The pedagogical enhancement of open education: An examination of problem-based learning

Abstract

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009;di Savoia, 2009). Problembased learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.

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“…Such a divide has opened up the arena to countless open educational resources (OER) (Andrade et al, 2011), and yet, little has been written about OER that are not course-related (e.g., online classes, MOOCs). Further, access, once considered highly significant, has been questioned by a group of scholars who argue that how OER are used-or the pedagogy around open access resources-must be considered as highly significant in one's learning (Andrade et al, 2011;Ehlers, 2011;Gurell, Kuo, & Walker, 2010). The work of these scholars, and others, extend the "focus beyond 'access' to 'innovative open educational practices' (OEP)" (Andrade et al, 2011, p. 2).…”

Comunidades. Estudios y experiencias sobre contextos y comunidades de aprendizaje

“…Este método ha sido ampliamente adoptado y aplicado a una variedad de disciplinas en el área de las ciencias sociales desde sus inicios en la educación 100 médica (Gurell, Kuo y Walker, 2010). La inquietud que inspiró a los fundadores del abp en la Universidad de McMaster fue la idea de crear un acercamiento a la realidad para poder llevar a cabo una integración entre teoría y práctica.…”

The Impact of Cultural Dimensions on Islamic Students’ Attitude Towards Problem-Based Learning

“…High power distance makes students take for granted and reluctant to question the quality of their teachers' knowledge and skill (Kennedy, 2002). This is because PBL requires that students should develop egalitarian values in which the relationships between teachers and students themselves are not rigid and loosely instructive (Gurell, Kuo, & Walker, 2010). Perhaps the attenuating effect of power distance on PBL as found in this study in part is due to the infiltration of the Western values in the globalizing era into non-Western values, which renders the young generation nowadays to not deeply respect paternalism or seniority that marks hierarchical values.…”