Abstract

This paper explores the idea of open education, focusing specifically on the concept of openness. Previous discussions of open education are reviewed, using Knox's discussion of "unfreedoms" as a critical lens. Contrasts are then drawn with the concept of "flexibility", to illustrate ways in which openness could be developed. This leads to consideration of ideas from sociomaterial theory, focusing on networks and boundaries. A case study is then used to illustrate how these new developments play out empirically. The discussion then elaborates this in terms of ideas about mobility and fluidity. The paper concludes by arguing that the simplistic binary implied by "openness" is largely irrelevant to the academic practices of teachers and learners. It is proposed that, instead, it should be replaced by a version that recognises the way individuals use infrastructures in pursuit of positive liberty. Such an alternative would help account for the various ways in which Universities are permeated by the personal, and "vice versa".

Citation

Oliver, M. (2015). From Openness to Permeability: Reframing Open Education in Terms of Positive Liberty in the Enactment of Academic Practices. Learning, Media and Technology, 40(3), 365-384. Retrieved August 13, 2024 from https://www.learntechlib.org/p/158684/.

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Keywords

• Access to Education
• case studies
• concept mapping
• Delivery Systems
• educational development
• Educational History
• Educational Practices
• Educational Theories
• Foreign Countries
• higher education
• network analysis
• Open Education
• social networks
• Technology Uses in Education