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It reviews frameworks for open education using reports from the European Commission, scholarly journals, and scholar blog posts since 2015, and it considers UNESCO reports and work tied to the fourth industrial revolution.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[http://www](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[AsianJDE](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[org](http://www.AsianJDE.org)  \n© 2018 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2018 vol 13, no 2, pp 103-119  \nEcologies of Openness: Reformations through Open Pedagogy  \nEbba OSSIANNILSSON  \nSwedish Association for Distance Education, Sweden [ebba.ossiannilsson@gmail.com](ebba.ossiannilsson@gmail.com | ORCID 0000-0002-8488-5787)[ | ORCID 0000-0002-8488-5787](ebba.ossiannilsson@gmail.com | ORCID 0000-0002-8488-5787)  \nABSTRACT:  \nEcologies of openness—inclusion, intersections, and interstices—raises questions about the concepts of open, openness, opened, and opening, throughout educational contexts. The rise of openness and open pedagogy has impacts on educational paradigm shifts and university reforms in open and flexible learning. The focus of this article is to present an overview of different current frameworks for open education that will serve to introduce readers to contemporary open education frameworks and to present different dimensions of open. The literature includes current reports by the European Commission, scientific journals, and blog posts by scholars since 2015to the present. Reports by UNESCO and those related to the fourth industrial revolution are examined. In addition, the article builds on the authors previous research in the field, which also includes leadership and quality related to openness. To set the scene the following section briefly introduces current global trends and challenges in education in the 21st century. After that open pedagogy are presented; the open education framework by the European Commission, and ecologies of open pedagogy. The article ends with conclusions and recommendations.  \nKeywords: Openness, pedagogy, paradigm shift  \n1. INTRODUCTION  \nIf we teach today's students as we taught yesterday's, we rob them of tomorrow. John Devery  \nLearning is ubiquitous, as it takes place in all means, at all time and everywhere. Learning today can take many forms, such as formal, informal and non-normal and take place anywhere and anytime. Whoever we are, wherever we live we are presented with opportunities to learn every day of our life.  \nThe world is rapidly changing with many global challenges. The most prominent challenges for education today and in the near future are globalization, technological innovations, climate  \nchange, demographic changes, and digitalization. Schwab (2016) argued that the fourth industrial revolution has led to new demands and opportunities to which individuals and societies need to respond because they will fundamentally alter the way people live, work, relate to one another, and learn in formal and informal settings. Inline with this revolution, there are calls even for a social revolution, including social, emotional, collaborative and emphatic competences, attitudes and values. Accordingly, the task of education is not only to transfer knowledge and skills, but also to teach people how to create knowledge, which is a source of competitiveness and prosperity for the public  \nASIAN JOURNAL of DISTANCE EDUCATION  \nand a crucial economic resource.  \n2. CURRENT GLOBAL CHALLENGESAND TRENDS IN EDUCATION The United Nations Educational,  \nScientific, and Cultural Organization (UNESCO)Sustainability Goals (SDG), specifically SDG4,has emphasized and fostered global, lifelong, and life-wide learning. UNESCO’s mandate stipulates that education should be available to all at anytime, anywhere, and through any device(UNESCO, 2015a, 2015b, 2015c) . Its SDG4 goals are designed to empower and ensure inclusion, equity, equality and quality in education, designed to be achieved through access, democracy, affordability, efficacy, and lifelong learning, or ongoing learning (S. Järvelä, October 25, 2018) . Other challenges both in education and society include the influences and u","cbCaisOh0UgdBRMq","https://ap.wps.com/l/cbCaisOh0UgdBRMq","pdf",531012,17,"English","# Abstract\n# Introduction\n# Current Global Challenges and Trends in Education\n## UNESCO SDG4 and lifelong learning\n## Technology-enabled learning and emerging trends\n## Governance and university reforms","[{\"question\":\"What questions does the article raise about openness in education?\",\"answer\":\"It examines how “open,” “openness,” “opened,” and “opening” relate to concepts and practices across educational contexts.\"},{\"question\":\"How does openness and open pedagogy affect educational change in the article?\",\"answer\":\"It argues that openness and open pedagogy influence educational paradigm shifts and university reforms supporting open and flexible learning.\"},{\"question\":\"Which sources and perspectives are used to outline current open education frameworks?\",\"answer\":\"The article draws on European Commission reports, scientific journals, and scholar blog posts since 2015, and it also examines UNESCO reports and related work tied to the fourth industrial revolution.\"}]","Ecologies of Openness: Reformations through Open Pedagogy | PDF",1792076367,43]