Openness as an Aesthetic

Openness is an aesthetic and an approach to seeing
and interacting with the world and others.

I think a lot about openness …

… as an aesthetic

            … that provides a rich and fertile environment

… for meaningful teaching and learning.

The type of openness that I’m thinking about implies a significant departure from generally accepted educational practice and quality judgments.

It requires new habits of mind and practice that expand the walls of our cultural and societal concepts about the very nature of learning and knowledge.

An open aesthetic allows one to look anew at the world and at one’s place in it, with an eye to discover creative approaches and relationships from which to build sustainable solutions of mutual benefit.

Open educational practice embraces a fundamental philosophy that elevates teacher and learner as partners and co-creators. Open educators invite essential questions, critical thinking and student engagement in deeper learning. Open learners can consider diverse perspectives, understand the role of multiple disciplines in solving complex problems, and engage in civic dialogue.

Openness allows for new perspectives and solutions to emerge.

Origins of OER

I found this interview about the origins of Open Education Resources (OER) fascinating. Prepared in honor of 2012 Open Education Week, QFI interviewed two of the movement’s main pioneers: Lisa Petrides, Founder of Institute for the Study of Knowledge Management in Education, and Marshall “Mike” Smith, Public Policy expert and professor. Lisa and Mike are not only leaders in the field, but they are also members of QFI’s Education Technology and Innovation Program Advisory Group. In this video, we hear about the beginnings of open education, the role that QFI can play in this field, how they both became involved in this movement, and what is the education philosophy that drives their participation in open education.