Show simple item record

dc.contributor.authorUNESCO. Institute for Information Technologies in Education
dc.date.accessioned2015-01-06T14:52:53Z
dc.date.available2015-01-06T14:52:53Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/123456789/3422
dc.description.abstractThe concept of openness is usually discussed in relation to technological developments that facilitated its emergence (Peter and Deimann, 2013), in particular, the rise of digital technology and the Internet, which are changing the nature of information by making it more accessible to anyone and making it more ‘responsive’, allowing information to be enhanced or degraded by anyone (Peter and Deimann, 2013). Openness is being also driven by the fundamental philosophical claim that knowledge should be considered a common good and be accessible as openly as possible. In the context of high costs of education and the need to make education more accessible and aff ordable, it has been argued that, if education is paid for by the public, then research and content produced with those public funds should be publicly available (Wiley, Green, and Soares, 2012).es_ES
dc.language.isoenes_ES
dc.publisherUNESCOes_ES
dc.relation.ispartofseriesIITE Policy Brief;
dc.subjectAcceso abiertoes_ES
dc.subjectEducación superiores_ES
dc.titleHow openness impacts on higher educationes_ES
dc.typeWorking Paperes_ES


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record