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From proprietary to personalized higher education : how OER takes universities outside the comfort zone: [ La formazione universitaria da proprietaria a personalizzata : come le OER potrebbero portare le Università fuori dalla loro comfort zone ]
Lund University.
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. (eHälsoinstitutet)ORCID iD: 0000-0003-1194-0674
2012 (English)In: Je-LKS: Journal of e-Learning and Knowledge Society, ISSN 1826-6223, E-ISSN 1971-8829, Vol. 8, no 1, 9-21 p.Article in journal (Refereed) Published
Abstract [en]

Present trends in the mainstream adoption of educational technology coupled to the increased acceptance and adoption of openness in terms of sharing resources and open access force higher education into a radical rethink of its structures and educational strategies. This article examines the current shift in focus from the simple production and sharing of open educational resources (OER) towards wider concepts such as open educational practices (OEP) and cultures (OEC). OER involves mostly educators whereas OEP and OEC demand the commitment of management, administrators and politicians. 

This openness is already spawning alternative types of peer-based collaborative learning both inside and outside the formal education system. In particular the increased awareness of the importance of informal learning has raised a clear need for some kind of certification model and the current open badges initiative lead by Mozilla and several US authorities is examined and discussed. In 2011 the OER university partnership announced an innovative approach to combining formal and informal learning by planning to offer credible credentials for students who have acquired the necessary skills through their own learning paths. The road to future higher education may not be entirely behind the campus walls.

Abstract [it]

I trends contemporanei nell’adozione corrente di  tecnologie educative, insieme alla crescente accettazione e adozione di “apertura” nel senso di accesso aperto e condivisione di risorse,  costringono la formazione universitaria a ripensare in modo radicale le proprie strutture e strategie educative. Questo articolo analizza il cambiamento che si sta verificando:  dalla focalizzazione sulla semplice produzione e condivisione delle Open Educational Resources (OER) alla considerazione di concezioni più ampie come le Open Educational Practices (OEP) e le Open Educational Cultures (OEC). Le OER coinvolgono essenzialmente i formatori, mentre le OEP e le OEC esigono  l’impegno del management, degli amministratori e dei politici. Questa “apertura” sta già producendo forme alternative di apprendimento collaborativo “peer-based”, sia all’interno che all’esterno dei sistemi educativi formali. In particolare, la consapevolezza crescente dell’importanza dell’apprendimento informale sollecita chiaramente la necessità di un modello di certificazione, come pure viene analizzata e discussa  l’iniziativa “open badges”  condotta da Mozilla e parecchie istituzioni americane. Nel 2011 la partnership delle Università OER ha annunciato un approccio innovativo per mettere insieme l’apprendimento formale e informale attraverso la pianificazione dell’offerta di credenziali credibili per gli studenti che avessero acquisito le competenze necessarie attraverso i propri percorsi formativi. La strada verso la futura educazione superiore potrebbe aprirsi non interamente all’interno delle mura universitarie.

Place, publisher, year, edition, pages
University of Trento , 2012. Vol. 8, no 1, 9-21 p.
Keyword [en]
higher education, open education, OER, OEP, OEC, e-learning, technology, creative commons, lifelong learning
National Category
Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-17303OAI: oai:DiVA.org:lnu-17303DiVA: diva2:490703
Available from: 2012-02-06 Created: 2012-02-06 Last updated: 2017-12-08Bibliographically approved

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