3.7: Dimensions of Openness
In this subunit we introduce additional dimensions of openness in education. You will choose a dimension for further investigation and publish a learning reflection outlining the implications of your findings for learning in a digital age.
Upon successful completion of this subunit, you will be able to:
- justify your choice of a dimension of openness for further investigation;
- publish a learning reflection documenting your experience and insights gained from your desk-top study of a dimension of openness; and
- identify the implications of a dimension of openness for learning in a digital age.
Read the following list to help decide what dimension of openness you would like to focus on for this subunit.
Open access is a sister open initiative to OER which aims to provide unrestricted access to scholarly research outputs including peer-reviewed journals, theses, scholarly monographs and book chapters.
The free and open source software (FOSS) movement is founded on the democratic principles of freedom of speech, in particular respecting individual choices in the use of software.
FOSS is widely used in today’s digital world. For instance, the majority of web sites (86%[1]) are powered by open source web server software (Apache and Nginx). You may not realise that the Android operating system, with a market share of 88% (2015) on mobile devices is based on the Linux, open source operating system.
The cost of proprietary textbooks in the United states has risen by 1041 percent since 1977 (Popken, 2015[1]). This has a negative impact on learning, for example, a recent survey in Florida reports that two-thirds of the students did not purchase the required textbook (Florida Virtual Campus 2016[2]).
In this section we explore contemporary responses to the challenge including open textbooks, textbook rentals and access codes to learning platforms provided by commercial publishers.
Mini Challenge Summary
Summary: Comparing terms of service for open textbooks, textbook rentals and commercial learning platform access codes. Time: 30–40 minutes.
Watch this video from Cable Green, the director of open education at Creative Commons, who works with the global open education community to leverage open licensing, open content, and open policies to significantly improve access to quality, affordable, education and research resources so everyone in the world can attain all the education they desire. Then, complete the activity.
A key question for openness is how to build fiscally sustainable models by giving things away for free. There are a wide range of successful open projects encompassing non-profit organisations, social enterprises and for-profit businesses. In this section we explore examples of open business models.
The term open educational practices was first coined by Ulf-Daniel Ehlers in the Open Educational Quality (OPAL) project funded by the European Commission. The concept suggests that there are distinctive practices and processes required for the successful adoption and implementation of OER in education.
Mini Challenge Summary
Summary: Learning reflection based on this subunit, Dimensions of Openness for Learning in a Digital Age. Time: 1 hour.
An important part of university study is self-reflection. You are required to prepare a learning reflection for the final assignment and this learning challenge will give you the opportunity to practice and refine your skills in preparing a learning reflection.
