Open Education as Disruption: Lessons for Open and Distance Learning from Open Educational Practice

Opening Educational Practices in Scotland

Open Education as Disruption: Lessons for Open and Distance Learning from Open Educational Practices

Ronald Macintyre @roughbounds@oepsscotland

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Opening Educational Practices in Scotland

Session StructureThe Language of “Disruptive Innovation”

What exactly is “Open” Disrupting and is it applicable to ODL

Open Educational Practices & changing understandings of open

Open Educational Partnership and Openness as a “Design Problem”

Learning “the right” lessons …

Opening Educational Practices in Scotland

About usThe Opening Educational Practices in Scotland project facilitates best practice in Scottish open education. We aim to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology.

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Opening Educational Practices in Scotland

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High End (Most Profit)

Mainstream

Time

Prod

uct P

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Incumbent Sustaining

Entrant Disrupting

Opening Educational Practices in Scotland

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Most Distanced from Education

Time

Prod

uct P

erfo

rman

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Incumbent Sustaining

Entrant Disrupting

What is being disrupting?

What does disruption mean for Values based organisations?

Have [can] ODL providers over emphasise the needs of vulnerable learners?

Is ODL being disrupted at all? Perhaps it is HE and potentially lucrative CPD markets that are being disrupted by Open?

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Opening Educational Practices in Scotland

The “Wrong” Disruption

IGNORE Digital Literacies –

“Second Digital Divide”

Arose in jurisdictions with high fee

regimes and where Governments in

some countries are closing informal to

formal routes

Reinforce the sense of the academy as

the provider of knowledge

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Opening Educational Practices in Scotland

Open Education in Partnership: Genealogy of OEPS Approach(re)Solving tensions between scale in ODL and local responsiveness

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Opening Educational Practices in Scotland

Open Education in Partnership: Genealogy of OEPS Approach(re)Solving issues using “Design Thinking” to improve around fit with partners needs

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Opening Educational Practices in Scotland

Approaching Openness as a Design Problem

WHAT/WHO HOW VALUE[who are the learners] [method/approaches] [transformation sought]

Start with the VALUE WHAT/WHO HOW Learner transformation

How well do you know your leaners

Question assumptions routines and tacit knowledgeOrganisational Change/Transformation

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Opening Educational Practices in Scotland

Approaching Openness as a Design Problem

WHAT/WHO HOW VALUE[who are the learners] [method/approaches] [transformation sought]

Start with the VALUE WHAT/WHO HOW Learner transformation

How well do we know our leaners

Open and Partnership led to us Questioning our Assumptions/routines/tacit knowledge “the way we do things round here”

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Opening Educational Practices in Scotland

Linked faces & inbetween spaces of OEP

Desig

nerly

way

s of k

nowin

g

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Opening Educational Practices in Scotland

The “Other” DisruptionSolution, purchase new entrant or disrupt yourself – separate entity that works in disruptive space (MOOCs)

Solution, exploit uniqueness, let many flowers bloom, stay close to your valuesDemand side disruption, new entrant comes in disrupts demand by attracting niche then main customers

Supply side disruption, new entrant/tech changes the way good or services are supplied

A. Open, technical affordances

B. Openness

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Opening Educational Practices in Scotland

SO WHAT: Learning the Right Lessons• Organisational Values, a narrative on open which disrupts open as a technical or licence but as a focus on social justice and equity• Uniqueness, more than open access, active support to encourage participation reaching into communities – scale and scope• Many flowers, promote multiple voices and approaches, openness can blur the boundaries between the academy and “others”, disrupt supply or curriculum and content

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Opening Educational Practices in Scotland

Conclusion… It is not clear whether OER/MOOCs are disrupting “demand side” of ODL

A) OER/MOOCs might allow ODL to reach into new markets, but need economic models and at moment OER/MOOCs often an idea looking for business model, a solution looking for a problem. B) as in our market support and credit are not “extras” but a vital component of openness, moving beyond access and as participation.

[However] Openness can disrupt supply, leading to more open model and responsive models of curriculum development.

Opening Educational Practices in Scotland

Questions

Opening Educational Practices in Scotland

Contact Us:Email:OEPScotland@open.ac.uk

Social media:@OEPScotland@roughbounds

www.oepscotland.org

Opening Educational Practices in Scotland

Acknowledgements

The OEPS Team

License and CitationThis work is licensed under the Creative Commons Attribution 4.0 International License. Please cite this work as: Macintyre R. (2016). Open Education as Disruption: Lessons for Open and Distance Learning from Open Educational Practice. In: EDEN 25: Re-imagining Learning Environments, 14th-17th of June, Budapest. http://oro.open.ac.uk/id/eprint/46658