ICT knowledge barrier to open education

The low predisposition to use ICT is a barrier in open education

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We, current employees and entrepreneurs have the possibility to know everything and learn everything. Just switching on our laptop or tablet. It is incredible how knowledge and access to it has change.

However, there are still plenty of people falling behind. We are not talking about those who don’t have access to technology or a good internet connection. We talk about your neighbors, or even yourself.

The low predisposition to the use of information and communication technologies ( ICT) is one of the barriers with which open education has found, which advances at different speeds in the countries of the European Union (EU).

This is one of the conclusions of the study carried out by the Joint Research Center (JRC) of the European Commission and the Institute of Research, Innovation and Educational Technologies of the International University UNIR, in which, for the first time , the status and impact of open education policies and initiatives in the 28 EU member countries are analyzed.

UNIR, known as “the University on the Internet”, detailed in a note, that the objective of open education is to stimulate a flexible and open learning, that equips citizens with the necessary skills to function in society. 21st century in a more equalitarian way.

And all thanks to the possibilities provided by technologies to share and modify data and open educational resources, he added.

The report has also considered as barriers to open education the fragmentation of existing initiatives, the lack of awareness of the importance of this educational model and the resistance to cultural change.

The study also affects the need to disseminate the investments made by the European Commission in the field of European education.

“Until now, the vision of open education policies has been restricted to the concept of an open educational resource, which is very limiting when it comes to exploring all the possibilities that Open education brings with it. “

Daniel Burgos, Director of UNIR iTED.

UNIR understands that, although the educational community is betting more and more firmly for this new educational paradigm that requires ICT, it is necessary that educational policies accompany and help consolidate this new model.

One of the conclusions of the study is that, despite what has been achieved, the different states of the EU are moving at very different speeds in terms of open education.

It also indicates that, despite the Bologna Plan, there are still many differences between European countries in education, especially at the university level, which makes it very difficult to share essential aspects.

The study has analyzed six basic dimensions of open education: access, content, pedagogy, collaboration, research and understanding; and four transversal dimensions have been taken into account: strategy, technology, quality and leadership.

“The report provides evidence that will contribute to a better understanding of the development of open education in Europe”

Fabio Nascimbeni, researcher at UNIR

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