Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Francesco Claudio Ugolini
Publishing Year 2021 Issue 2021/2
Language Italian Pages 15 P. 111-125 File size 0 KB
DOI 10.3280/ess2-2021oa12486
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This paper analyses the evolution of openness in Higher Education in the last Fifty years, adopting equity as a key to the interpretation. Moving from five normative instances of equity, this paper proposes an analysis of two different concepts of openness, with specific focus on evaluation and assessment: the first one had developed since the UK Open University foundation in 1969, then coming to maturation in the Nineties and in the first years of the 21st Century with the Open Distance Learning approach; the second one was influenced by the Open Source Software and is mainly based on free access to resources and courses, as in the Open Educational Resources and in the Massive Open Online Courses. This paper shows how all the forms of openness it analyses actually pursue an ideal of equity, but referring to different, sometimes diverging, approaches of it.
Keywords: ; Open Education; Equity; OER; MOOC; Open Distance Learning; Evaluation
Francesco Claudio Ugolini, Concezioni di Open Education e istanze di equità. Questioni didattiche e approcci val in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 111-125, DOI: 10.3280/ess2-2021oa12486