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OpENNESS: EXPLORING CONCEPTUALISATIONS OF PEER-TO-PEER (P2P) COLLABORATION AND PEER LEARNING IN NEW ZEALAND HIGHER EDUCATION.
* The literature review of this dissertation will be published by the end of January 2018 (eBook format). Will be announced on this page by end of January.
Concepts of ‘openness’ in education hinge on interactions between individuals and organisations and boundaries within which these interactions exist. The future development of Peer-to-Peer (P2P) technologies of Higher Education (HE) in New Zealand (NZ) rests on the critical decisions of ‘openness’ (‘open’ & ‘free’ education). The conceptualisations are largely influenced by those responsible for making political, economic and social decisions. I argue that NZ is currently in a favourable position to take advantage of P2P technologies, because it has the basic infrastructure to support collaborative technologies (digital interconnectivity-Web 2.0 moving into Web 3.0). This dissertation explores the value of philosophical perspectives or ‘foundational schools of thought on openness’ from theorists such as Karl Popper, Michel Foucault , and Jürgen Habermas - which act as a measuring stick in this thesis to gauge the position of NZ HE’s ‘open’ education within a global tertiary education context. ............
DISSERTATION ABSTRACT AND CONCLUSION TO FOLLOW...
The real value of openness “…open source, open access, and open development is that it enables people to work together to solve common problems” (Peters, Besley & Araya, 2014, p.284). Openness in HE inaugurates a new era of social development and production. ‘P2P technologies of openness’, within a HE context, promotes and enhances the development of “social labour”, “social media” and “social production” (Peters, Besley and Araya, 2014)............
APA Referencing: Van Zyl, W. (2016): Openness: Exploring Conceptualisations of Peer-to-Peer (P2P) Collaboration and Peer Learning in New Zealand Higher Education. Published to http://williamvanzyl.com/ (ref. dissertation) in 2016)