Opportunities and practices of opening up education have been reshaped and refocused in many educational contexts along with the arrival of the digital age. However, programs and initiatives of Open Education (OE) and Open Educational Resources (OER) are not distributed evenly over the world regions. Moreover, these programs and initiatives have been criticized in terms of lack of theoretical foundation, terminological fuzziness, economization of education and orientations towards market needs, assumptions of self-motivation, weak forms of sharing, and other problematic aspects (cf. Knox 2013; Missomelius & Hug 2016). As to smaller archives and museums, the question remains: How can archival institutions across Europe deal with conceptual, technical, juridical, pedagogical, and practical challenges for creativity, sustainability and viability, and in so doing, meet expectations and needs of learners, educators and researchers? The paper starts with an outline of educational issues as related to opening up archives in a digital age followed by a summary of options for the analysis of argumentative structures as well as archival pedagogy and didactics on the example of the Ernst-von-Glasersfeld-Archive (http://www.evg-archive.net/). Finally, the contribution aims at a sketch of viable and promising strategies for the future of Open Learning and education as critical mediation between individual and cultural memory (cf. Schäfer 2009) in the context of archiving.

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