Dimensions of Openness: Beyond the Course as an Open Format in Online Education

Autor/inn/en	Dalsgaard, Christian; Thestrup, Klaus
Titel	Dimensions of Openness: Beyond the Course as an Open Format in Online Education
Quelle	In: International Review of Research in Open and Distributed Learning, 16 (2015) 6, S.78-97 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Teaching Methods; Technology Uses in Education; Open Education; Higher Education; Large Group Instruction; Student Role; Interaction; Communication Strategies; Cooperation; Design + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Offene Erziehung; Offener Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Kommunikationsstrategie; Co-operation; Kooperation
Abstract	The objective of the paper is to present a pedagogical approach to openness. The paper develops a framework for understanding the pedagogical opportunities of openness in education. Based on the pragmatism of John Dewey and sociocultural learning theory, the paper defines openness in education as a matter of engaging educational activities in sociocultural practices of a surrounding society. Openness is not only a matter of opening up the existing, but of developing new educational practices that interact with society. The paper outlines three pedagogical dimensions of openness: transparency, communication, and engagement. "Transparency" relates to the opening up of student work, thoughts, activities, and products in order to provide students with insight into each other's activities. "Communication" aims at establishing interaction between educational activities of an institution and surrounding practices. Openness as joint "engagement" in the world aims at establishing interdependent collaborative relationships between educational institutions and external practices. To achieve these dimensions of openness, educational activities need to change and move beyond the course as the main format for openness. With examples from a university case, the paper discusses how alternative pedagogical formats and educational technologies can support the three dimensions of openness. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01