Abstract
<p>Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans &amp; Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of <em>Bildung</em> (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey &amp; Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content.</p><p>We also argue that the beliefs and values associated with Bildung – including autonomy, critical reflection, inclusivity, and embracing the potential for self-development – are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006).</p><!-- @page { margin: 2cm } P { margin-bottom: 0.21cm; direction: ltr; color: #000000; line-height: 130%; text-align: justify; widows: 0; orphans: 0 } P.western { font-family: "Frutiger LT Com 45 Light", "Arial Unicode MS"; font-size: 11pt; so-language: en-GB } P.cjk { font-family: "SimSun", "宋体"; font-size: 11pt; so-language: zh-CN } P.ctl { font-family: "Lucida Sans", sans-serif; font-size: 12pt; so-language: hi-IN } A:visited { color: #800080 } A.western:visited { so-language: de-DE } A.cjk:visited { so-language: zh-CN } A.ctl:visited { so-language: hi-IN } A:link { color: #0000ff } -->
Highlights
Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975)
Contemporary open education represents a fusion of powerful communication technologies, internet literacy, and pedagogical innovation which is developing into a new creative paradigm for education
Protecting - I protect the Web as a public resource for free expression. This framework resonates with previous attempts outlining the potentialities of digital learning environments for Bildung (Marotzki, Nohl, & Ortlepp, 2003), which states that first and foremost information has to be transformed into knowledge – an understanding that is reflected in the open education movement by the shift in focus from open educational resources (OER) to OEP
Summary
The open education movement (OEM) is often thought to have grown out of the open source movement in software development. With the explosion of internet technology over the last twenty years, it has become increasingly easy to share knowledge and information This had led to new pedagogical possibilities, in the field of distance education. Contemporary open education represents a fusion of powerful communication technologies, internet literacy, and pedagogical innovation which is developing into a new creative paradigm for education. This includes a wide range of actors and stakeholders, including a number of advocates who publicly endorse pedagogical and/or institutional ‘openness’. Improving access to education and widening participation by closing the digital divide. (Smith & Casserly, 2006)
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