ОТКРЫТЫЙ УЧЕБНИК В КОНТЕКСТЕ ГЛОБАЛЬНЫХ ВОЗМОЖНОСТЕЙ, ПРОБЛЕМ И РИСКОВ

Елена РАИЛЯН, Павел КАТЫШЕВ, Станислав ОЛЕНЕВ

Abstract


Понятие «открытое образование», ставшее популярным благодаря программе, представленной Массачу­сетским университетом в 2011 году и нацеленной на продвижение открытых учебников, является актуальным темообразующим концептом в педагогической науке. Основная проблема связана с доступностью технологии открытого формата, формирующей способность обучающегося к самостоятельной работе. Однако термин «открытый учебник» используется зачастую не вполне корректно, декларативно. Отсутствие серьезной концеп­туальной рефлексии проявляется в неоднозначности определения открытых учебников и их использования в системе высшего образования. Нами рассматривается возможность доступности открытых учебников в высшем образовании.

 

OPEN TEXTBOOK IN CONTEXT OF THE GLOBAL OPPORTUNITIES, PROBLEMS AND RISKS

The term “open education”, which has become popular thanks to the program provided by the University of Massachusetts in 2011 and aimed at promoting open textbooks, is now becoming a relevant and popular research topic in the pedagogical science. Openness aims to develop the student’s ability to work independently in a variety of contexts. However, the “open textbook” design is often used incorrectly, often declaratively. The lack of comprehensive reflection on instructional design is reflected in the variety of definitions and in affordability of the open textbooks technology in higher education. In this article the availability of open textbooks in higher education is examined.


Keywords


open education, open textbooks, e-learning, online education, digital textbooks.

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References


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