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This paper presents findings from a study which explored the ways in which post-secondary educators in British Columbia are reforming their teaching and learning practice as result of open education. Using a phenomenological approach with self-identifying open education practitioners we explore how openness is being enacted through learning design. Structuration theory is used as a theoretical lens to explore innovations to pedagogy through three modalities, which include facilities, norms, and interpretive schemes. The analysis identifies how participants in this study draw upon these modalities to support openness in their teaching. The findings suggest that open educational resources and practices can support learner-centered educational designs and should be considered design technologies, those that have the capacity to enhance teaching and learning practice; rather than simply content delivery technologies, those that influence the cost and access to education.

One of the most extraordinary episodes in British royal history took place on 15 December 1785 when George, Prince of Wales (later Prince Regent and George IV) secretly married the beautiful, twice-widowed and Roman Catholic Maria Fitzherbert. This marriage was in breach of the Royal Marriages Act of 1772 but was almost certainly valid in the eyes of the Catholic Church, and possibly of all Christian churches. If it had been discovered, George might well have forfeited his claim to the throne. As it was, George and Maria remained together for over twenty-five years, staying deeply attached, despite George's disastrous (and probably bigamous) marriage to Princess Caroline of Brunswick. The King's Wife is a highly readable account of a love match that, in part, pre-echoes the later relationship of Prince Charles and Camilla. In the eyes of George IV's own family, Maria was his real wife.

The HyFlex (hybrid-flexible) model was developed by Brian Beatty in his graduate courses at San Francisco State University and introduced at the 2007 Annual Convention of the Association for Educational Communications and Technology. The open-access level is added as a different type of access to encourage the involvement of open learners and a reconsideration of locking resources behind a password-protected learning management system or copyrighting materials—not unlike the rationale supporting open-access research. Multi-Access learning has been recognized as an overarching framework that can broadly incorporate many different configurations of merging modes. [...]HyFlex is a type of Multi-Access, but Multi-Access is not necessarily HyFlex, due to the fact that HyFlex specifies that the learner has the power to choose any modality. Another term for this same concept, Synchronous Hybrid, first emerged in 2014 as Synchromodal, conceived by John Bell, Sandra Sawaya, and William Cain (University of Michigan).

Analysis of the bacterial population of soil surface samples from a creosote-contaminated site showed that up to 50% of the culturable micro-organisms detected were able to utilise a mixture of cresols. From fifty different microbial isolates fourteen that could utilise more than one cresol isomer were selected and identified by 16S rRNA analysis. Eight isolates were Rhodococcus strains and six were Pseudomonas strains. In general, the Rhodococcus strains exhibited a broader growth substrate range than the Pseudomonas strains. The distribution of various extradiol dioxygenase (edo) genes, previously associated with aromatic compound degradation in rhodococci, was determined for the Rhodococcus strains by PCR detection and Southern-blot hybridization. One strain, Rhodococcus sp. II exhibited the broadest growth substrate range and possessed five different edo genes. Gene disruption experiments indicated that two genes (edoC and edoD) were associated with isopropylbenzene and naphthalene catabolism respectively. The other Rhodococcus strains also possessed some of the edo genes and one (edoB) was present in all of the Rhodococcus strains analysed. None of the rhodococcal edo genes analysed were present in the Pseudomonas strains isolated from the site. It was concluded that individual strains of Rhodococcus possess a wide degradative ability and may be very important in the degradation of complex mixtures of substrates found in creosote.

Twenty-first-century learners have expectations that are not met within the current model of higher education. With the introduction of online learning, the anytime/anywhere mantra taken up by many postsecondary institutions was a first step to meeting learner needs for flexibility; however, the choice and determination of delivery mode still resides with the institution and course instructors. Recently, the massive open online course (MOOC) movement has been introduced as an undeniable force in higher education, and the authors argue that it is distracting leadership from focusing on alternative options for supporting the needs of learners who demand both personalization and real access to learning opportunities. The key element to the MOOC movement is its openness that enables student access to education. In this article, the authors present the multi-access learning framework that envelops the MOOC phenomenon and merges course access modes enabling student choice and agency. The authors report results from a pilot study on one type of multi-access course, where students were able to choose their mode of access. In this case, remote students accessed the course via webcam and joined their on-campus classmates and instructor who were together face-to-face. Implications for multi-access learning in relation to the MOOC movement are discussed.

[...]the vast research available in online and distance education has been largely ignored by mainstream media and MOOC providers. Paying greater attention to what is already known about learning in online and virtual spaces, how the role of educators and learners is transformed in these contexts, and how social networks extend a learning network will enable mainstream MOOC providers and their partners to make evidence-based decisions in favor of educational reform. [...]a second goal of this special issue is to highlight this research and provide an historical context for online and distance learning not currently evident in the mainstream media treatment of MOOCs.