Document Type

Other

Rights

This item is available under a Creative Commons License for non-commercial use only

Disciplines

5.3 EDUCATIONAL SCIENCES, Education, general, including:, *training, *pedagogy, *didactics, Philosophy,, Ethics

Publication Details

OER19 Recentering Open: Critical and global perspectives 10-11 April 2019, National University of Ireland, Galway. Available at: https://oer19.oerconf.org/

Abstract

Open education can mean different things to different people. A term which frequently refers to the creation, sharing and usage of open educational resources, open education can also refer to the use of technologies which promote collaborative, flexible learning and sharing of teaching practices, thus providing new opportunities for enhancing teaching and learning and assessment practices (Cape Town Open Education Declaration, 2007). Within this context, open education is often promoted as a means of widening access to education, improving equity and enhancing the student learning experience (Creelman, Cronin and Weller 2018). However in an increasingly privacy-conscious era, where data breaches are commonly reported and surveillance practices are accepted as part of the open web, it could also be argued that open practice feeds “data capitalism” (Myers-West 2017), eroding student and educator privacy in the process.

This highly reflective and evaluative panel presentation will explore existing and emerging concerns, challenges and associated privacy and ethical issues surrounding open education in an era of big data. In doing so, this panel presentation aligns with theme 1 of OER19, “Back to Basics”, exploring difficult questions such as open for whom? Whose interests are served by the open agenda and what are the implications for educators, students and for our higher education institutions?

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