# data[].attributes.headline
Open Ed and student's wellbeing (Therése, PBL12)

# data[].attributes.subject
Open Ed and student's wellbeing (Therése, PBL12)

# data[].attributes.body
Covid-19 has recently made a tremendous change when it comes to use of online education and for example use of pre-recorded lectures. This change has for certain been of good for many student´s e.g. students with attention deficit disorders that normally struggle to be focused for longer time hence have difficulties to follow longer lectures or concentrate in a "noisy" environment.

I am generally very positive to Open Ed and Open ED Resources and am using it for my own personal development, and would be positive to use it in my teaching. However, I don´t think Open Ed is the golden solution to everything. There is still a lot of work to be done when it comes to things like quality assessment and security.

However, one of my biggest concern, not so much with Open Ed but as with online learning as such, is the lack of IRL social interaction. How does this affect the well-being of the students? There are for instance reports of increased psychological load and decreased well-being of students having remote (online) education during covid-19 (e.g. Durako & Hoxha, 2020). I think, adding online education to the already high number of hours per day that a person spend online, must come with a cost in terms of health issues. This trend worries me.

# data[].attributes.headline
Different angles of openness (Hossein, PBL 02)

# data[].attributes.subject
Different angles of openness (Hossein, PBL 02)

# data[].attributes.body
Openness refers to transparency, which is usually seen as accessing to information freely. However, in practice, I think openness should be applied and seen from a wider perspective. Openness should be considered at two major levels, which are (i) content or information, and (ii) raw data.

Openness in higher education and research requires a higher level of transparency. Students and researchers should have the opportunity to assess and evaluate the work. This means that the raw data should be accessible to the community in order to validate the correctness. This provides more trust to the reader as the content without justifications is usually insufficient.

In computer science, students should be allowed to access open-source software and source codes to redo other works. This is highly important when it comes to enhancing other works as the benchmark should be available. Most publishers do not add this restriction on authors to publish their source codes, but I think this is one of the major indicators for evaluating the correctness of the results.

Based on my personal experience, publishing the raw data and source codes is very appreciated by different communities as more students will have the possibility of benefiting from the published work. Any higher education course should follow the same strategy to students have the right to access information at different levels.

# data[].attributes.body
What is the best way to start open education?
(Anita Boström PBL3)

# data[].attributes.headline
How is the best way to start open education?

# data[].attributes.subject
How is the best way to start open education?

# data[].attributes.headline
I wonder if there are typologies of material or learning that is more/less appropriate for sharing? (Bekki, PBL07)

# data[].attributes.subject
I wonder if there are typologies of material or learning that is more/less appropriate for sharing? (Bekki, PBL07)

# data[].attributes.body
I think I am quite open and glad to share all my teaching material if it helps somebody. My main concern is that I accidentally share something that I shouldn´t share. That somehow somebody gets access to my students' essays or work. So my Moodle pages have been closed for that reason. Instead, I am trying to work with my team and colleagues from other teams to share ideas and materials, etc. So I am not as open as I would like to be.

# data[].attributes.body
I think I am kind of open to sharing what I know, and It is somewhat hard to be in education while not willing to share. The whole story behind the education is giving and taking. You gain more through discussion and sharing. I would like to share my research findings on ResearchGate that can be available for more people, not just those who have access to a specific closed database. It would be beneficial for me to see people´s reflections and got some ideas to improve my work. On the other hand, there are hot discussions on copyright and legal issues related to sharing the materials. The question would be: should/can we put the copyright in our educational resources at all?

I see that the validity of the materials that are shared might be a problem as well. Like the Internet, where you must be careful to distinguish the fraud from the sincere, you must always trust the resources you are using; I have no idea how it must be done when it reaches education. So, the main concern here is: how can we trust the materials?

