Radical Solutions and Open Science : : An Open Approach to Boost Higher Education.

• Superior document: Lecture Notes in Educational Technology Series
• Author: Burgos, Daniel.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: Lecture Notes in Educational Technology Series
• Physical Description: 1 online resource (199 pages)

Table of Contents

Intro -- Foreword by Rory McGreal -- Foreword by Colin de la Higuera -- Introduction -- Book 2: Editorial -- About Open Science and Open Education -- Open Science is Way Beyond Content -- Meaning of Openness -- Sec5 -- About This Book -- Contents -- About the Editor -- 1 Open and Free Access to Education for All -- 1.1 Introduction -- 1.1.1 Open Universities -- 1.1.2 Open Educational Resources (OER) -- 1.1.3 MOOCs -- 1.2 Mapping Open Education -- 1.3 A Model for Openness -- 1.4 Discussion and Conclusion -- References -- 2 Open Science and Radical Solutions for Diversity, Equity and Quality in Research: A Literature Review of Different Research Schools, Philosophies and Frameworks and Their Potential Impact on Science and Education -- 2.1 Introduction -- 2.2 History of Open Science -- 2.3 Current State-of-the-Art of Open Science -- 2.3.1 Definition of Open Science -- 2.3.2 Objectives and Characteristics of Open Science -- 2.3.3 Open Science in Scientific Research and Dimensions -- 2.3.4 Openness in Scientific Design, Research and Publications -- 2.4 The Future for Open Science -- 2.4.1 Benefits of Open Science -- 2.4.2 Challenges for Open Science -- 2.5 Open Science and Openness in Education -- 2.6 Conclusions and Outlook -- References -- 3 The Ethical Issues of Learning Analytics in Their Historical Context -- 3.1 Ethics and Learning Analytics -- 3.2 Two Traditions of Research Ethics -- 3.3 The Impact of Technology on Research Ethics -- 3.4 Ethical Issues Raised by the Extension of Operations Research to Education -- 3.4.1 The Erosion of the Nuremberg Tradition -- 3.4.2 Ethical Waivers and Exemptions -- 3.4.3 Coercive Extraction of Data -- 3.4.4 Learning Analytics Entwined with Governance -- 3.4.5 Surveillance, Trust and Learning -- 3.5 Concluding Remarks -- References -- 4 A Hidden Dream: Open Educational Resources -- 4.1 Introduction.

4.2 The Evolution of Open Education -- 4.2.1 Definition of Open Education -- 4.2.2 Challenges of OER -- 4.2.3 Advantages of Open Education -- 4.2.4 The Dilemma of Policy and Practice -- 4.3 Reflections on Life Experience -- 4.4 Limitation of Open Education and Open Educational Resources -- 4.5 Usage of Open Education -- 4.6 Conclusion -- REFERENCES -- 5 Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons -- 5.1 Introduction -- 5.2 The Battle for Open -- 5.3 The Battle for OER -- 5.3.1 OER and Oligopolies -- 5.4 Investigating Benefits and Risks -- 5.4.1 Production Offshoring -- 5.4.2 Concentration of Gains from Cost Reduction -- 5.5 Finding Equilibrium -- 5.6 Conclusion -- References -- 6 Online Technology in Knowledge Transfer -- 6.1 Transference Versus Commodification of Results -- 6.2 Meaning of Knowledge Transfer -- 6.3 Advantages and Disadvantages of the Modalities -- 6.3.1 Industrial -- 6.3.2 Property Registration -- 6.3.3 Regulatory -- 6.3.4 Social Impact, Scientific Communication, and General Publication -- 6.3.5 Entrepreneurship -- 6.3.6 Secondary Public Funding -- 6.4 Conclusions -- References -- 7 Prosumerism in Higher Education-Does It Meet the Disability Test? -- 7.1 Introduction: The Contribution of Prosumerism to Higher Education -- 7.2 The Growing Influence of Prosumerism on Higher Education -- 7.3 Critique of the Influence of Prosumerism in Higher Education -- 7.4 Research Context and Methodology -- 7.5 Research Results -- 7.6 Conclusions -- References -- 8 Empowering University Educators for Contemporary Open and Networked Teaching -- 8.1 Introduction: A New Role for Educators in Contemporary Societies -- 8.2 Setting the Target: Collaborative and Open Teaching -- 8.3 Competence Frameworks for Open and Networked Teaching.

8.4 Suggested New Competency Areas for Open and Networked Educators -- 8.5 Conclusions -- References -- 9 Integration of Formal, Non-formal and Informal Learning Through MOOCs -- 9.1 Introduction -- 9.2 Theoretical Foundation -- 9.2.1 MOOCs: Concepts and Features -- 9.2.2 Comparison of Traditional, Blended, and Flipped Learning -- 9.3 Integration Framework -- 9.3.1 Integration Approach I: Integrating MOOCs in Blended Learning -- 9.3.2 Integration Approach II: Integrating MOOCs in Flipped Learning -- 9.3.3 Integration Approach III: Integrating MOOCs in Non-formal and Informal Learning -- 9.3.4 Comparison Between Integration Approaches -- 9.4 Conclusion -- References -- 10 MOOCs and OER: Developments and Contributions for Open Education and Open Science -- 10.1 Introduction -- 10.2 Method and Activities -- 10.3 Results -- 10.3.1 Open Innovation Category -- 10.3.2 Open Science Category -- 10.3.3 Open Research Category -- 10.4 Discussion -- 10.5 Conclusions -- References -- 11 The Response of Higher Education Institutions to Global, Regional, and National Challenges -- 11.1 Introduction -- 11.2 Transformation Plan -- 11.3 Sustainable Development Goals and Innovation -- 11.4 New Areas of Research and Innovation -- 11.5 Smart Future -- 11.6 Discussion and Conclusion -- References.