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Toward an Open Empowered Learning Model of pedagogy in higher education
Bossu, Carina · Smyth, R. · Stagg, A.

PublishedJune 2015
Type of workResearch Book Chapter
SeriesOpen Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies
Pages 1-19
PublisherIGI Global
EditorsReushle, S. · Antonio, A. · Keppell, M.
CountryUnited States

ABSTRACT
This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including Open Educational Resources (OER), Open Educational Practices (OEP) and Massive Open Online Courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a Learner Centred Model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

Keywords OEP in higher education · open credentialisation · open ecosystems · open education · open educational practices · open learning · open pedagogy · Open-Learner-Empowered Model · recognition of open learning

Published atHershey, PA
ISSN9781466688568
RefereedDoes not apply
RightsPending copyright assessment
URLhttp://scholar.google.com/scholar_url?url=http://ecite.utas.edu.au/101338&hl=en&sa=X&scisig=AAGBfm0fdlpiwOe0ECjj8l8aO2UQc97AAg&nossl=1&oi=scholaralrt
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