# data[].attributes.body
Susanne, PBL 14.
After doing some reading and watching I find this topic really challenging. I have no experience of open education except for this course and googling between open sources, but share my thoughts, knowledge and experience with students and colleagues in different forms/modes within the university’s platforms. If going open in a wider sense I wonder how to cope with EU’s web accessibility directive meaning that all people independent of disabilities should be able to access the information on the web site. From the 23rd of September 2020 all web sites in the public sector should answer to the legal requirements for accessibility. There also need to be an accessibility report where they clarify what parts of their website or apps that are not accessible for whom and why. What are the rules for using other platforms for publishing “knowledge products” such as you-tube etc., or arranging open education platforms such as MOOCs?

# data[].attributes.body
Sharing is a great concept and appealing to me. I share my resources with colleagues and intra-institutional learners. I believe openness will open new doors for me. But something is impeding me from being open,
which is the lack of awareness of the limitations and dangers which I may encounter by sharing my resources with the broader community.
Listening to the podcast made me think that I must gain knowledge about copyright, GDRP, and...

# data[].attributes.headline
Open Education of "Tacit Knowledge" (Andi PBL10)

# data[].attributes.subject
Open Education of "Tacit Knowledge" (Andi PBL10)

# data[].attributes.body
As I am reflecting on how I would teach differently, it occurs to me that a significant portion of my teaching is through apprenticeship and interaction. Fundamental concepts can be provided "openly", but I am not sure about more advanced concepts. For example, component selection in mechanical design does not only consider its load dynamic (which can be taught relatively "easily"), but also its supply chain, price and alternatives, which often requires judgement call (and not that easy to teach in the open knowledge environment).

# data[].attributes.headline
How do you share your resources? (M. Rajiullah PBL9)

# data[].attributes.subject
How do you share your resources? (M. Rajiullah PBL9)

# data[].attributes.body
GNU General Public License in case of software code.

For my other digital contents, I expect that I would be acknowledged if used. However, creative common licensing is a much better way - one can apply the license to work and kind of streamline the access how people should use the work.

# data[].attributes.body
“He who receives ideas from me, receives instruction himself without lessening mine; as he who lights his taper at mine receives light without darkening me.” – Thomas Jefferson

I believe openness is an intricate part of education. Education is all about enlightenment – enlightening each other through sharing, collaboration and feedbacks. Today, we have Internet, it gives a great opportunity to be much more generous in sharing our educational contents be it courseware, textbooks or source codes. However, a lot of openness is still in aspiration level.

I don't mind in my free time, if someone asks me to explain him some of my subject topic. I am a big proponent of open software, most of the code that I developed in last 10 years are open source. Quite a few of my research paper are in open access in platform like researchgate. I am to some extent open to share any course content that I have developed.

# data[].attributes.body
- How open am I?
Not open at all I would say. I believe that my "lid on" approach is a result of the combination of uncertainty of exactly that which is dealt with in this topic, and little/no experience of being a resident online. I am quite open "off-line" though :-)
- How do I share?
I share off-line, and via e-mail to colleagues, and via online learnings platforms connected to the University where I work, as well as via Zoom in real time (very seldom recorded)
- How do I use open  ed. resources?
First of all I use much more that I share, making me feel a bit bad right now, as if I would only take but not give. Mostly, I search for additional course material that would further assist students to reach the learning objectives of a course. Things of interest can for example be relevant  TED-talks or lectures on the topic, perhaps posted on you tube. I also search for relevant and illustrative images to help explain some phenomena. Pictures or images are otherwise quite time consuming to produce on one´s own.
- Opportunities & challenges
I detect several opportunities and pedagogical advantages with openness and sharing online (not being restricted by time or time zones, for the benefit of freedom of speech and democracy, creating a feeling of belonging to a greater learning environment that just the own university/institution/company, learning from others et c et c.
I can also detect several challenges, whereof safety is the matter that concerns me the most. I am for example not happy not knowing where information might end up - in the hands of whom, and for what purposes?

# data[].attributes.body
Equality (or equity) in received education is something close to my heart and so I approached topic 2 with much excitement. Theoretically, and ethically, I believe we must strive for openness in education and knowledge dissemination. In this respect, the video was very inspiring.
Yet I also struggle to fit this ideal in the current framework of how others (beyond my sphere of influence) can take any material out of context. While Creative Common Licenses can offer some protection, realistically, one expects that any information that is published online may be used for unintended purposes. I think moving forward, the real question is, how to curate material in ways that achieve the noble ideal of open education but are resistant against  unintended uses.

