We are now faced with numerous examples of the use of the word ‘open’ in the context of education. There are open schools, open universities, open participatory learning infrastructures (OPLI), open courseware (OCW), massive open online courses (MOOCs), open educational resources (OER), open educational practices (OEP) and so on (see, e.g., Atkins, Brown, & Hammond, 2007; Schuwer, van Genuchten, & Hatton, 2015). What these terms at face value seem to share is their reference to the removal of barriers to the access of education. Open universities have relaxed entrance requirements, open courseware and MOOCs allow for free access to courses, as do open educational resources and open educational practices at the levels of materials and practices, respectively, although the kinds of barriers removed and the extent to which they are removed differ widely (Mulder & Jansen, 2015). However, there is more to openness than this prima facie characterization in terms of the removal of barriers reveals. A brief overview of some existing definitions of openness in education can help to make this evident.
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This study describes the socio-cognitive dynamics of collaborative online knowledge-building discourse among Dutch Master of Education students from the perspective of openness. A socio-cognitive openness framework consisting of four social and four cognitive components was used to analyze contributions to online collective knowledge building processes in two Knowledge Forum® databases. Analysis revealed that the contributions express a moderate level of openness, with higher social than cognitive openness. Three cognitive indicators of openness were positively associated with follow-up, while the social indicators of openness appeared to have no bearings on follow-up. Findings also suggested that teachers’ contributions were more social in nature and had less follow-up compared to students’ contributions. From the perspective of openness, the discourse acts of building knowledge and expressing uncertainty appear to be key in keeping knowledge building discourse going, in particular through linking new knowledge claims to previous claims and simultaneously inviting others to refine the contributed claim.
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With the increase of Virtual Reality (VR), the importance of advertising within VR has become more relevant. However, it is unclear whether advertising strategies used in traditional media also work in VR. This study is focused on openness in advertisements, an advertisement strategy that refers to the degree of guidance towards the intended message. More open means less guidance and is often used to increase attention and attitude. However, open ads have not been researched in VR before. In this study, VR-advertisements were created and tested that differ in openness. An experiment with 87 participants revealed new ways of creating openness based on positioning and timing of anchoring cues. Moreover, the results revealed a negative effect of openness on interpretation, consistent with findings in studies using traditional media. Unexpectedly, openness in VR-advertisements did not influence (ad and brand) attitude, possibly due to the newness-effect causing high appreciation for ads in VR.
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The study presented in this chapter aims at providing the foundation for future research examining the potential negative results of open ads. In past decades there has been a shift toward ads with less guidance toward a specific interpretation. Different terms have been used to denote these ads-for instance, complex image ads, implicit ads, ambiguous ads, and undercoded ads. Open ads have the common characteristic that consumers are not manifestly directed toward a certain interpretation. We formulate five antecedents that render an ad more open: presence of a prominent visual, presence of rhetorical figures, absence of the product, absence of verbal anchoring, and a low level of brand anchoring. We distinguish four categories of open ads: riddle ads, story ads, issue ads, and aesthetic ads. Although the literature generally stresses positive outcomes of openness on consumer reactions, five experiments show preliminary support for the arguments stressing a possible dark side of openness for consumer response. We have found negative effects of openness on interpretation, attitude toward the ad and the brand, and null-effects on attention and recall.
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In recent decades, magazine advertisers have used an increasing number of open ads. Open ads do not guide consumers towards a specific interpretation as traditional ads do, and they require more effort to decipher. An experiment was carried out to determine the effects of ad openness on the attitude towards the ad, brand beliefs, the attitude towards the brand, and the moderating role of ease of comprehension on the attitude towards the ad. We also assessed the effects of openness in relation to an individual's need for cognition. As expected, openness was found to have an overall negative effect on the attitude towards the ad, brand beliefs, and the attitude towards the brand. The negative effect of openness was related to the difficulty participants experience searching for an interpretation. Contrary to expectations, however, need for cognition did not moderate the effects of openness on the attitude towards the ad and the ability to interpret open ads.
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Smartphone apps allow retailers to track the location of their customers and provide the opportunity to reach them with location-based mobile ads. However, the efficacy of these ads often suffers from consumers’ feelings of intrusiveness. Little research has investigated how location-based mobile messages should be designed to maximize their effectiveness and avoid undesired outcomes such as feelings of intrusiveness. The present study tested the effect of openness in ad design, in interaction with location congruency of mobile advertising, using a virtual reality supermarket setting. A process of moderated serial mediation demonstrates indirect positive effects of ad openness on brand choice (via intrusiveness and Aad), moderated by location congruency. Specifically, openness in mobile ad design lowers perceived ad intrusiveness, which positively affects consumers’ brand choice (via Aad). This effect is stronger for ads that are presented in a location-congruent situation than for location-incongruent ads.
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After 15 years of digital openness in education with as its most visible elements OER and MOOCs, the open community is challenged to widen adoption of openness in teaching practices to (as Rogers puts it) the early and late majority of teachers. For them to adopt, the gain should be clear and directly visible to have them adopt openness. Arguments like it saves students money, it is efficient because you will not reinvent the wheel or publishing quality OER and MOOCs adds to the reputation of our institution are, how true they might be, not appealing to teachers who are in most cases crowded with their day-to-day teaching tasks. One approach to overcome this hurdle is to connect to the core of a teacher’s job: pedagogy. We assume each teacher has a vision on when his/her course can be called a success and what this means for activities s/he and the students have to perform. Many teachers experience challenges in realizing their optimal lectures. For some of these challenges forms of open online education can be of use, especially in enhancing pedagogical opportunities. The latter is called Open pedagogy. To create awareness of the world of open and the opportunities it may have, we have developed a workshop for teachers and teacher support. This workshop has been delivered several times in Fall 2016. In the presentation we elaborate on the content of this workshop, the experiences we had, the feedback of the participants and the impact it had after taking the workshop. The materials used in this workshop and a script is published under a CC BY license and is available in both Dutch and English. This creates the opportunity to conduct the workshop locally for everyone interested, stimulating/increasing chances for widespread adoption of open education in (formal) education.
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