Striving toward Openness: But What Do We Really Mean?

Autor/in	Rolfe, Vivien
Titel	Striving toward Openness: But What Do We Really Mean?
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 7, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Global Approach; Open Education; Teacher Attitudes; Employee Attitudes; Interviews; Educational Practices; Educational Benefits; Educational Resources; Open Source Technology; Institutional Mission; Values; Organizational Culture; Change Strategies; Higher Education; Foreign Countries; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Globales Denken; Offene Erziehung; Offener Unterricht; Lehrerverhalten; Arbeitnehmerinteresse; Interviewing; Interviewtechnik; Bildungspraxis; Bildungsertrag; Bildungsmittel; Wertbegriff; Unternehmenskultur; Lösungsstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Qualitative Forschung; Großbritannien
Abstract	The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging. This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. The interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements--staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators. (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