Openness, technologies, business models and austerity

Abstract

The article argues that openness is not a property or feature of a technology but that such properties can result in affordances. This understanding informs a review of openness in The Open University (UK), in relation to MOOCs and in the OER movement. A relational view of affordance suggests openness depends in significant ways on the character of broad social process and that if they change then the affordances of technologies for openness change with them. The current marketization of Higher Education, the reduction in public finances and continuing economic uncertainty lead to contradictory and conflicting pressures.Arguing in favour of education as a public good the article criticises calls for a 'business model'.

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

“…He noted that openness in education has similarities with negative liberalism, which is mainly concerned with the emancipation from hierarchies of institutional control. OER must be considered in relation to a combination of political, social, and economic factors (Jones, 2015). As mentioned by Jones (2015) "openness in an open university is an ongoing dialogue between political objectives (often expressed via the state), pedagogic practices (embedded in the institution) and the available technologies" (p. 335).…”

“…OER must be considered in relation to a combination of political, social, and economic factors (Jones, 2015). As mentioned by Jones (2015) "openness in an open university is an ongoing dialogue between political objectives (often expressed via the state), pedagogic practices (embedded in the institution) and the available technologies" (p. 335). The wider framework for understanding the various aspects of openness in education can be viewed in terms of themes related to, content, university-based educational structures (institutions), pedagogy, learners, technology use, and related socio-economic factors.…”

“…The (Jones, 2015). The idea that knowledge is a public good is closely aligned to unfettered access to educational opportunities and the demolishing of established barriers to education (Torres, 2013).…”

“… Marketization and commodification of higher education and its subjects (Hall, 2015;Oliver, 2015;Jones, 2015;Macintosh, McGreal, & Taylor 2011); and  Costs associated with production, distribution, curation, and reuse of open resources (Jones, 2015;Pegler, 2012;Caswell Henson, Jensen, & Wiley. 2008).…”

“… Diminishing of the traditional institutional structures (Jones, 2015;Knox, 2013b;Barber Donnelly, & Rizvi2013);…”