开放教育的学习质量和设计

OpenEd 框架

Translated title of the contribution: The Learning Quality and Design of Open Education: The OpenEd Framework

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This article discusses the need to change education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. First, a brief history and definition of Open Education are provided. It is argued that Open Education is improving learning quality through the facilitation of innovative learning designs and processes. Hence, sources of learning quality and dimensions of quality development are discussed. Arguably, nine dimensions of openness can be distinguished and defined for the learning quality and design of Open Education and the development of supporting instruments, services and tools. As an example for one of the nine dimensions (i.e., open standards), the reference process model of ISO/IEC 40180 (former ISO/IEC 19796-1) is modified for Open Education. The article defines and analyses Open Education following the three adapted quality dimensions and applying the macro, meso and micro levels. As a result, the OpenEd Framework is developed which combines and integrates the different quality perspectives mapped to the learning design and processes. This article illustrates the potential adaptations and benefits of the OpenEd Framework. The OpenEd Framework can be used in combination with other tools such as the EFI and IDEA(L) frameworks to address the complexity and to increase the impact of Open Education. To summarize, the OpenEd Framework can facilitate and foster the future improvement of the learning quality and design of Open Education.
Original languageChinese
Pages (from-to)5-18; 78-79
Number of pages16
JournalDistance Education in China
Volume11
DOIs
Publication statusPublished - 2018

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learning
education
meso level
global change
macro level
micro level
human rights
history

Keywords

  • OpenEd Framework
  • Open Education
  • Open Learning
  • quality
  • Learning quality
  • Learning design

Cite this

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title = "开放教育的学习质量和设计: OpenEd 框架",
abstract = "This article discusses the need to change education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. First, a brief history and definition of Open Education are provided. It is argued that Open Education is improving learning quality through the facilitation of innovative learning designs and processes. Hence, sources of learning quality and dimensions of quality development are discussed. Arguably, nine dimensions of openness can be distinguished and defined for the learning quality and design of Open Education and the development of supporting instruments, services and tools. As an example for one of the nine dimensions (i.e., open standards), the reference process model of ISO/IEC 40180 (former ISO/IEC 19796-1) is modified for Open Education. The article defines and analyses Open Education following the three adapted quality dimensions and applying the macro, meso and micro levels. As a result, the OpenEd Framework is developed which combines and integrates the different quality perspectives mapped to the learning design and processes. This article illustrates the potential adaptations and benefits of the OpenEd Framework. The OpenEd Framework can be used in combination with other tools such as the EFI and IDEA(L) frameworks to address the complexity and to increase the impact of Open Education. To summarize, the OpenEd Framework can facilitate and foster the future improvement of the learning quality and design of Open Education.",
keywords = "OpenEd Framework, Open Education, Open Learning, quality, Learning quality, Learning design",
author = "C.M. Stracke",
note = "Stracke, C. M. (2018). 开放教育的学习质量和设计: OpenEd 框架 [= The Learning Quality and Design of Open Education. The OpenEd Framework (translated by Junhong Xiao)]. Distance Education in China, 11, 5-18+78. doi: http://www.cnki.net/kcms/doi/10.13541/j.cnki.chinade.20181108.005.html",
year = "2018",
doi = "10.13541/j.cnki.chinade.20181108.005",
language = "Chinese",
volume = "11",
pages = "5--18; 78--79",
journal = "Distance Education in China",

}

开放教育的学习质量和设计 : OpenEd 框架. / Stracke, C.M.

In: Distance Education in China, Vol. 11, 2018, p. 5-18; 78-79.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - 开放教育的学习质量和设计

T2 - OpenEd 框架

AU - Stracke, C.M.

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PY - 2018

Y1 - 2018

N2 - This article discusses the need to change education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. First, a brief history and definition of Open Education are provided. It is argued that Open Education is improving learning quality through the facilitation of innovative learning designs and processes. Hence, sources of learning quality and dimensions of quality development are discussed. Arguably, nine dimensions of openness can be distinguished and defined for the learning quality and design of Open Education and the development of supporting instruments, services and tools. As an example for one of the nine dimensions (i.e., open standards), the reference process model of ISO/IEC 40180 (former ISO/IEC 19796-1) is modified for Open Education. The article defines and analyses Open Education following the three adapted quality dimensions and applying the macro, meso and micro levels. As a result, the OpenEd Framework is developed which combines and integrates the different quality perspectives mapped to the learning design and processes. This article illustrates the potential adaptations and benefits of the OpenEd Framework. The OpenEd Framework can be used in combination with other tools such as the EFI and IDEA(L) frameworks to address the complexity and to increase the impact of Open Education. To summarize, the OpenEd Framework can facilitate and foster the future improvement of the learning quality and design of Open Education.

AB - This article discusses the need to change education due to global changes to keep its status as a human right and public good and introduces Open Education as a theory to fulfil these requirements. First, a brief history and definition of Open Education are provided. It is argued that Open Education is improving learning quality through the facilitation of innovative learning designs and processes. Hence, sources of learning quality and dimensions of quality development are discussed. Arguably, nine dimensions of openness can be distinguished and defined for the learning quality and design of Open Education and the development of supporting instruments, services and tools. As an example for one of the nine dimensions (i.e., open standards), the reference process model of ISO/IEC 40180 (former ISO/IEC 19796-1) is modified for Open Education. The article defines and analyses Open Education following the three adapted quality dimensions and applying the macro, meso and micro levels. As a result, the OpenEd Framework is developed which combines and integrates the different quality perspectives mapped to the learning design and processes. This article illustrates the potential adaptations and benefits of the OpenEd Framework. The OpenEd Framework can be used in combination with other tools such as the EFI and IDEA(L) frameworks to address the complexity and to increase the impact of Open Education. To summarize, the OpenEd Framework can facilitate and foster the future improvement of the learning quality and design of Open Education.

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KW - Open Learning

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KW - Learning quality

KW - Learning design

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DO - 10.13541/j.cnki.chinade.20181108.005

M3 - Article

VL - 11

SP - 5-18; 78-79

JO - Distance Education in China

JF - Distance Education in China

ER -