A Preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration

Autor/in	Olsson, Ulf
Titel	A Preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration
Quelle	In: European Journal of Open, Distance and E-Learning, 17 (2014) 1, S.76-92 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Foreign Countries; Open Education; School Business Relationship; Technology Uses in Education; Online Courses; Cooperation; Research and Development; Scientists; Positive Attitudes; Interviews; Organizational Objectives; Models; Educational Strategies; Problems; Barriers; Higher Education; Sweden + Suchen Sie Ihr Suchwort? Ausland; Offene Erziehung; Offener Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Co-operation; Kooperation; Forschung und Entwicklung; Scientist; Wissenschaftler; Interviewing; Interviewtechnik; Business goal; Unternehmensziel; Analogiemodell; Lehrstrategie; Problemsituation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schweden
Abstract	Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole's (2012) seven organizational purposes for open education, Coursera's eight models (Daniel, 2012), and Clarke's (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists' operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10