1. The document discusses the battle for openness in education, with openness having won in some areas but the future direction still up for grabs.
2. It outlines the history and growth of open access, open educational resources, MOOCs, and open scholarship. While these have seen successes, issues around sustainability, commercialization, and impact remain.
3. The future of openness depends on who controls the narrative. Proponents of openness must beware of those who co-opt open principles for commercial gain or disruption rather than innovation. Ownership over the direction of openness is important for all in higher education.
4. This talk
The roots of open ed
Why is openness successful
4 areas of open ed
â How openness has won
â What the tensions are now
The battle for narrative
Conclusions
5. Why âa battleâ?
1. There are real
areas of
conflict
2. There is real
value to be
won
3. The victor
writes history
â a battle for
narrative
http://www.flickr.com/photos/clydeorama/5099069820/
6. Roots of (modern) open ed
⢠Open universities â open access, entry.
Focus on methods, removing barriers, not
free
⢠Free software â 4 freedom (purpose, change,
redistribute, distribute modified). Emphasis
on control
⢠Open source â âgiven enough eyeballs all
bugs are shallowâ. Emphasis on efficiency
⢠Web 2.0 â culture of sharing, open practice
7. Open education isâŚ
(Avoids definition)
Set of coalescing principles:
⢠Freedom to reuse
⢠Open access
⢠Free cost
⢠Easy use
⢠Digital, networked content
⢠Social, community based approaches
⢠Ethical arguments for openness
⢠Openness as efficient model
8. (for more, see)
David Wiley: iSummit
'08 Keynote Address
http://vimeo.com/17960
14
A history of Openness
From Peter, S., &
Deimann, M. (2013).
On the role of
openness in education:
A historical
reconstruction. Open
Praxis, 5(1), 7-14.
10. Major breakthroughs
⢠âFree online access to scholarly worksâ
⢠Major policies in many countries
⢠Gold route & Green route
⢠More than 50% have published OA
⢠OA Impact advantage
11. Growth of OA
Laakso M, Welling P, Bukvova H, Nyman L, BjĂśrk B-C, et al. (2011) The Development of
Open Access Journal Publishing from 1993 to 2009. PLoS ONE 6(6): e20961.
doi:10.1371/journal.pone.0020961
12. The battle
⢠Gold route â Matthew
effect, can be more
expensive
⢠No incentive to innovate
⢠Elsevier âtake downâ on
Academia.edu
⢠Predatory OA journals
⢠Changes relationship
⢠Hybrid models
14. Major breakthroughs
⢠OpenCourseware since 2001
(LOs earlier)
⢠Repositories in major
languages and areas
⢠OCWC 260 institutions
⢠Open Textbooks
15. Some findings
Saylor: Increased
enthusiasm for study
(59%). Increased
interest in subject
(58%), Gaining
confidence (50%)
Over 30% of students
reported studying their
subject via OER before
joining their course
60% CCCOER identified
reduced cost of
materials as a driver of
student retention
OpenStax downloads
120K times, leading to
an estimated $3 million
savings for students
(Green 2013)
Feldstein et al. (2013)
47% of students
purchased the paper
textbooks, 93% of
students reading the
free online textbook
21. Uptake
⢠Udacity, Iversity, Coursera,
Open2Study, FutureLearn,
EdX
⢠Large registrations
(Coursera 17m enrolments)
⢠On Newsnight, in NYT, etc
⢠âIf education was grunge,
MOOCs were its Nirvanaâ
(George Siemens)
22. The battle
⢠Not really open
⢠Commercially driven adoption of open
⢠Openness is the first casualty
⢠Contracts with unis
⢠Support for learners
⢠Centralised platform & data
⢠Sustainability
23. Open scholarship
By Gideon Burton http://www.flickr.com/photos/wakingtiger/3157622458/in/set-72157612021421472/
24. Open practice
⢠Online identity is now becoming the norm
⢠Recognised by institution
⢠Complements existing practice
⢠Part of research projects
⢠Area of innovation
⢠Open research, open data
25. Battle
⢠Promotion still not sure
about it
⢠Disciplinary tension
⢠Pressure to have online
identity
⢠Exposure to risk
⢠The quantified self
⢠Not without cost
26. The Silicon Valley narrative
⢠a technological fix is both possible and in
existence;
⢠external forces will change, or disrupt, an
existing sector;
⢠wholesale revolution is required
⢠the solution is provided by commerce.
27. Education is broken
The education
space is massive,
very brokenâ
(Tauber 2013)
Education is broken. Face it. It
is so broken at so many ends, it
requires a little bit of Silicon
Valley magic
Thrun
The models of higher education
that marched triumphantly across
the globe in the second half of
the 20th century are broken
(Avalanche report)
The education
space is massive,
very brokenâ
(Shirky)
Education is
broken.
Someone should
do something
degreed.com
28. A disruption obsession
disruption is a
necessary and
overdue chapter in
our public schools.
(Christensen)
elements of the traditional university are
threatened by the coming avalanche. In
Clayton Christensenâs terms, universities are
ripe for disruption
(Avalanche report)
OERs have not
noticeably disrupted
the traditional
business model of
higher education .
(Korteyemer)
29. The MOOC media perfect storm
Education is broken!
Education is ripe for
disruption!
MOOCs are
technological
solution!
Outsiders with new
ideas!
30. ⢠Avoid âopen Stalinismâ
⢠Donât replace one mono-culture with
another
⢠The most interesting thing about
openness is that it allows innovation
31. Beware
⢠Openwashing
⢠Free = open
⢠Temporary openness
⢠Venture capital
bearing open gifts
⢠Silicon valley
sexiness
32. Conclusions
⢠Openness is not just a peripheral interest
⢠It has entered mainstream academic practice
⢠Much of the future direction of HE relates to
openness
⢠SoâŚ
34. Some links:
⢠Battle for open article:
http://jime.open.ac.uk/jime/article/view/201
3-15
⢠Relevant Blog bits:
http://nogoodreason.typepad.co.uk/no_good
_reason/battle/
⢠Publisher: ubiquitypress.com
⢠Oerresearchhub.org
⢠Impact map: chaos.open.ac.uk
Hinweis der Redaktion
Been writing book for past couple of monthsHavenâ tried givibg it all as a talk yet, so you are guinea pigs
Itâs a strange time to be into open edItâs seeing more investment, headlines, interest, and uptake than ever beforeAnd yet it feels like itâs also being overtaken somewhatIs this just the price we pay for being popular, like when a band makes it big?
Anyone of these is a talk in itself so I wonât be covering all the issues around them eg MOOC completion rates in detail
Understand people donât like militaristic language but the reasons why Iâve framed it as a battle are telling
The next big development in openness will be open policies â these can be a department making OA policy, a national OA policy, or formal adoption of open textbooks in state schools, etc
Open Learn has around 2 million visitors annually, over 10,000 hours worth of learningSustainable model100s of projects all over the globe, in all diferent languages.Used by people to supplement learning, to test it out, to self learn.If include things like iTunes U, Khan academy, etc then even bigger.
Coursera, udacity, FutureLearn, iversity, Open2study â hundreds of 1000s of people learning freely. Itâs made open education popular. Before you couldnât get a meeting, now theyâre callig you. It was on Newsnight!George: if education was grunge, MOOCs were its Nirvana
Impact is being recognised of online identityBlogging isnât just for weirdosPicked up by press, leads to citations, networks, keynote â vital part of modern academic identityFormal part of many research projects now â dissemination, network, alternative media