# data[].attributes.body
Thank you for this material. Two beautiful metaphors (one of the openness as an open park space and one of the knowledge as a flame) and one intriguing sentence: when the product is free – you are the product.

By the way, watching the video (the part of the copywrites) I was thinking if I could share the link to this padlet to someone else from outside the ONL community.

I’m sure there will be interesting discussion on Tuesday.

# data[].attributes.body
This is a very tricky area. In a way I'd like to say that I am open because I share my lectures by uploading PDF's for students in the digital platforms, but this is still in the institutional education. I have very little experience of really OPEN educational structures. I thought of one thing though while watching the video, the importance of awareness. How do we as learners get aware of all these resources around us? And what motivate us as learners to participate in open education?

# data[].attributes.body
I'm all for openness in education. Education is sharing knowledge, helping others learn. From preschool, we teach children to share and to help each other. In secondary and tertiary education, we see older students acting as mentors for younger ones, sharing their knowledge, and helping them with study-related as well as subject-related skills.

In Sweden, we also have the  liberal, non-formal and voluntary educational system, consisting of folk high schools and "studieförbund", or adult educational associations, based on sharing knowledge in groups.  They receive financial support from the state, regions, and municipalities, with he purpose to strengthen and develop democracy, giving people the possibility to affect/improve their situation, overcome education gaps, and to increase participation in cultural life. This democratic aspect is much stronger than the one mentioned in the Higher Education Act. The educational resources used in the "study circles" are often open ones, accessible for anyone, or are made within the study group.

In my opinion, the formal educational system can learn a lot from the non-formal one. What could be better than a society where all members are educated, and willing to share their knowledge with others? Educated citizens are likely to make more informed and well-considered decisions (in theory at least). And using openness in education would be one (rather easy) way to help create a more equal society.

# data[].attributes.body
I know that I'm not as open as I would like to be. I share with teachers within my own institute and also to others if they have seen me present. What worries me is the quality of what I share or what is being shared.

# data[].attributes.body
I think that openness is all about transparency and the knowledge that you as an educator (or learner for that matter) do not own the truth. You rather contribute to finding new questions and new answers in a world that is constantly changing. Openness is also about equality. Making it possible for everyone, not only the one who can afford studying at an expensive university, to learn and be a part of development. Openness is also about generosity. It is about sharing and giving the things you can never own because you are grateful that you have had access and possibilities in life (cognitive skills, resources, education etc.). Of course we also need to talk about the dark side and the necessity of critical thinking and stealing others work etc.

# data[].attributes.headline
Role and responsibility of educator in open education (PBL11, Mihi)

# data[].attributes.subject
Role and responsibility of educator in open education (PBL11, Mihi)

# data[].attributes.body
Educators’ responsibility traditionally covers from creating educational resources (e.g. hard-material like textbook & soft-material like curriculum and activities) to delivering them to learners in a private space. However, open education aims to share ‘creating educational resources’ among educators. It makes me think how I can re-define the role and responsibility of educators in open education, and how I can contribute to the community more meaningfully as educator.

# data[].attributes.headline
Knowledge and skills requirements in open courses (Andreas PBL16)

# data[].attributes.subject
Knowledge and skills requirements in open courses (Andreas PBL16)

# data[].attributes.body
At bachelor and master level, students progress through courses, where each course requires that the learner has taken some other courses in order to be able to utilize what they will learn in the current course. As an example, a fundamental course I give (in year 3) requires students to have done math and physics courses before they can do my course. And in turn, this fundamental course is a requirement in order to do the next courses within my subject (year 4 and 5). Offering these courses as open courses would have a very limited number of learners that would be able to apply (except those admitted to the programme).
- Is it possible to have knowledge and skills requirements for those who apply for an open course?
- Is it possible to offer advanced courses as open courses?

