Rethinking OER and their use: Open education as Bildung

Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been...

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Autores principales:	Markus Deimann, Robert Farrow
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Open Educational Resources Open Education educational theory Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/01e98b41da49408da331279c1e37458f
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spelling	oai:doaj.org-article:01e98b41da49408da331279c1e37458f2021-12-02T18:03:17ZRethinking OER and their use: Open education as Bildung10.19173/irrodl.v14i3.13701492-3831https://doaj.org/article/01e98b41da49408da331279c1e37458f2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1370https://doaj.org/toc/1492-3831 Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of Bildung (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content. We also argue that the beliefs and values associated with Bildung – including autonomy, critical reflection, inclusivity, and embracing the potential for self-development – are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006). Markus DeimannRobert FarrowAthabasca University PressarticleOpen Educational ResourcesOpen Educationeducational theorySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Open Educational Resources Open Education educational theory Special aspects of education LC8-6691
spellingShingle	Open Educational Resources Open Education educational theory Special aspects of education LC8-6691 Markus Deimann Robert Farrow Rethinking OER and their use: Open education as Bildung
description	Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of theoretical resources in their research. Given the considerable rise of open education over recent years, these critical appraisals urge us to expand theoretical approaches and refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011). In this paper, we contribute to debates surrounding open education and open educational resources by introducing the concept of Bildung (self-cultivation, self-realization) as a powerful reflective tool and framework for approaching open education. We will elaborate on the potentials of Bildung by reviewing the history of the concept and exploring the extent to which Bildung can provide open education with a theoretical framework. Our focus is not exclusively on open educational resources (OER): We follow other commentators (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content. We also argue that the beliefs and values associated with Bildung – including autonomy, critical reflection, inclusivity, and embracing the potential for self-development – are suitable for providing a theoretical framework for open education as well as providing a critical lens through which to assess contemporary models of education (e.g., Liessmann, 2006).
format	article
author	Markus Deimann Robert Farrow
author_facet	Markus Deimann Robert Farrow
author_sort	Markus Deimann
title	Rethinking OER and their use: Open education as Bildung
title_short	Rethinking OER and their use: Open education as Bildung
title_full	Rethinking OER and their use: Open education as Bildung
title_fullStr	Rethinking OER and their use: Open education as Bildung
title_full_unstemmed	Rethinking OER and their use: Open education as Bildung
title_sort	rethinking oer and their use: open education as bildung
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/01e98b41da49408da331279c1e37458f
work_keys_str_mv	AT markusdeimann rethinkingoerandtheiruseopeneducationasbildung AT robertfarrow rethinkingoerandtheiruseopeneducationasbildung
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Rethinking OER and their use: Open education as Bildung

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