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Equity and Access as Keys for Opening Open Learning: The Case for Virtually Facilitated Work-Based Learning

Equity and Access as Keys for Opening Open Learning: The Case for Virtually Facilitated Work-Based Learning

Luke van der Laan, Liz Neary
Copyright: © 2016 |Pages: 28
ISBN13: 9781466688568|ISBN10: 1466688564|EISBN13: 9781466688575
DOI: 10.4018/978-1-4666-8856-8.ch014
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MLA

van der Laan, Luke, and Liz Neary. "Equity and Access as Keys for Opening Open Learning: The Case for Virtually Facilitated Work-Based Learning." Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, et al., IGI Global, 2016, pp. 263-290. https://doi.org/10.4018/978-1-4666-8856-8.ch014

APA

van der Laan, L. & Neary, L. (2016). Equity and Access as Keys for Opening Open Learning: The Case for Virtually Facilitated Work-Based Learning. In S. Reushle, A. Antonio, & M. Keppell (Eds.), Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 263-290). IGI Global. https://doi.org/10.4018/978-1-4666-8856-8.ch014

Chicago

van der Laan, Luke, and Liz Neary. "Equity and Access as Keys for Opening Open Learning: The Case for Virtually Facilitated Work-Based Learning." In Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, Amy Antonio, and Mike Keppell, 263-290. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8856-8.ch014

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Abstract

This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age' of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.

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