Politics, Practices, and Possibilities of Open Educational Resources
Liam Phelan
Abstract
In this article, I reflect on the politics, practices and possibilities of the open educational resources (OER). OER raise important implications for current and potential students, for postsecondary education institutions, and for those currently teaching in higher education. The key questions raised by OER centre on the role of teaching in learning, the potential for a shift in societal conceptualizations of learners from didactic to autodidactic beings, and what roles teachers may play in a potentially radical broadening of access to postsecondary education.
Keywords
Open educational resources movement, OER, Autodidacticism, Certification of learning, Lifelong learning, Postsecondary education
Annotation
Open Educational Resources (OER) potentially change societal value of education–from didacticism to autodidacticism. Phelan reviews politics, practice, and possibilities of OER.
Politics : Distinction between distance education and OER deserve more attention. Whereas OER center on “access and equity,” it is not always the case in distance education. For example, online courses for graduate degree is costly in for-profit institution.
Practices : OER university project has partnership with five institutions. In this program, students would learn through OER materials and are charged only for assessment tests. OER lower the cost for accredited certifications.
Possibilities : The Mozilla Foundation is developing “digital badge” which contain information on students’ certification. This badge can be attached to their CVs that way their potential employer can recognize students’ achievement.
APA Citation
Phelan, L. (2012). Politics, practices, and possibilities of open educational resources. Distance Education, 33(2), 279-282.
About the Study
| Links to Article | https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Politics%2C+practices%2C+and+possibilities+of+open+educational+resources&btnG= https://doi.org/10.1080/01587919.2012.692070 |
| Mode | Technology-enhanced, Online |
| Publication Type | Journal Article |
| In Publication | Distance Education |
| Type of Research | Theoretical |
| Research Design | Not applicable |
| Intervention/Areas of Study | Engagement, Open education resources |
| Level of Analysis | Student-level, Instructor-level, Course-level |
| Specific Populations Examined | Graduates, Undergraduates, Underrepresented – general |
| Peer-Reviewed | Yes |
| Specific Institutional Characteristics of Interest | 2-year institution, 4-year Institution, Associates-granting, Bachelors-granting, Masters-granting, Doctorate-granting, Not-for-profit, Public, Corporate |
| Specific Course or Program Characteristics | Arts and humanities, Formal sciences, Natural sciences, Social sciences |
| Outcome Variables of Interest | Degree attainment, Instructional effectiveness, Learning effectiveness, Program effectiveness, Satisfaction |
| Student Sample Size | |
| Citing Articles | https://scholar.google.com/scholar?cites=486552411933084798&as_sdt=5,50&sciodt=0,50&hl=en |
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