YuChun Kuo

Open education in life-long learning

The term of open educational resources was first adopted by UNESCO in 2002, and is defined as "the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes". OER includes learning content, tools, and implementation resources. The definition of OER now most often used is: "open educational resources are digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research" (OECD, 2007).

Recently, life-long learning has become the guiding principle for the development of education and training policy. Ensuring the employability of workers in a situation of global competition in knowledge-based industries is a core goal in the promotion of lifelong learning by many countries. A framework describes “four pillars” of lifelong learning: learning to know, learning to do, learning to live together, and learning to be (Geser, 2007). There is an established understanding that easy access to educational resources is required to promote lifelong learning in people of all ages. The role of such access in reducing social inequalities, fostering social inclusion of migrants, and supporting education in developing countries is also often emphasized (Geser & Schaffert, 2007).

OERs are important for individuals who would like to seek any chances to educate themselves. OER provide a coherent structure and widened choice for accessing educational resources, and it is helpful to achieve the goals of lifelong self-learning goals. OER are free from admission criteria, prerequisites, tuition fees and prescribed learning paths. OER contribute to independent self-regulated and self reliant learning (Stacey, 2007). Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning (EduTech Wiki, 2007a).

From the following comments, we can find how self-learning plays an important role for OER in life-long learning (Stacey, 2007):

''Those individuals who seek to educate themselves may be beginning or advanced students, instructors trying to revise a course, members of a learning community or solo learners. (North America)'' ''While much information is free and open (like Wikipedia), I would suggest that it is still critical for learners to be able to get help in mastering a body of knowledge. It is the hope that OER course-related content can put some coherence into self-selected information. (North America)'' ''OERs encourage self-learning on the part of the learners. Besides independent in choosing and learning the subjects, they develop the habit of self-regulated learning. (Asia)'' ''I am very sure that OERs encourage Life-long Learning. (Asia)'' ''Devoid of time constraints, geographical distances, social and cultural barriers, etc. and ensuring widened learning choice over the content, OERs promote autonomy and self-reliance among the learning community. (Asia)''

Self-directed learning (SDL) skills are thought to be associated with lifelong learning. Through self-directed learning learners can control what they want to learn, how they want to learn and when they want to learn. The main characteristic of such learning is that students take some significant responsibility for their own learning over and above responding to instruction. SDL learners show participative decision-making, readiness and can evaluate themselves by mutual assessment of self and collected evidence. Many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning, are brought by self-directed learning approaches (Ramnarayan & Hande, 2005). Self-directed learning is vital for ICT-supported lifelong learning and OER, and there is much potential for novel approaches of collaborative knowledge development. Unlike the traditional forms of formal education which is usually teacher-centered, those novel approaches are more likely to evolve in learning settings. However, in ICT supported lifelong learning, much more attention and consideration should be given to the role of coaches and communication among peers because some people may not always be prepared for fully self-directed learning (Geser & Schaffert, 2007). Delivering OERs to the still dominant model of teacher-centred knowledge transfer will have little effect on equipping teachers, students and workers with the competencies, knowledge and skills to participate successfully in the knowledge economy and society. A competency-based educational framework is necessary to foster open practices of teaching and learning. Certain core competences are essential for individuals to participate successfully within a knowledge-based society. Self-direction and creativity, critical thinking and problem-solving skills, collaborative team-work and communications skills, are some core competences that learners should strive to acquire. These competences are not always fostered and encouraged when educational institutions and teachers still perceive teachers as dispensers of knowledge (EduTech Wiki, 2007b). Hence, peer learning, which enables a mixture of peers with mentors, coaches, and guides, and supports for collaborative learning in multi-role, hybrid groups, will be a good way in the future for OER (Atkins, Brown, & Hammond, 2007). Open learning as self-determined, self-directed learning plays an important role, although the model of open learning practices (open education) and the importance of self directed learning is not new. Open learning in classrooms means, that the learning path is decided by the individual learner's interest in a subject and general learning interests of the student. In addition, students are able to manage the learning and social interactions on their own. Obtaining information and materials is a part of the working process. Therefore, in this kind of learning environment, the role of the teacher changes. Just as teachers are viewed as facilitators in self-directed learning, teachers in open learning environments will be like counselors. The Internet can be used as database to organize learning and to publish learning processes and results, so that students can have a good management based on their learning paces. However, there is one thing that we need to pay attention to. The media literacy and competences of teachers and students are required before starting any learning tasks in open learning environments (EduTech Wiki, 2007b). Open Distance Learning (ODL) is considered nowadays as the most viable means for broadening educational access while improving the quality of education, advocating peer-to-peer collaboration and giving the learners a greater sense of autonomy and responsibility for learning. ODL approaches engage learners in a community building process, going from an individualistic vision of learning and knowledge to an instrument-mediated, socially distributed one. ODL fosters the emergence of innovative learning and knowledge-creating communities, considering working, learning and innovation as complementary forces for ensuring the long-term sustainability. These communities are fundamentally self-organizing systems, structuring learning through the knowledge they develop at their core and through interactions at their boundaries. Expansion (i.e. learning, growth and development) occurs through the learning that people do together (lifelong learning through work, learning by doing, experiential learning) and also the social ODL entity, learning about itself, about its emerging capacity and its potential (EduTech Wiki, 2007c). A new wave in OER movement focuses on independent learners rather than on learners who are dependent on teachers. The potential of the OER movement may considerably increase by the perspective that the learners are empowered to really study on their own, with no need of a teacher, a classroom or an educational institution (Mulder, 2007). Therefore, it is important to provide open, accessible and superior higher education content for a global community of teachers and scholars, students and lifelong learners. In an overall view, open practices with open content means to confound traditional ways of learning in schools and normally induce a change of the whole learning organization and workflows (EduTech Wiki, 2007b). OERs can be delivered without the constraints of time or geography, and promote autonomy and self-reliance within the learning community. Through independent, self-determined learning and open academic content, the individual is able to grow intellectually beyond previous personal, institutional or local boundaries. Other benefits range from developing valuable work skills to engaging in life-enriching, lifelong learning (Albright, 2005).

