From learning in coffee houses to learning with open educational resources

What is 'open' about open educational resources? How does education become 'open' when it is removed from the institutional housing of the school or the university and develops in public social settings? Has the Internet, in providing educational content without cost and free of...

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Bibliographic Details
Published in:E-learning and digital media 2013, Vol.10 (2), p.174-189
Main Authors: Peter, Sandra, Farrell, Lesley
Format: Article
Language:English
Subjects:
Access to Computers
Access to Education
Access to Information
Adult education
Autodidacts
Barriers to participation
Colleges
Courseware
Educational history
Educational Technology
Europe
Foreign Countries
Free education
Higher education
ICT in education
Industrial Revolution
Information sources
Internet
Massachusetts Institute of Technology (MIT)
Multimedia
Nonformal education
Open Education
Open educational resources
Open learning
Recreational Facilities
Shared resources and services
Social Influences
University teaching
Use studies
Virtual learning environments
Web 2.0 Technologies
William and Flora Hewlett Foundation
World History
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Summary:What is 'open' about open educational resources? How does education become 'open' when it is removed from the institutional housing of the school or the university and develops in public social settings? Has the Internet, in providing educational content without cost and free of copyright restrictions, provoked a unique and fundamental shift in what we understand education to be and who we understand it to be for? The authors analyse the persistent but elusive claims to 'openness' in education by examining two moments when education seemed to be released from institutional constraints to be accessible to 'everyone'. They look at today's open educational resources and the coffee houses of Europe at the beginning of the Industrial Revolution. Their focus is the learner: what constitutes access, the role of technologies in enhancing access, and the social and institutional constraints which are always in tension with the affordances of technologies. [Author abstract]
ISSN:2042-7530
2042-7530
DOI:10.2304/elea.2013.10.2.174