| Figures | ||
| 4.1 | Word cloud for the TEF White Paper. | 81 |
| 4.2 | Word cloud for the OpenEdu framework. | 81 |
| 5.1 | Basic elements of the global food systems and their relationships. The figure shows how food systems are ‘nested’ in other systems that connect with the world of science and technology, (geo)politics and governance, values and knowledge creation covering environmental, geographic, economic and demographic spheres and a range of chains, processes and feedback loops. (Source: GFSA at Global Food Security Alberta, ShiftN, https://gfsa.files.wordpress.com/2011/11/shiftn-global-food-system-page_1.jpeg; Open Access CC BY). | 106 |
| 5.2 | Activity systems involved in learning about food, with highlighted activity system for education (after Engeström, 2015). | 113 |
| 8.1 | Educator social learning ecology illustrating interconnectedness of support categories as situated within different contexts and boundaries. | 180 |
| 8.2 | SLE Supports Map illustrating how an educator can map supports associated with the four categories of support in the theoretical framework. | 186 |
| 8.3 | SLE Connections Map illustrating how the various aspects of an educator SLE are connected. | 188 |
| 9.1 | Quality dimensions for learning materials/OER (based on Zawacki-Richter & Mayrberger, 2017). | 210 |
| 12.1 | Three-concept diagram of recommendation. How to increase use of OER among PreK-12 advocates. | 295 |
| 13.1 | Visualisation of multidisciplinarity, interdisciplinarity, and transdisciplinarity as instances of multiple disciplinarity. | 303 |
| 13.2 | An overview of participants’ and facilitators’ disciplines and their distribution across the ColLaboratoire projects. | 317 |
| 13.3 | ColLaboratoire participants and organisers during project work. The photograph was taken by the ColLaboratoire organisers (2016). | 318 |
| 15.1 | Openness and networked learning: From a developers’ viewpoint (from Paskevicius & Forssman, 2017; https://www.slideshare.net/oeconsortium/the-role-of-educational-developers-in-supporting-open-educational-practices-72974912?ref=https://conference.oeconsortium.org/2017/presentation/the-role-of-educational-developers-in-supporting-open-educational-practices/;CC BY 4.0, https://creativecommons.org/licenses/by/4.0/;). | 356 |
| 15.2 | MALAT learning environment. (RSS Feed icon used under GNU license from the Mozilla Foundation. OPML icon used under a Creative Commons 2.5 license from Ken Rossi). | 358 |
| Tables | ||
| 4.1 | A comparative look at the use of some of the other high frequency words and phrases that are common to both texts. | 91 |
| 13.1 | Description of project ‘Remapping the Sensorium: Do You Hear What I See?’ | 312 |
| 13.2 | Description of project ‘Are Networks (Becoming) Conscious?’ | 314 |
| 13.3 | Description of project ‘‘Nao’ That’s What I’m Talking About’. | 315 |
| 13.4 | Description of project ‘Let’s Improv It’. | 316 |
Figures and Tables
In: Open(ing) Education
Editors:
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Dianne Conrad
Dianne Conrad
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Paul Prinsloo
Paul Prinsloo
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