# data[].attributes.headline
Some thoughts about challenges...(Kathrin PBL 04)

# data[].attributes.subject
Some thoughts about challenges...(Kathrin PBL 04)

# data[].attributes.body
First short answers to the first three questions: I mainly share with colleagues, but I don't use much open educational resources myself.
Opportunities and challenges: I agree with many others that if feels good to make education available and free for ethical reasons, but yes, we still have unequal access to technology in this world. And even with internet access, aren't digital literacies (or the absence of these) a source of inequality in this context again?
I also believe that for many students, part of their motivation to learn comes from belonging to a group, to have been selected for a course or a program, to "be chosen" and to matter in this context. I believe, also many teachers enjoy the interaction with the students, that they can see their impact on the students. How do these experiences change e.g. in a MOOC? Aren't the students more alone and anonymous? Do we then have more drop-outs, and as Lena writes, do students perform less well? What ways are there to deal with this/to still allow teachers and students to connect and belong?

# data[].attributes.body
It seems to me that "open" requires that one is "open-minded". If you go open you need to prepared for, and even cherish, new ideas and new perspectives. You  need also to be prepared for challenging views -and maybe have a plan for how to handle very unwanted comments.
Is it always the case that the balance is positive -that you gain more benefits in terms of new insights than you loose in countering challenges? Are there organisations that have withdrawn from "open"?

# data[].attributes.body
At my institution we practice a co-teaching as the main form of teaching courses. This is fantastic for various reasons, especially when sharing responsibilities across the courses. However, when it comes to agreeing to what extent we are open with our materials, it presents challenges and it is difficult to agree. To keep a unified message, we often have to follow the more "conservative" approach to sharing, otherwise it is clear who doesn't want to share. This is disappointing. Are there any tools to convince others to be more open whan sharing our content?

# data[].attributes.body
When watching the video and listening to the pod two questions emerged in my mind:

1. What does open means and what implications it has from different perspectives? In the video, you explored the point of view of the learners and the teachers. What about the institutions that we as teachers are employed in? What about the local and national governments? Other stakeholders? How their perceptions differ as well as the value that open education could create for them? What are the different incentives, opportunities and challenges from each of those perspectives?

2. Isn't it openness just an elusive thought and idea? Openness in relation to education, in my mind at least, is in most cases enabled by technology. This automatically means open education is not so inclusive as we might be tempted to believe. People that do not have the skills or access to technology will not be able to access those resources anyway. So how can we access those groups to make the idea of open education even more inclusive than it is now?

Overall, don't we need a system change in order to make open education really work on a larger scale?

# data[].attributes.body
In my academic practice, I understood openness in relation to research dissemination. Hence, openness relates to publishing papers in open access journals, and considering other spaces and formats with free access to share results, like a policy brief, a blog or social media. Then,  questions of openness and its limitations are more related to who or how to pay the fees for open access journals, or how open is my research if the results are shared in English, even if I do research in latin America, Spain and Sweden. Whether my teaching practice is open or not is a question I never thought of! I guess the conceptualisation of openness and its limitations are very different. In teaching, you might start questioning problems of authorship, sharing content, potential conflicts with institutional guidelines and, on the students' side, accessibility, vulnerabilities of the learning process and place sensitivity, this is, if what I am teaching makes sense for the student's local context (I teach economic and human geography)

# data[].attributes.headline
UNESCO's guidelines for the use of OER in education

# data[].attributes.subject
UNESCO's guidelines for the use of OER in education

# data[].attributes.headline
SWOT analysis of OER (Lena, Silicon allies)

# data[].attributes.subject
SWOT analysis of OER (Lena, Silicon allies)

# data[].attributes.body
Strenghts - for everyone, everywhere, all the time
Weaknesses-less social activities, or, harder to get the real social interactions
Opportunities- huge variation of learning materials, and more variation of pedagogical approaches than for campus education.
Threats - if less money is provided by the funding agencies because they think it is less expensive to do online education (authorities, companies etc.). I believe that bad online education is worse than bad campus education when it comes to the learning results.

My questions: What do we know about how the digital environment with less relations (?) impact learning outcomes? I wonder if people try to cheat more when they do not know the teacher for example? Or, what do we miss with not having the physical interactions?

