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Toward an Open Empowered Learning Model of pedagogy in higher education

Smyth, Robyn; Bossu, Carina and Stagg, Adrian (2016). Toward an Open Empowered Learning Model of pedagogy in higher education. In: Reushle, Shirley; Antonio, Amy and Keppell, Mike eds. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies. Hershey, PA, USA: IGI Global, pp. 205–222.

DOI (Digital Object Identifier) Link: https://doi.org/10.4018/978-1-4666-8856-8.ch011
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Abstract

This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including Open Educational Resources (OER), Open Educational Practices (OEP) and Massive Open Online Courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a Learner Centred Model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

Item Type: Book Section
Copyright Holders: 2016 IGI Global
ISBN: 1-4666-8856-4, 978-1-4666-8856-8
Keywords: Open Educational Practices; OEP in higher education; open education; open pedagogy; open learning; open ecosystems; Open-Learner-Empowered Model; open credentialisation; recognition of open learning
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 57215
Depositing User: Carina Bossu
Date Deposited: 30 Oct 2018 11:00
Last Modified: 07 Dec 2018 11:13
URI: http://oro.open.ac.uk/id/eprint/57215
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