Transcending post-truth: Open educational practices in the information age

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2023-10-23 DOI:10.1080/01587919.2023.2267468

Michael Glassman, Shantanu Tilak, Min Ju Kang

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Abstract

This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists’ pessimism of social structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting.

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超越后真理:信息时代的开放教育实践

本文讨论了开放教育实践(OEP)的操作化，使用创新的、受互联网影响的教学法来暴露后真相叙事的危险。第一部分回顾了OEP的解释(与开放获取和工具、协作、以问题为中心的学习和民主教学法相关)，并探讨了创建教育倡议的可能性，让学生学会创建反映信息健康社会的解决问题社区。第二部分表明，我们的社会已经到了一个后真相的十字路口。后真相最初是在20世纪90年代讨论的，它是批判理论家对社会结构、控制叙事和成员对关键事件的反应方式的悲观主义的具体化，无论是通过服从制度权威还是支持破坏性冒险主义，创造了产生控制论双重约束的情况。第三部分通过关注多产的多对多在线交流和社区形成的开源教育过程框架，将开源教育过程作为基于生态的教学法置于背景下，并提供了在高等教育环境中实施的开源教育过程课程的实际示例。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.