# data[].attributes.headline
Accessibility and Collaboration (Dennis PBL 1)

# data[].attributes.subject
Accessibility and Collaboration (Dennis PBL 1)

# data[].attributes.body
Open education provides a vital avenue for students and lifelong learners to co-create and share knowledge, insights and information with one another.

To sustain this learning philosophy, accessibility and collaboration are key for open education to be successful.

# data[].attributes.headline
Openness and the need for a community. Urban PBL 10

# data[].attributes.subject
Openness and the need for a community. Urban PBL 10

# data[].attributes.body
Openness lives on sharing, but also om getting something back. Learning from the Open Source software one need to create a community to get really successful. Lots of users finding and reporting "bugs" and fellow developers submitting corrections to the bugs and new features. Often also people who creates arts and  graphics, runs the web-site, answers questions from users, makes translations, runs a forum writes instructions and stuff like that.

How does that translate to educational materials? Are teachers worse leaders then software geeks?

# data[].attributes.body
The word free has at least two meanings. It could mean "without cost" or it could associate to freedom.

If someone offers free beer he probably means without cost.

If someone talks about free press she probably talks about freedom, human rights and values associated to that.

So we have to distinguish between "free as in free beer" and "free as in freedom"

Then we have to define what freedoms should be associated to education and education materials. Use? Copy? Share? Change? Share the changed version?

And if "change" is an important freedom, what do you need to change a material without reinventing the wheel.

The word "open" tends to be even more open to interpretations ;-)

# data[].attributes.body
Good guide to using and creating OER

# data[].attributes.attachment_link.readable_text
Book Information

Book Description

This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Each chapter is accompanied with learning objectives and most chapters feature interactive elements and opportunities for readers to engage with the text. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.

Subject

Open learning, distance education

# data[].attributes.attachment_link.title
The OER Starter Kit - Simple Book Publishing

# data[].attributes.attachment_link.description
This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER.

# data[].attributes.headline
Opportunities and challenges in openness...

# data[].attributes.subject
Opportunities and challenges in openness...

# data[].attributes.body
Mehtap PBL11
I think the greatest opportunity with openness is the "accessibility: regardless from your location & free of charge"... From the humanitarian side , this brings equality for education between wealthy and unpoverty. Whoever wishes to have the knowledge, they can get it... However the challenge is "internet access".  There are still millions of people in the world who has no internet access. I think the greatest challenge of the "openness" is not having internet.

# data[].attributes.body
The image of the green open field immediately
made me think of how a space, digital or analogue, can be so open that it becomes uninteresting. Common spaces in the city can sometimes have this open emptiness about them. They need to be suitable for anyone, so the become bland to everyone. When I weigh what to post in an open forum, there might be some aspects that I leave out for different reasons. Some aspects might as well stay outside the open forum, but some aspects might be left out in the process of adjusting to "one size fits all". Is it possible to mediate the possibility of an openness that allows personality, diversity and complexity as well as validity and generic?

# data[].attributes.body
1. Your question is very "open"... Open education in your sense is based on different pedagogical models as you pointed to. I  use such models successfully.
2. Just few and just the necessary... not much exchange and  opportunities around me.
3. I learned from the video that there are a lot of them, use them very little - but that will be changed!
4. Most interesting question! Please see the other pink box from me. I hope we discuss this.

# data[].attributes.headline
CAPITALISM AND THE PROBLEM OF ... everything becomes a "product" 

# data[].attributes.subject
CAPITALISM AND THE PROBLEM OF ... everything becomes a "product" 

# data[].attributes.body
Before I will answer the questions above,  I would like to point out to the problem, that everything in capitalism becomes a product and that has to be overcome....
Real openeness and sharing, access to educaton without borders will never be in an economic and social system, where all the important issues here discussed can not be strip off the idea of being or becoming a "product". I hope we discuss this problem here ...
💃by Sabine (16)

# data[].attributes.body
I think about challenges in different ways. One consideration concerns copyright. If I were to develop my teaching materials that I have today for regular campus courses to be used completely openly, what do I need to think about then?
Another challenge concerns the financial side of university education. We get paid based on the number of students who apply in the national system, are registered and take the course. Giving courses quite openly needs to follow a different form of financing, I guess. In other words I see economy here as a barrier to go open.

