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

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

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Bibliographic Details
Superior document:Lecture Notes in Educational Technology Series
:
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
Online Access:
Physical Description:1 online resource (199 pages)
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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.

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