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Window on Teaching - Academic conversations in the open: returning to first principles of knowledge creation

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Location: Collaboration Area, Teaching Grid, Floor 2

Teresa MacKinnon

Teresa MacKinnon

“The concept of 'openness' in contemporary open education is constantly evolving, assuming different meanings in different contexts and discourses. Traditionally, based on a model commonly adopted by open universities in the late 60's, ‘open’ means open entry, easier access to study. This view of openness, termed as 'classical' by Mulder and Janssen (2013), did not cover all the aspects that openness covers today – free of charge access, choice of start times, global availability, etc. (McAndrew 2010). Over time, the concept of openness has evolved to also mean open availability of content and resources, largely as a result of advances in the digital technologies used for educational purposes. The Cape Town Open Education Declaration (2007) stresses that open education is not limited to open educational resources (OER). It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Openness is the opposite of secrecy.” ("Opening up education", 2016, PDF 1.58MB)

This session will share some of the “open” conversations already happening amongst academics and will include the outputs of the WIHEA #knowhow project. The risks and benefits of open practice will be critically appraised and the case for openness as a route to the sustainability of teaching in Higher Education will be presented.

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