Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalized and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony.
Published by the Rebus Community, this book is open access (CC-BY-SA) and freely available in digital formats.
Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.
Published by Ubiquity Press, this book is open access (CC-BY) and freely available in digital formats, as well as from Amazon and Book Depository in print formats. The book has been reviewed in the Chronicle of Higher Education and in the Journal of Learning for Development.
Organized by topic, this compendium contains scale descriptions, validation information (if available), and marked references so scholars can examine past research that used each scale. In addition, the authors—each well established within their area of focus—provide advice on choosing appropriate scales, developing scales, and the types of scales the SoTL literature still needs. The e-book is divided into two sections, 1) choosing, using, developing, and validating scales, and 2) scales for use in SoTL including a broad range of topics such as critical thinking, learning and self-efficacy, professor-student relationships, well-being, service learning, and student perceptions of learning and teaching. Although this e-book will clearly be helpful to those just getting started in SoTL, it will be equally valuable to seasoned researchers or could serve as an excellent supplementary text for courses such as tests and measurements, research methods, and educational assessment.
Published by the Society for the Teaching of Psychology, this book is available as a free e-book.