Removing Barriers to Education

Removing Barriers to Education

Contemporary education as a whole may be broadly understood as incorporating a wide range of pedgogical and scholarly activities which can take place inside or outside formal institutions. Very broadly, these can include:

  • learning, whether through instruction, guided activity or self-directed learning;
  • teaching which can include mentoring and all non-instructivist activities around the deliberate nurturing of knowledge;
  • assessment which may be any combination of summative, formative and/or diagnostic;
  • accreditation which can include recognising learner or educator accomplishment;
  • policymaking at any level of education or governance where this influences curriculum, funding and procedures in education; and
  • administration, dealing with recruitment, admissions, retention, progression, graduation, timetabling, reporting, and management.

In a traditional learning environment (such as a school or university) these aspects of practice tend to relate to each other in familar ways. When we talk about open education we’re really interested in the ways in which our practices can change as a result of adopting open practices, but also in education outside of formal institutions.

Open Education is a collective term used to refer to many practices and activities that have both openness and education at their core. First and foremost, open education is about removing barriers to education. This may be through removing entry requirements, as The Open University (UK) has done, or by making content and data freely and legally available for reuse. However it also reflects other cultural changes, such as the move to open up learning methods and practices, which sees the blurring or removal of traditional roles such as teacher and student, moving towards roles such as mentor and learner.

The priorities and practices of Open Education are continually changing. Many aspects of open education engender debate (such as content licensing, definitions of open, incentives for participation, etc.) while other aspects that are less contentious, such as the need for technology to support learning, data use to support education initiatives in the developing world, etc. Overall, there is increasing recognition that education is being transformed and that open education can play a significant role in this transformation.

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