensive in a way that can explicate many of the activities by the various actors of the education ecosystem – learners, teachers, communities, eduverses, institutions, administration – associated with blended education in both developing and developed countries. Currently, Community of Inquiry (CoI), Complex Adaptive Blended Learning System (CABLS), and Khan’s Octagonal eLearning Model are the most prominent frameworks, yet they still do not offer an all-inclusive framework for blended education that can facilitate implementation from theory in different socio-economic echelons and educational strata. This paper provides a review of the existing literature on blended learning and identifies potential gaps in going from theory to implementation. Building on Chowdhury’s (2021) work at the World Economic Forum, a Blended Education Framework for All (BEFA) is proposed as a means to explicate blended education operations and practices at the individual, community, institutional and national levels, leaving no one behind. It also presents evidence of the necessity of a comprehensive framework such as the BEFA from a larger study conducted into the blended education ecosystem of Bangladesh and Australia.
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Zykov, Sergey V., and Olufemi Isheyemi. "Architecting open education." In CEE-SECR '17: Central and Eastern European Software Engineering Conference Russia. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3166094.3166099.

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Reports on the topic "Open education"

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Grindle, Charles E. 21st Century Senior Leader Education: Ubiquitous Open Access Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada543398.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Valko, Nataliia V., Nataliya O. Kushnir, and Viacheslav V. Osadchyi. Cloud technologies for STEM education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3882.

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Cloud technologies being used in STEM education for providing robotics studying are highlighted in this article. Developing cloud robotic systems have not been used to their fullest degree in education but are applied by limited specialists’ number. Advantages given by cloud robotics (an access to big data, open systems, open environments development) lead to work with mentioned systems interfaces improving and having them more accessible. The potential represented by these technologies make them worth being shown to the majority of teachers. Benefits of cloud technologies for robotics and automatization systems are defined. An integrated approach to knowledge assimilation is STEM education basis. The demanded stages for robotics system development are shown and cloud sources which could be possibly used are analyzed in this article.
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Kanwar, Asha. OER for Quality Education: How Can we Benefit? Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4076.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 2 August 2022.
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.

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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Murphy, Nicholas A., Dominik Stańczak, Andrew J. Leonard, Tulasi N. Parashar, Pawel Marek Kozlowski, B. L. Alterman, D. Aaron Roberts, et al. Building an open source software ecosystem for cross-disciplinary plasma research and education. Office of Scientific and Technical Information (OSTI), May 2019. http://dx.doi.org/10.2172/1512719.

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Lustosa Rosario, Ana Carolina, Bar Ben Yaacov, Cecilia Franco Segura, Elena Arias Ortiz, Elena Hedero, Juanita Botero, Patrick Brothers, Thiago Payva, and Maria Spies. Open configuration options Higher Education Digital Transformation in Latin America and the Caribbean. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003829.

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This report presents findings from a study into digital transformation in higher education across Latin America and the Caribbean and provides early insights into how institutions are considering their future in light of the impacts of COVID-19. The research, which involved almost 100 institutions across 14 countries, serves as a 'temperature check' for digital transformation in higher education in the region, including the key challenges, capabilities, approaches and needs. These insights contribute to a global picture of the strategic shifts in higher education and how institutions are planning for their future.
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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
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Yates, Chris. Keeping children in school : a review of open education policies in Lesotho and Malawi. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii084.

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Streuli, Natalia, and Catherine M. Moleni. Education and HIV and AIDS in Malawi : the role of open, distance and flexible learning. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii083.

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