Andrew Lane

TL;DR: In this article, the authors consider the application of the concepts of communities of practice and networks of practice in the agricultural context and conclude that these theories provide a useful lens through which to view farmers and their practice, highlighting important points for policy.

TL;DR: The greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice, and it is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric.

TL;DR: In this article, the cultural dimensions of hedged landscapes and their implications for managing future hedged landscape, through the collection and exploration of different stakeholder perspectives, were investigated using a systemic inquiry process based on grounded theory that involved drawing theories out of multiple data sources to consider the perspectives of various groups of people.

TL;DR: Openness has been a feature of higher education for many decades, particularly through the establishment of open universities, although there remain debates about what openness means in practice as discussed by the authors, and it can be argued that this new openness, characterised mainly through the open educational resources movement, may actually widen rather than bridge the digital and educational divides between groups, both within and across national boundaries, through the increasing sophistication in technologies and the competencies expected of learners.

TL;DR: The Open University UK as mentioned in this paper describes the internal motivations and external drivers that led The Open University to enter the field of Open Educational Resources through its institutionwide OpenLearn initiative (www.open.ac.uk/openlearn), and describes some of the emerging evidence of the impacts inside and outside the university.