Practising open education

Patel, Daksha; Parsley, Sally; Cannell, Pete and Havemann, Leo (2023). Practising open education. In: Amrane-Cooper, Linda; Baume, David; Brown, Stephen; Hatzipanagos, Stylianos; Powell, Philip; Sherman, Sarah and Tait, Alan eds. Online and Distance Education for a Connected World. London: UCL Press, pp. 293–319.

DOI: https://doi.org/10.2307/j.ctv2wk7261.25

URL: https://www.uclpress.co.uk/collections/ro_homepage...

Abstract

Decades of debate have centred on definitions of openness in higher education (HE) and have considered the potential of open education to align, and even transform, the relationship between knowledge creation and knowledge needs. Proposals and tactics for extending the benefits of access to information and participation in education have a long history. In recent decades, much of this work has taken place under the banner of ‘open’, a descriptor that has been attached to universities, learning, resources, technology and even practices. Supporters of greater openness in education share the belief and aspiration that, through this route, educational opportunities can be provided to all as a human right and education can be the catalyst for global equalisation in sharing and receiving knowledge.

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