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Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prioritization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project character (OER focus vs. OOE focus) of innovation projects lead to perceived differences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of “openness” to be able to fully benefit from opportunities and overcome challenges.
Martine Schophuizen; Karel Kreijns; Slavi Stoyanov; Scott Rosas; Marco Kalz. Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education 2020, 33, 255 -280.
AMA StyleMartine Schophuizen, Karel Kreijns, Slavi Stoyanov, Scott Rosas, Marco Kalz. Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data. Journal of Computing in Higher Education. 2020; 33 (2):255-280.
Chicago/Turabian StyleMartine Schophuizen; Karel Kreijns; Slavi Stoyanov; Scott Rosas; Marco Kalz. 2020. "Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data." Journal of Computing in Higher Education 33, no. 2: 255-280.
Martine Schophuizen; Marco Kalz. Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education 2020, 17, 1 -17.
AMA StyleMartine Schophuizen, Marco Kalz. Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges. International Journal of Educational Technology in Higher Education. 2020; 17 (1):1-17.
Chicago/Turabian StyleMartine Schophuizen; Marco Kalz. 2020. "Educational innovation projects in Dutch higher education: bottom-up contextual coping to deal with organizational challenges." International Journal of Educational Technology in Higher Education 17, no. 1: 1-17.
In this article, we highlight the pressing need for integrating the windows of opportunities that digital transformation of education opens up with circular economy education to accelerate the achievements of sustainability outcomes. Circular economy transition, as a multi-scalar process, relates to several contexts, e.g., product, firm, industry-level transformations ranging from designing local socio-technical solutions to greening global value chains, with multi-level policy and business implications for finance, production, distribution, consumption that are fundamentally consequential to everyday life, work and learning. Drawing on theories of neo-capital, multi-level perspective and structuration, and as methodology, using content analysis and qualitative meta-synthesis of scientific publications in digital education for sustainability, we blended our findings into multi-level, multi-domain structuration blueprints, which capture the complexity of value emanating from the interactions among external structures, internal structures of agents, active agencies and outcomes, for circular economy open online education and massive open online course instructional designs. We conclude that learning and creating multiple values to increase social–ecological value, complementarily to economic value, necessitate activating the complexity of value embedded in digital education and circular economy transitions with cu2005mizable niches of learning preferences and journeys of individuals and groups, within broader (and evolving) technological, organizational and institutional structures.
Serdar Türkeli; Martine Schophuizen. Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition. Social Sciences 2019, 8, 243 .
AMA StyleSerdar Türkeli, Martine Schophuizen. Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition. Social Sciences. 2019; 8 (8):243.
Chicago/Turabian StyleSerdar Türkeli; Martine Schophuizen. 2019. "Decomposing the Complexity of Value: Integration of Digital Transformation of Education with Circular Economy Transition." Social Sciences 8, no. 8: 243.