In between Hyperboles: Forms and Formations in Open Education

Autor/inn/en	van de Oudeweetering, Karmijn; Decuypere, Mathias
Titel	In between Hyperboles: Forms and Formations in Open Education
Quelle	In: Learning, Media and Technology, 46 (2021) 1, S.60-77 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van de Oudeweetering, Karmijn) ORCID (Decuypere, Mathias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2020.1809451
Schlagwörter	Open Education; Online Courses; Educational Technology; Technology Uses in Education; Educational Methods; Large Group Instruction; Computer Mediated Communication; Educational Practices; Social Influences; Topology; Foreign Countries; Teleconferencing; Electronic Mail; Higher Education; European Union + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational method; Erziehungsmethode; Computerkonferenz; Bildungspraxis; Sozialer Einfluss; Topologie; Ausland; Telekonferenz; Elektronischer Briefkasten; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Captured under the umbrella term Open Education, a wide range of educational initiatives has been popping up in the educational landscape. This study aims to offer empirical ground for understanding how Open Education introduces new forms of education. It does so by focusing on one initiative, namely the Interactive Open Online Courses included in the Erasmus+ Virtual Exchange. Social topology is taken up as a theoretical vantage point, with a dedicated focus on infrastructuring practices. The empirical accounts show how infrastructures stabilize "forms" of practices, while interplays with infrastructuring practices enact "formations," i.e., constantly changing practices. The study finally discusses these interplays, labeled as bouncing and enfolding, as "typical" to this Open Education initiative. The study concludes by emphasizing how studying this initiative through a social topological lens enabled a position "in between" positive and negative hyperboles on Open Education, and how this allowed theorizing this movement in terms of continuity and change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01