06 SES 13 JS, Open Educational Resources and Informational Ecosystems: Impacts on Education
Symposium, Joint Session NW 06 and NW 12
Recently, the potential for a worldwide dissemination of education and learning resources via the internet has encouraged a lively discussion about "open education" and "open educational resources" (OER). Open educational resources are materials and tools for teaching and learning that are "openly" available, thus providing teachers and students with an increasing amount of resources for knowledge sharing and collaboration. Informational ecosystems, which consist of hardware appliances, operating systems, tools and standards for documents, are shaping the access and circulation of this kind of knowledge. However, there is an ongoing discussion of which conditions and features are valuable for educational practices and which attributes may hinder a constructive use for educational purposes.
Initially, the discussion of OER was strongly connected to politically motivated endeavors of providing access to knowledge for the so-called developing and emerging countries. Diverse actors articulated their arguments in this field ranging from transnational organisations like UNESCO and the OECD, to universities and national as well as European stakeholders. In recent years the discourse has changed in countries with more advanced educational systems. One salient topic, which made OER prominent while dominating the discussion, concerned licenses and licensing schemes for educational resources: Given a growing awareness of legal issues, teachers were concerned about the limitations of using digital materials in the classroom context, e.g. on learning platforms. The “Creative Commons Licenses” provide a schema that helps producers and users to communicate the legal use of these materials more clearly but challenges the business models familiar to conventional schoolbook publishers.
From an educational point of view, the discussion of OER, however, cannot be reduced to the provision of materials that are made accessible by a certain licensing schema: Capacities and boundaries of OER for pedagogical practice come into focus. Increasingly, these “open” materials are embedded in “closed” informational ecosystems that force teachers and students to use certain hardware or software. In this session, we will discuss OER as an educational and socio-technical phenomenon that will not solve educational problems by itself. Instead, we would like to take into account the heterogeneity of educational systems in Europe and beyond and argue that OER capacities can solely be identified and realised in as far as their embeddedness in situated pedagogical practices and infrastructures is reconsidered.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.