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Developments in TEL: Pushing the Boundaries of Open Education
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Abstract
With the firm articulation by the first chancellor of the OU Lord Geoffrey Crowther, at the UKOU’s inaugural ceremony, that the open university is “open as to people, open as to places, open as to methods and open as to ideas” (Crowther, 1969, pp. 1-2; also reiterated by Perry, 1976), open education has evolved over the past decades and has come a long way to be understood and practised as open access, open learning, open educational resources, open sharing, open pedagogy, and open educational practices, among others. In its evolution, technology has played a significant role. In a review of open, distance and digital education in the Global South, Mays (2023) notes that open, distance and blended approaches in open schooling and higher educational institutions have increasingly embraced digital, cloud-based and connected approaches appropriate to diverse levels, disciplines and contexts, and, therefore, contextual understanding is crucial in any TEL design and application. Conole’s (2013) research review on pedagogical patterns and open educational resources, and learning design for an open world; and Selwyn et al’s (2020) caution about digital inclusion/exclusion, artificial intelligence/datafication, human learning/machine learning, and community approaches to design and implementation, will be of critical importance to TEL designers for open education. Our opening first paper in this issue of the Journal is an interesting and reflective discourse on open education and generative AI.
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Date
2024-11-19
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Commonwealth of Learning (COL)