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Martin Weller: The Battle for Open - #EDEN15
The document discusses the evolution of open education and its impact, highlighting battles over narratives, the rise of open access, and challenges faced by MOOCs. It emphasizes that while openness has gained traction, conflicts exist regarding its implementation, quality, and commercialization. The failure of MOOCs to disrupt traditional education business models is attributed to resistance from established institutions and the complexity of the education landscape.
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Martin Weller: The Battle for Open - #EDEN15
- 2. So, I’ve writtenthis book… Bit.ly/battle4open
- 3. Openness has beenvictorious https://flic.kr/p/nLotCV
- 4. But now thereal direction is to be decided
- 5. This talk Why abattle? The roots of open ed The victories The battles MOOCs & the silicon valley narrative Conclusions
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- 7. There are realareas of conflict Sign the CC- BY license!
- 8. There is realvalue to be won
- 9. The victor writeshistory – a battle for narrative
- 10. Where did openeducation come from?
- 11. Open universities –open access, entry. Focus on methods, removing barriers, not free
- 12. https://flic.kr/p/9Qqr3k Free software –emphasis on rights Open source – emphasis on efficiency
- 13. https://flic.kr/p/a1V3bz Web 2.0 -culture of sharing, open practice
- 14. Open ed isa set of coalescing principles
- 15. Common themes Belief inopenness as public good Becomes mainstream Gets adopted and adapted Resisted – unworkable, low quality,
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- 18. Gold & Greenroute to OA
- 19. Major policies inmany countries
- 20. https://flic.kr/p/8ezjoA Wiley survey -More than 50% have published OA
- 21. Laakso M, WellingP, Bukvova H, Nyman L, Björk 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 Growth of OA
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- 23. Major OER initiativesin many countries
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- 25. Saylor: Increased enthusiasm forstudy (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 Impact findings
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- 28. Udacity has anexclusive relationship, so Georgia Tech cannot offer its own content elsewhere. Udacity can, however, offer that content to other learners outside of the Masters Open as in…
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- 31. Wellcome trust -2012 – 2013, academics spent £3.88 million to publish articles in OA journals– of which £3.17M was paying for publications that Universities would then be charged again for (http://access.okfn.org/2014/03/24/scale-hybrid-journals- publishing/) 5-year mean: £1,164 – OA journals £1,849 – hybrid journals (Pinfield, S., Salter, J. and Bath, P.A. 2015) https://flic.kr/p/8chgS3 Double dipping
- 32. MOOCs & The siliconvalley narrative
- 33. 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 broken” (Shirky) Education is broken. Someone should do something degreed.com “Education is broken”
- 34. disruption is a necessaryand overdue chapter in our public schools. (Christensen) elements of the traditional university are threatened by the coming avalanche. In Clayton Christensen’s terms, universities are ripe for disruption (Avalanche report) OERs have not noticeably disrupted the traditional business model of higher education . (Korteyemer) A disruption obsession
- 35. Education is broken! Educationis ripe for disruption! MOOCs are technological solution! Outsiders with new ideas! Irresistible MOOC story for media
- 36. “The failure ofMOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price.” A new narrative about MOOC failure…
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- 39. Creates false dichotomies Openvs Closed MOOCs as revolution vs MOOCs as irrelevant cMOOCs vs xMOOCs Commercial vs State Online vs Face to Face
- 40. A lesson fromrecent history
- 41. Lessons from theVLE Rapid adoption & mainstreaming Outsourcing & sedimentation
- 42. https://flic.kr/p/dNxyCd The charges Systems -privileges a technology management mindset Silos – does not allow for the benefits of openness Missed opportunities – learners use a system unlike anything outside of education Costs – drain the financial and also the human resources, Confidence – ed techs are required to manage the system (Groom J & Lamb B (2014) ‘Reclaiming Innovation’. EDUCAUSE Review, vol. 49, no. 3
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- 44. Remember those common themes? Beliefin openness as public good Becomes mainstream Gets adopted and adapted Resisted – unworkable, low quality, You are here
- 45. The longue duree oldattitudes of thought and action, resistant frameworks dying hard, at times against all logic
Editor's Notes
- #3 Open access advocate Available freely as pdf, kindle, epub etc or buy physical
- #4 Central argument is twofold: In many ways the current period marks the victory of open approaches Doesn’t mean everyone knows about OERs or uses open approaches, but they are part of mainstream process now, not a fringe, peripheral group
- #5 It’s a strange time to be into open ed It’s seeing more investment, headlines, interest, and uptake than ever before And yet it feels like it’s also being overtaken somewhat Is this just the price we pay for being popular, like when a band makes it big?
- #6 Anyone of these is a talk in itself so I won’t be covering all the issues around them eg MOOC completion rates in detail
- #7 Understand people don’t like militaristic language but the reasons why I’ve framed it as a battle are telling
- #8 People do fundamentally disagree about the direction of open education, which I’ll illustrate with examples. So there is real conflict about its future direction
- #9 Education is a $6Trillion sector globally and lots of people now see it as the next big sector ripe for commercial takeover. Elsevier had $2billion revenue in Science publishing Big money is at stake
- #10 Look at this particularly in relation to MOOCs
- #11 Just want to look briefly at influencing factors that shape what we mean by open education
- #15 Freedom to reuse Open access Free cost Easy use Digital, networked content Social, community based approaches Ethical arguments for openness Openness as efficient model
- #17 OA is probably the most mature area – successful, large impact. It’s probably also the easiest to understand and apply
- #20 Mandating that publications from publicly funded research is made available OA
- #21 A significant moment – good example of that victory of openness. It’s not 100% but that it’s over half indicates a tippin point
- #26 Seeing research emerging now that shows real impact for OER on things we care about
- #30 Guelph trademarked OpenEd and then aggressively pursued others using it They have since backtracked largely as a result of the negative response, but that they should try is telling
- #31 Getting a double dip
- #33 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.
- #44 LMS tale
- #46 Change happens very slowly, until it happens very quickly