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Open(ing) Education : Theory and Practice.
・ISBN 978-90-04-42297-1 hard EUR 131.00
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・ISBN 978-90-04-42296-4 paper EUR 49.00
￥13,097.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-90-04-42298-8
| 著者・編者 | Conrad, Dianne / Prinsloo, Paul (eds.), |
|---|---|
| 出版社 | (Brill, NE) |
| 出版年月 | 2020 |
| ページ数 | 400 pp. |
| 言語 | ENG |
| ニュース番号 | ＜656-L2176 656-P4753＞ |
解説
There is no shortage of scholarly research that reflects the growing importance of open education, whether referring to issues surrounding access to education (formal, informal or postformal); different copyright licencing regimes (e.g. Creative Commons); alternative forms of educational delivery such as Massive Open Online Courses (MOOCs), or alternative pathways to learning, curriculum development and delivery and/or assessing and accrediting learning. So what can another publication add to our understanding of open education?
It has become clear that thinking in terms of the binaries of 'open' versus 'closed' can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map 'open' as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid.
This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.
It has become clear that thinking in terms of the binaries of 'open' versus 'closed' can no longer account and do justice to the wide range of possibilities and the varying factors that destabilise some definitions and practices. In Open(ing) Education: Theory and Practice, the authors therefore map 'open' as emerging from a dynamic network or ecology of often mutually constitutive factors resulting in a range of possibilities. The chapters in this book provide us with glimpses of open, opening, and opened, with none of these being permanent states of affairs, but rather contingent, serendipitous, often uncertain, and fluid.
This book is unique not only with regard to its variety of approaches to mapping the various possibilities between open and closed but also with regard to the global spread of its many contributing authors.