Evidence Library – Open Development & Education - Custom feedEvidence Library – Open Development & Educationhttps://docs.opendeved.net/lib/2024-03-29T10:01:30.112445+00:00https://docs.opendeved.net/lib/atom.xml?creator=%22Koseoglu,+Suzan%22KerkoSpeculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscapehttps://docs.opendeved.net/lib/YEY3L2MR2023-03-15T16:59:16Z2024-01-02T14:07:06ZWhile ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.Bozkurt, ArasXiao, JunhongLambert, SarahPazurek, AngelicaCrompton, HelenKoseoglu, SuzanFarrow, RobertBond, MelissaNerantzi, ChrissiHoneychurch, SarahBali, MahaDron, JonMir, KamranStewart, BonnieCostello, EamonMason, JonStracke, Christian M.Romero-Hall, EnildaKoutropoulos, ApostolosToquero, Cathy MaeSingh, LenandlarTlili, AhmedLee, KyungmeeNichols, MarkOssiannilsson, EbbaBrown, MarkIrvine, ValerieRaffaghelli, Juliana ElisaSantos-Hermosa, GemaFarrell, OrnaAdam, TaskeenThong, Ying LiSani-Bozkurt, SunagulSharma, Ramesh C.Hrastinski, StefanJandrić, Petar2023-03-111347-9008enCopyright (c) 2023 Asian Journal of Distance EducationSpeculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational LandscapeCritical Questions for Open Educational Practiceshttps://docs.opendeved.net/lib/7WZ3GMZH2021-03-24T14:38:51Z2021-03-24T14:38:51ZKoseoglu, SuzanBozkurt, ArasHavemann, LeoApril 2, 2020https://doi.org/10.1080/01587919.2020.17753410158-7919Critical Questions for Open Educational PracticesOpen at the Marginshttps://docs.opendeved.net/lib/8Q7MBRTS2020-08-17T20:21:56Z2024-01-02T14:07:06ZAdam, TaskeenAllen, NicoleAmiel, TelAsino, TutaleniAtenas, JavieraBali, MahaBarnes, NaomiBourg, ChrisBouterse, SikoCaines, AutummCampbell, Lorna M.Cangialosi, KarenCollier, AmyCronin, CatherineCzerniewicz, LauraDeRosa, RobinEnsor, SimonFriedrich, ChristianGilliard, ChrisHare, SarahHendricks, ChristinaHodgkinson-Williams, CherylJhangiani, RajivMattson, Rachel JurinichKoseoglu, SuzanH, Caroline KuhnLuke, JimMarsh, JaimeMeinke-Lau, BillyMitchell, JessMoore, MatthewMorgan, TannisPete, JudithPrinsloo, PaulRobertson, TaraSingh, Sava SaheliSpelic, SherriStewart, BonnieStommel, JesseVeneruso, Samantha StreamerVrana, AdeleWalji, SukainaWatters, Audrey2020-08-17978-1-989014-22-6enRebus CommunityCreative Commons Attribution ShareAlikeOpen at the Margins30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learninghttps://docs.opendeved.net/lib/KR3WWGKU2020-07-11T18:37:52Z2021-02-14T18:50:15ZGender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.Koseoglu, SuzanOzturk, TugbaUcar, HasanKarahan, EnginBozkurt, Aras2020-05-11https://doi.org/10.5334/jime.5531365-893XenCreative Commons Attribution http://creativecommons.org/licenses/by/4.030 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance LearningAn analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemispherehttps://docs.opendeved.net/lib/FSJ8XK222020-06-15T20:51:45Z2021-02-14T18:50:36ZOpenness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.Bozkurt, ArasKoseoglu, SuzanSingh, Lenandlar2018/11/06https://doi.org/10.14742/ajet.42521449-5554enCopyright (c) 2018 Australasian Journal of Educational TechnologyAn analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere