ABSTRACT

Captured under the umbrella term Open Education, a wide range of educational initiatives has been popping up in the educational landscape. This study aims to offer empirical ground for understanding how Open Education introduces new forms of education. It does so by focusing on one initiative, namely the Interactive Open Online Courses included in the Erasmus+ Virtual Exchange. Social topology is taken up as a theoretical vantage point, with a dedicated focus on infrastructuring practices. The empirical accounts show how infrastructures stabilize forms of practices, while interplays with infrastructuring practices enact formations, i.e., constantly changing practices. The study finally discusses these interplays, labeled as bouncing and enfolding, as typical to this Open Education initiative. The study concludes by emphasizing how studying this initiative through a social topological lens enabled a position in between positive and negative hyperboles on Open Education, and how this allowed theorizing this movement in terms of continuity and change.

摘要

在“开放式教育”一词的笼罩下，在教育领域出现了各种各样的教育举措。这项研究旨在为理解开放教育如何引入新的教育形式提供经验基础。为此，它着重于一项计划，即Erasmus + Virtual Exchange中包含的Interactive Open Online Courses。社会拓扑被视为理论上的优势，并专注于基础设施实践。经验说明表明，基础设施如何稳定实践形式，而与基础设施实践的相互作用形成了形式，即不断变化的实践。该研究最后讨论这些interplays，打成弹跳和无人不晓，作为典型这项开放教育计划。该研究在总结时着重强调了如何通过社会拓扑学的角度来研究这项倡议如何使开放教育的正面和负面夸张之间处于一个位置，以及如何从连续性和变化的角度对这一运动进行理论化。