Curriculum Meets Platform: A Reconceptualisation of Flexible Pathways in Open and Higher Education

Autor/inn/en	Vanermen, Lanze; Vlieghe, Joris; Decuypere, Mathias
Titel	Curriculum Meets Platform: A Reconceptualisation of Flexible Pathways in Open and Higher Education
Quelle	In: Curriculum Inquiry, 52 (2022) 4, S.443-468 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanermen, Lanze) ORCID (Vlieghe, Joris) ORCID (Decuypere, Mathias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2120347
Schlagwörter	Open Education; Higher Education; Flexible Scheduling; Learning Management Systems; Curriculum Development; Distance Education; Educational Technology; Guidelines; Rating Scales; Language Proficiency; Second Language Learning; Second Language Instruction; Open Educational Resources; Algorithms; Language Tests; Network Analysis; Profiles; MOOCs; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Flexible working hours; Flexible Arbeitszeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Richtlinien; Rating-Skala; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Algorithm; Algorithmus; Language test; Sprachtest; Netzplantechnik; Charakterisierung; Profilanalyse; Ausland; Europa
Abstract	In open and higher education, digital technologies are increasingly used to enable flexible learning pathways and unbundle programs into separate courses. Whereas technologies have been praised for enhancing the flexibility of curricula, the implications of going digital have yet to be fully explored in curriculum studies. This article aims to critically investigate how an open education platform, OpenLearn, describes, prescribes, and enacts a particular form of curriculum. Rather than understanding platforms as passive tools for facilitating education, the article draws on theoretical and methodological ideas from science and technology studies (STS) to approach "curriculum" as a collection of socio-technical practices in which platforms play an active role. The findings of our analysis detail how networks of human and other-than-human actors are situated in a wider ecology and enact five curricular practices: prescribing, mobilising, enrolling, evaluating, and rebundling. We propose "platform curriculum" as a sensitising concept to investigate how technologies enable and constrain these practices instead of simply flexibilising them. With this article, we argue for the further adoption of STS in curriculum studies to disentangle the specific ways in which technologies, too, shape education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01