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008 190403s2008 gw sb 001 0 eng d
020 _a9789087906818
_q(electronic book)
020 _z9789087906801
_q(print)
024 7 _a10.1163/9789087906818
_2DOI
035 _a(OCoLC)318193791
040 _aNL-LeKB
_cNL-LeKB
_erda
072 7 _aEDU
_x000000
_2bisacsh
072 7 _aJN
_2bicssc
082 0 4 _a371.3941
_223
245 1 0 _aOpen Education and Education for Openness /
_cMichael A. Peters, Rodrigo G. Britez.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2008.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aEducational Futures;
_vv. 27
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material /
_rMichael A. Peters and Rodrigo G. Britez --
_tThe History and Emergent Paradigm of Open Education /
_rMichael A. Peters --
_tThe Democratic Turn /
_rDaniel Araya --
_tOER, Access and Freedom? /
_rRodrigo G. Britez --
_tThe Power of P2P /
_rShivali Tukdeo --
_tOpen Source in Latin America /
_rWilliams Montepeque --
_tOpen Education in Africa /
_rHeidi A. Knobloch --
_tOpen Education and Global Digital Connect and Disconnect /
_rGabriela Walker --
_tSpreading the Flame before the Blaze Can Be Extinguished /
_rLucinda Morgan --
_tOpen Educational Resources for K-12 Teacher /
_rFaith McKinney --
_tApplying an Open Education Ecosystem to Foreign Language Teaching and Learning /
_rLinda Smith Tabb.
506 _aAvailable to subscribing member institutions only.
520 _aThe essays in this edited collection reflect on the nature of open education resources, where the question on openness for education emerges. What is remarkable today are the ways that teachers and institutions now begin to form part of the processes of global exchange and production of a network of global educational commons. The question about the significance of this development, their limits and the consequences for practitioners and institutions from the perspective of teachers is extremely complex. For example, the policy agenda of institutions, states, and international organizations related to the regulation of new technologies facilitates the existence and viability of those resources. This has consequences for the ways that those resources are used and produced by educators. Contributors to this collection, each on their own way, argue that Open Education involves a commitment to openness and is therefore inevitably a political and social project. This books ends with a challenge for those engaged in exploring the potential impacts and possibilities of open education initiatives. The open education paradigm and its consequences for educators and learners speak of an uneven geography where the access to technological infrastructure does not necessarily imply freedom or openness. In those instances, openness in education related to open education initiatives requires an engagement in research about the ways in which policy, cultural, digital and educational environments facilitate a political commitment to open systems of knowledge production and distribution. One thing is sure, as the essays in this book demonstrated so clearly, these developments promise an implicit paradigm of openness and democratic collaboration in education that remains to be realized.
650 0 _aOpen plan schools.
650 0 _aOpen source software.
650 0 _aEducation and globalization.
700 1 _aPeters, Michael A.,
_eeditor.
700 1 _aBritez, Rodrigo G.,
_eeditor.
776 0 8 _iPrint version:
_tOpen Education and Education for Openness
_dLeiden, Boston : Brill | Sense, 2008,
_z9789087906801
830 0 _aEducational Futures
_v27.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087906818
999 _c47439
_d47439