Open Educational Practice 305The adoption for open educational practices is integral to meeting
these agenda. It includes access to learning opportunities, anytime,
anywhere and at any pace, as well as the release of educational resources
at no cost to the user, and with permissions for adaptation to local
conditions. Apart from these preconditions, open educational resources
and learning opportunities such as MOOCs are not inherently any
different from any other educational resource or practice. And
educational resources and learning opportunities, however open and
flexible, will not, by themselves ensure a high quality learning
experience. So regardless of the hype and hysteria around the case for all
things open and cost free, open educational resources and MOOCs will
not save the day for us. What will save the day for us and ensure a high
quality learning experience is the effective, and efficient integration of
open educational practices (as well as open educational practices) in the
design of productive pedagogies and learning experiences for our
students (see Gore, Griffiths, & Ladwig, 2004; Naidu, 2013c).
17.10 Chapter References
Adams, C., Yin, Y., Madriz, L. F. V., & Mullen, C. S. (2014):
A phenomenology of learning large: the tutorial sphere of xMOOC
video lectures, Distance Education, 35(2), 1-15. doi:
10.1080/01587919.2014.917701.
Allen, I. E., & Seaman, J. (2014): Opening the curriculum: Open
educational resources in U.S. higher education, 2014. Oakland, CA:
Babson Survey Research Group. Retrieved from http://www.online
learningsurvey.com/oer.html.
Andersen, R., & Ponti, M. (2014): Participatory pedagogy in an open
educational course: challenges and opportunities, Distance Education,
35 (2), 1-16. doi: 10.1080/01587919.2014.917703.