50
B. Moser-Mercer et al.
and pilot promising solutions together before going to scale. In fragile contexts,
beneficiary input to all phases of Higher Education provision is thus essential and
needs to be integrated into all SDG-4 programming and funding schemes.
4.3 Conclusions
This paper has analyzed the contribution of Open Educational Resources to building twenty-first-century skills; noted the value of tutoring and mentoring models for
optimal learning outcomes, learner retention and the provision of language and subject matter support; and explored the technologies, including learning technologies,
that best mediate higher level learning in fragile contexts. Variables such as sustainability, operability, equal access, cultural and linguistic ownership, livelihoods,
and context relevance were used to analyze available evidence in an effort to inform
optimal design and scalability of such learning spaces, as well as their potential use
in migrant refugee contexts.
We conclude that human-centered design is central to both pedagogical and technological development in fragile contexts. In light of the fact that protracted displacement settings can differ considerably from one another, there is no substitute
for adopting a bottom-up approach and developing learning spaces that allow for
both intellectual and artistic expression. Traditional HE programs are usually geared
to specific degrees, still offer little flexibility, and do not cater adequately yet to alternative learning pathways. Online education platforms offer a wide range of learning
options and a variety of pedagogical approaches. Such innovative tools and programs
increase access to learning and offer great potential for higher education; however,
such initiatives may face resistance from traditional university programs, particularly
due to challenges regarding accreditation, recognition of degrees, and credit transfers
(Hullinger 2015).
OERs have the potential to inspire non-traditional learners and encourage an
explore-and-develop approach rather than a listen-and-reproduce mentality. They are
thus a gateway that allows refugees to unleash their innovation potential. We emphasize the importance of refugee ownership and empowerment as vectors for ensuring
the sustainability of higher level learning in HE spaces in fragile contexts, analyze the
potential of ubiquitous learning supported in broadly conceived and flexible learning
spaces for fostering creativity and innovation, and encourage the inclusion of innovative and learner-centered pedagogical approaches that support such learning in the
larger framework of Education for All and Sustainable Development Goal 4.
B. Moser-Mercer et al.
and pilot promising solutions together before going to scale. In fragile contexts,
beneficiary input to all phases of Higher Education provision is thus essential and
needs to be integrated into all SDG-4 programming and funding schemes.
4.3 Conclusions
This paper has analyzed the contribution of Open Educational Resources to building twenty-first-century skills; noted the value of tutoring and mentoring models for
optimal learning outcomes, learner retention and the provision of language and subject matter support; and explored the technologies, including learning technologies,
that best mediate higher level learning in fragile contexts. Variables such as sustainability, operability, equal access, cultural and linguistic ownership, livelihoods,
and context relevance were used to analyze available evidence in an effort to inform
optimal design and scalability of such learning spaces, as well as their potential use
in migrant refugee contexts.
We conclude that human-centered design is central to both pedagogical and technological development in fragile contexts. In light of the fact that protracted displacement settings can differ considerably from one another, there is no substitute
for adopting a bottom-up approach and developing learning spaces that allow for
both intellectual and artistic expression. Traditional HE programs are usually geared
to specific degrees, still offer little flexibility, and do not cater adequately yet to alternative learning pathways. Online education platforms offer a wide range of learning
options and a variety of pedagogical approaches. Such innovative tools and programs
increase access to learning and offer great potential for higher education; however,
such initiatives may face resistance from traditional university programs, particularly
due to challenges regarding accreditation, recognition of degrees, and credit transfers
(Hullinger 2015).
OERs have the potential to inspire non-traditional learners and encourage an
explore-and-develop approach rather than a listen-and-reproduce mentality. They are
thus a gateway that allows refugees to unleash their innovation potential. We emphasize the importance of refugee ownership and empowerment as vectors for ensuring
the sustainability of higher level learning in HE spaces in fragile contexts, analyze the
potential of ubiquitous learning supported in broadly conceived and flexible learning
spaces for fostering creativity and innovation, and encourage the inclusion of innovative and learner-centered pedagogical approaches that support such learning in the
larger framework of Education for All and Sustainable Development Goal 4.