References:

Albright, P. (2005). Open educational resources: Open content for higher education. Retrieved October 30, 2007, from http://portal.unesco.org/ci/en/file_download.php/de456987892a3c3cfc6f262e2c476fcfOER+Forum+Final+Report.pdf

Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievement, challenges, and new opportunities. Retrieved October 30, 2007, from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf

EduTech Wiki. (2007a). Self-directed learning. Retrieved October 30, 2007, from http://edutechwiki.unige.ch/en/Self-directed_learning

EduTech Wiki. (2007b). Open educational content/olcos/introduction. Retrieved October 30, 2007, from http://wikieducator.org/Open_Educational_Content/olcos/introduction

EduTech Wiki. (2007c). Open and distance learning. Retrieved October 30, 2007, from http://edutechwiki.unige.ch/en/Open_and_distance_learning

Geser, G. (2007). Open educational practices and resources. Retrieved October 30, 2007, from http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf

Geser, G., & Sandra, S. (2007). Open Educational Resources: Features, Trends and Implications. Retrieved October 30, 2007, from http://ercim-news.ercim.org/content/view/271/475/

Mulder, F. (2007). The advancement of lifelong learning through open educational resources in an open and flexible (self)learning context. Retrieved October 30, 2007, from http://www.ou.nl/Docs/Campagnes/ICDE2007/OER%20paper%20by%20Fred%20Mulder.pdf

OECD. (2007). Giving Knowledge for Free: The emergence of open educational resources. Retrieved October 30, 2007, from http://www.oecdbookshop.org/oecd/get-it.asp?REF=9607041E.PDF&TYPE=browse

Ramnarayan, K., & Hande, S. (2005). Thoughts on self-directed learning in medical schools: Making students more responsible. Retrieved October 30, 2007, from http://www.newhorizons.org/lifelong/higher_ed/ramnarayan%20hande.htm

Stacey, P. (2007). Open Educational Resources in a global context. Retrieved October 30, 2007, from http://www.firstmonday.org/issues/issue12_4/stacey/

References (quotes): Albright, P. (2005). Open educational resources: Open content for higher education. Retrieved October 20, 2007, from http://portal.unesco.org/ci/en/file_download.php/de456987892a3c3cfc6f262e2c476fcfOER+Forum+Final+Report.pdf

Throughout the forum, a forthright exchange of views stimulated thought and ideas that can advance the cause of OER. Participants stressed the importance of providing open, accessible and superior higher education content for a global community of teachers and scholars, students and lifelong learners. Whether OERs are categorized as ‘open access’ or ‘free content’, they collectively promote autonomy and self-reliance within the learning community. Without the constraints of time or geography, the power of education is released to combat economic, social and cultural obstacles. Through independent, self-determined learning and open academic content, the individual is able to grow intellectually beyond previous personal, institutional or local boundaries. Other benefits range from developing valuable work skills to engaging in life-enriching, lifelong learning.

Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievement, challenges, and new opportunities. Retrieved October 30, 2007, from http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf

Support for collaborative learning in multi-role, hybrid groups—Peer learning can only go so far. We need ways to enable hybrid learning contexts: a mixture of peers with mentors, coaches, and guides.

EduTech Wiki. (2007a). Self-directed learning. Retrieved October 20, 2007, from http://edutechwiki.unige.ch/en/Self-directed_learning

Effectively supporting self-directed learning is one of the critical challenges in supporting lifelong learning

EduTech Wiki. (2007b). Open educational content/olcos/introduction. Retrieved October 20, 2007, from http://wikieducator.org/Open_Educational_Content/olcos/introduction

It is widely accepted that certain core competences are essential for individuals to participate successfully within a knowledge-based society. These core competences, which learners' should strive to acquire, are: self-direction and creativity, critical thinking and problem-solving skills, collaborative team-work and communications skills. These competences are not always fostered and encouraged when educational institutions and teachers base theirs instruction on a model in which teachers are perceived as dispensers of knowledge. In the 1990s, the role of the teacher and educational staff has been revisited. The teaching of students and arrangements which enhance their learning are the focus of much theorisation; ie., constructivism. For them, open learning as self-determined, self-directed learning plays an important role. Nevertheless, the model of open learning practices (open education) and the importance of self directed learning is not new. As a teaching model, it is based on the work of Célestin Freinet (1896-1966) and Maria Montessori (1870-1952). Open learning in classrooms means, that the individual learner's interest in a subject and general learning interests of the students decide on the learning path. Over and above, the learning and social interactions between the students are managed on their own. Obtaining information and materials is a part of the working process. Not surprisingly the role of the "teacher" changes, (s)he is a "counsellor". On the practical side, the Internet can be used as database, to organize learning and to publish learning processes and results. For teacher and students media literacy and competence is needed. And it means, that learning outcomes are possible, that are not mentioned in the schoolbooks. In an overall view, open practices with open content means to confound traditional ways of learning in schools and normally induce a change of the whole learning organization and workflows.

EduTech Wiki. (2007c). Open and distance learning. Retrieved October 30, 2007, from http://edutechwiki.unige.ch/en/Open_and_distance_learning

Open Distance Learning (ODL) is considered nowadays as the most viable means for broadening educational access while improving the quality of education, advocating peer-to-peer collaboration and giving the learners a greater sense of autonomy and responsibility for learning. ODL approaches engage learners in a community building process, going from an individualistic vision of learning and knowledge to an instrument-mediated, socially distributed one. ODL fosters the emergence of innovative learning and knowledge-creating communities, considering working, learning and innovation as complementary forces for ensuring the long-term sustainability of these enterprising efforts. These communities are fundamentally self-organizing systems, structuring learning through the knowledge they develop at their core and through interactions at their boundaries. Expansion (i.e. learning, growth and development) occurs through the learning that people do together (lifelong learning through work, learning by doing, experiential learning) and so does the social ODL entity, learning about itself, about its emerging capacity and its potential.

Geser, G. (2007). Open educational practices and resources. Retrieved October 20, 2007, from http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf

A core goal in the promotion of lifelong learning by many countries is to ensure the employability of workers in a situation of global competition in knowledge-based industries. (cf. World Bank 2003) A broader framework has been elaborated by the Delors Report for UNESCO (1996), which describes “four pillars” of lifelong learning: learning to know, learning to do, learning to live together, and learning to be. (Delors 1996)

Geser, G., & Sandra, S. (2007). Open Educational Resources: Features, Trends and Implications. Retrieved October 20, 2007, from http://ercim-news.ercim.org/content/view/271/475/

There is an established understanding that easy access to educational resources is required to promote lifelong learning in people of all ages. The role of such access in reducing social inequalities, fostering social inclusion of migrants, and supporting education in developing countries is also often emphasized.

