Abstract
This study examines two open-access websites that host online public-facing courses at the university level. Online learning environments are replacing or enhancing many physical classrooms within higher education, but these learning environments are not necessarily free, open-access, or publicly available on the open web. Considering two organizations that host free and open websites available to use by any member of the public, this study demonstrates how open-access and public-facing pedagogy on the web is in-line with student-centered practices. Network analysis, website structure, content analysis, and surveys suggest that students can be equally and potentially more empowered as practitioners in their own education by sharing their knowledge-building with a wider audience on the open web. Open web communities can enable student-centered pedagogy practices to freely evolve outside of a hierarchical and institutional structure, and can work to further student-centered goals through producing knowledge for anyone to access and contribute to on the open web.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Davidson, C.N., Goldberg, D.T.: A manifesto for the humanities in a technological age. Chronicle High. Educ. 50(23), B7 (2004)
Elmqvist, N.: External Evaluation Report: HASTAC-EAGER (NSF awardno. 1243622), p. 8, United States (2014). https://www.hastac.org/sites/default/files/documents/eager_evaluation_report_by_elmqvist.pdf. Accessed 6 June 2016
Commons in a Box: About the Project (2016). http://commonsinabox.org/. Accessed 6 June 2016
CUNY: The Nation’s Leading Public Urban University (2016). http://www.cuny.edu/about.html. Accessed 6 June 2016
The Futures Initiative: About the Futures Initiative (2016). http://www.cuny.edu/about.html. Accessed 6 June 2016
Rogers, K.: The University Worth Fighting for — 2015-2016 Events (2015). http://futures.gc.cuny.edu/blog/2015/08/03/the-university-worth-fighting-for-2015-2016-events/. Accessed 6 June 2016
Davidson, C.N.: Introduction: how and why to structure a classroom for student-centered learning and equality. In: Structuring Equality: A Handbook for Student-CenteredLearning and Teaching Practices (2016). http://futures.gc.cuny.edu/americanliteratureamericanlearning/structuring-equality/. Accessed 6 June 2016
Davidson, C.N.: Why We Started HASTAC: Changing Learning, Institutions, and Society for Social Justice (2015). https://www.hastac.org/blogs/cathy-davidson/2015/11/28/why-we-started-hastac-changing-learning-institutions-and-society. Accessed 6 June 2016
HASTAC: The Internet Archive Wayback Macine, 7 February 2005. https://web.archive.org/web/20050207195158/http://www.hastac.org/. Accessed 6 June 2016
HASTAC: About HASTAC (2016). https://www.hastac.org/about-hastac. Accessed 6 June 2016
Drucker, J., Svensson, P.B.O.: The why and how of middleware. Digit. Humanit. Q. 10(2) (2016). http://www.digitalhumanities.org/dhq/vol/10/2/000248/000248.html. Accessed 8 June 2016
HASTAC: Events & Opportunities. RSS Feed (2016). https://www.hastac.org/explore/events-opportunities/all/feed. Accessed 6 June 2016
Commons in a Box: Documentation (2016). http://commonsinabox.org/documentation. Accessed 6 June 2016
Python Software Foundation: Python Language Reference, version 2.7. http://www.python.org
SJU Adult Learning Theory: HASTAC Group (2016). https://www.hastac.org/groups/sju-adult-learning-theory. Accessed 6 June 2016
Tagliaferri, L.: Futures Initiative Network (2016). http://futures.gc.cuny.edu/network/. Accessed 6 June 2016
Flanagan, J., Greenblatt, D.: Summary Report: A Mixed-Methods Study on the Course ‘Mapping the Futures of Higher Education’ at CUNY, pp. 11, 12 (2015). http://futures.gc.cuny.edu/wp-content/uploads/2015/10/FINAL_REPORT_MFHE-2.pdf. Accessed 6 June 2016
R Development Core Team: R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria (2008). http://www.R-project.org. ISBN 3-900051-07-0
Bostock, M., Ogievetsky, V., Heer, J.: D3: Data-driven documents. IEEE Trans. Vis. Comput. Graphics (Proc. InfoVis) 17(12), 2301–2309 (2011). http://vis.stanford.edu/papers/d3. Accessed 16 July 2016
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Tagliaferri, L. (2017). Open-Access Student-Centered Learning. In: Auer, M., Guralnick, D., Uhomoibhi, J. (eds) Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, vol 545. Springer, Cham. https://doi.org/10.1007/978-3-319-50340-0_54
Download citation
DOI: https://doi.org/10.1007/978-3-319-50340-0_54
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50339-4
Online ISBN: 978-3-319-50340-0
eBook Packages: EngineeringEngineering (R0)