# data[].attributes.headline
Openness or to shy to share, Karin PBL 7

# data[].attributes.subject
Openness or to shy to share, Karin PBL 7

# data[].attributes.body
I want to say I am open to share everything anytime but I realize listening to Kiruthika Ragupathi that I´m not as open as I thought. When someone ask me to teach I willingly share but to start a blogg/vlogg/podcast and give my knowledge I have difficulties with. Not that I´m not willing to give but because I think everybody already know what I know so why should I give. What I now understand that could mean I´m not open, or?
As you understand I am very willing to share everything with my students and those that ask me but I do not just share out in the digital universe not knowing who might read it or listen to it.
I use open educational resources when I need new knowledge to be able to do my work even though I´m often curios about new pedagogical tools.
My challenge being open is that you can be misunderstood and criticized. How do you overcome that is a question I would love to discuss and get others perspective on.

# data[].attributes.headline
Thanks for your introduction! Openness and transperancy is interested and necessary I think, it makes the world more connecting, geographic smaler and we can learn more easy from each other and it open up our ways of thinking about anything. But, I saw the Netflix film (Social dilemma) yesterday evening and I had some thougts in my mind which I didn´t could put away before the sleep took over. I´m I supposed to always have in mind that there are algoritms behind everything which in somehow are for good outcomes but could be used for bad outcomes if you want that. People are good and honest everyday a week but thats not true, I know it and you know it. 

# data[].attributes.subject
Thanks for your introduction! Openness and transperancy is interested and necessary I think, it makes the world more connecting, geographic smaler and we can learn more easy from each other and it open up our ways of thinking about anything. But, I saw the Netflix film (Social dilemma) yesterday evening and I had some thougts in my mind which I didn´t could put away before the sleep took over. I´m I supposed to always have in mind that there are algoritms behind everything which in somehow are for good outcomes but could be used for bad outcomes if you want that. People are good and honest everyday a week but thats not true, I know it and you know it. 

# data[].attributes.body
Charlotte in PBLgroup07

# data[].attributes.headline
My experience with openness ( Nadia Cheikhrouhou PBL13)

# data[].attributes.subject
My experience with openness ( Nadia Cheikhrouhou PBL13)

# data[].attributes.body
I do share some of my learning materials with some colleagues in my university but not in the Internet because first I would like to be aware what this involves and how to protect these materials so I think that the Creative Commons licenses are a great way to start so I would like to know how to get these licenses and how to procede ?

# data[].attributes.body
I always thought being open is a great idea to go in education. The more you share, the more you gain. However, those limitations that was mentioned in the podcast kind of pull me back and rethink what can I share? Am I familiar with those copyright policy so as not to get myself into trouble?

# data[].attributes.body
Maria Pblgroup11
Are there two ways of handling option three for Creative commons? If so, can you please clarify this.

# data[].attributes.body
Maria, pblgroup 11
What makes some open-pedagogical approaches more succesful than others? That is, what is the factors of success that they include and that others may lack?

# data[].attributes.headline
Tools to evaluate obstacles for sharing content, ideas (Irina PBL 11)

# data[].attributes.subject
Tools to evaluate obstacles for sharing content, ideas (Irina PBL 11)

# data[].attributes.body
As I was listening to the podcast and the video I observed some obstacles coming up in me.
So I am wondering if there is a tool or question tool to identify concrete obstacles or to evaluate the willingness to share contents?

# data[].attributes.body
While I inherently agree (from at least an ethical standpoint) that open Ed is a desirable goal, I disagree with the suggestion that whatever pedagogies I create must be "accessible" to all.

By that, I mean my primary obligation is to my current students (i.e., at NUS).

And since I aspire to demonstrate the real-world relevance of what THEY are learning & doing (e.g., via authentic assessments), it makes no sense to globalise my teaching.

In reality, most of my students will make their mark on the world on our little red dot. And if you don't know what that means, that just illustrates my point. Because "little red dot" is more than just a moniker - it's a concept that links to how Singapore views itself and is viewed by other nations.