From a pedagogical perspective, the key aspects of ICT-supported lifelong learning and OER are that self-directed learning is emphasized, and that there is much potential for novel approaches of collaborative knowledge development. Such approaches are more likely to evolve in learning settings other than traditional forms of formal education, which still show few signs of abandoning the teacher-centred paradigm of education. However, in ICT supported lifelong learning, the role of coaches and communication among peers will need to be given much more attention and consideration. Those who have the greatest need for access to lifelong learning resources may not always be prepared for fully self-directed learning.

Mulder, F. (2007). The advancement of lifelong learning through open educational resources in an open and flexible (self)learning context. Retrieved October 30, 2007, from http://www.ou.nl/Docs/Campagnes/ICDE2007/OER%20paper%20by%20Fred%20Mulder.pdf

We will explore this observation, realizing that it actually requires a new wave in the OER movement, which centres on independent (or: autonomous) learners rather than on learners who are dependent on teachers. The potential of the OER movement, being large already, may considerably increase by such a change in perspective, since this will empower the learners to really study on their own, with no need of a teacher, a classroom or an educational institution. Not only is this instrumental for reaching the EU goals, it also is crucial when the educational system is seriously lacking money or has a structural shortage of (good) teachers. This generally is the case in the developing countries.

OECD. (2007). Giving Knowledge for Free: The emergence of open educational resources. Retrieved October 20, 2007, from http://www.oecdbookshop.org/oecd/get-it.asp?REF=9607041E.PDF&TYPE=browse

The term open educational resources first came into use at a conference hosted by UNESCO in 2002, defined as “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes” (Johnstone, 2005). The definition of OER now most often used is: “open educational resources are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”. To clarify further, OER is said to include:• Learning content: Full courses, courseware, content modules, learning objects, collections and journals.• Tools: Software to support the development, use, reuse and delivery of learning content, including searching and organisation of content, content and learning management systems, content development tools, and online learning communities.• Implementation resources: Intellectual property licences to promote open publishing of materials, design principles of best practice and localise content.

Ramnarayan, K., & Hande, S. (2005). Thoughts on self-directed learning in medical schools: Making students more responsible. Retrieved October 20, 2007, from http://www.newhorizons.org/lifelong/higher_ed/ramnarayan%20hande.htm

Self-directed learning (SDL) skills are thought to be associated with lifelong learning

Through self-directed learning you can control what you want to learn, how you want to learn and when you want to learn. The main characteristic of such learning is that students take some significant responsibility for their own learning over and above responding to instruction (Boud, 1981).

SDLs the learners show participative decision-making, readiness and can evaluate themselves by mutual assessment of self and collected evidence.

Mature students may be more self-directing, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

Stacey, P. (2007). Open Educational Resources in a global context. Retrieved October 20, 2007, from http://www.firstmonday.org/issues/issue12_4/stacey/

OERs are important for individuals seeking to educate themselves. OER provide a coherent structure and widened choice for accessing educational resources in pursuit of lifelong self-learning goals. OER are free from admission criteria, prerequisites, tuition fees and prescribed learning paths. OER contribute to independent self-regulated and self reliant learning.

I’d like to emphasize one special and sometimes neglected angle about open resources — their importance for individuals who are seeking to educate themselves. Those individuals may be beginning or advanced students, instructors trying to revise a course, members of a learning community or solo learners. (North America) While much information is free and open (like Wikipedia), I would suggest that it is still critical for learners to be able to get help in mastering a body of knowledge. It is the hope that OER course–related content can put some coherence into self–selected information. (North America) OERs encourage self-learning on the part of the learners. Besides independent in choosing and learning the subjects, they develop the habit of self-regulated learning. (Asia) I am very sure that OERs encourage Life–long Learning. (Asia) Access to OERs being free from restrictions in terms of admission criteria, compulsion in subject combination, didactic communication mode, etc. which are the unique features of formal education, ensure higher degree of openness by means of employing multimedia approach, self–pacing and individualized in learning and inbuilt motivation in behavioral modification. Devoid of time constraints, geographical distances, social and cultural barriers, etc. and ensuring widened learning choice over the content, OERs promote autonomy and self–reliance among the learning community. (Asia)