Exploring the phenomenon of kiasuism, talking about NParks, catering to the foodies in all Singaporeans (and SE Asians)... these things engage my students.

So, while I might be happy to share my pedagogy online (and I already do that), I refuse to tweak it so that it loses cultural relevance.

# data[].attributes.headline
Openness as cultural awareness, technical awareness, Economic awareness and more (Suzanne PBL16)

# data[].attributes.subject
Openness as cultural awareness, technical awareness, Economic awareness and more (Suzanne PBL16)

# data[].attributes.body
The motivation to make education open for everyone is a noble motivation, but as is stated in the video - there are "Things" lurking in the shadows of the open space. Access is one of them. During the Covid-pandemic underprivileged communities struggle With Access to the internet because of poor or no band width. Families With only one device that has to be shared among the Whole Family also have extremely Limited Access. Maybe the one device is an early model smart phone that download coursematerials. So when talking about "open Access" we have to think about the receiving end - what are the technical requirements to Access the open resource? Another aspect can be language and also cultural References in learning materials. If you have never experienced Norwegian brown cheese, any Reference I make to it in my course material will be meaningless to you. Likewise a course that intends to be relevant for a global audience needs to be sure that the visual prompts, literature and metaphors used in the materials carry the intended meaning to the global audience. Another issue, related to awareness, is credibility - how does a student know that the course material is valid? Among the many threats on the internet is the presence of fake universities - some of these even claiming affiliation with legitimate universities. Accessibility , I assume, is limited for both teachers and students With special needs may be excluded from open Access courses, due to the lack of universal design in course design, and tools used for designing courses.
Finally a thought that I have to mull over abit more: While in a guided course like ONL202 there is little heirarchy and an emphasis on co-creating, I wonder if in many open courses a Clear heirarchy - especially if the Class is not interactive - is necessary. Certainly if i were to take an open access course on anatomy I would not want to be co-creating knowledge, I would want an expert to be guiding me. Even in a more fluid knowledge area, say sociology, I would expect to be in a place where a teacher IS an expert. There is something to be said for being humble about what you do and do not know, and seeking to be With people who know more than you do in order to learn.

# data[].attributes.body
If I think of publishing course materials with creative commons license I ask myself where do I get the wage from? And this leads me to the question I have to the ONL Network: how are you financing running the course?

# data[].attributes.attachment_link.readable_text
Listen to the diverse voices from colleagues across the globe discussing on what openness mean to them. with Kiruthika Ragupathi from the National University of Singapore.

https://blog.nus.edu.sg/openeducation/files/2020/09/open-education.m4a

We talk about three key questions:

1. What does open education mean to you?

2. What are you willing to share openly? and with whom?

3. What are the limitations to openness?

Interview with:

Judit Hahn, University of Jyväskylä, Finland

Rachel Plews, Northeastern University, Boston, Massachusetts

Gizeh Perez Tenorio, Linköping University, Sweden

Intekhab Islam, National University of Singapore

Birger Eriksson, Mälardalen University, Sweden

Lotta Fröjdfeldt, Mälardalen University, Sweden

Susanne Koch, University of Östfold, Norway

Hagit Meishar Tal, Holon Institute of Technology, Israel

Johanni Larianko, Adult educator, Finland

Lars Harrysson, Lund University, Sweden

# data[].attributes.attachment_link.description
Listen to the diverse voices from colleagues across the globe discussing on what openness mean to them. with Kiruthika Ragupathi from the National University of Singapore. https://blog.nus.edu.sg/openeducation/files/2020/09/open-education.m4a We talk about three key questions: What does open education mean to you? What are you willing to share openly? and with whom?

# data[].attributes.body
On this page we would like to gather your reflections and questions about open education.

FIRST watch the introductory tutorial video (click the box on the right)

THEN write questions or short reflections on questions raised in the video on this page (double click on a free space below and write).

Questions to consider:

How open are you in your practice?

How do you share your resources?

How do you use open educational resources?

Opportunities/challenges with openness?

# data[].attributes.attachment_link.description
This video provides a little starter to what open education means.