UPDATE: Here’s the video recording of our session. We ditched the slides.
I have written a paper with Richard Hall for the Open Education conference in November. You can download it here: Technology, open education and a resilient higher education. Of course we welcome all comments and criticism. Here’s the conclusion from the paper:
Open forms of HE are crucial in our overcoming of socio-economic disruption, and in framing spaces for personal and communal resilience. A key role for open curriculum development is the critique of hegemonic discourses and the contexts in which they emerge so that they can be challenged, and so that co-governance as well as co-production can be enabled and tested. A key role for technology, in a world of increasing uncertainty, where disruption threatens our approaches, is to enable individuals to engage in authentic partnerships, in mentoring and enquiry, and in the processes of community and social governance and action.
There is still a risk that the provision of frameworks for free associations between individuals will leave some people marginalised, and the creation of appropriate contexts that spark or forge opportunities for participation is pedagogically critical. Equally, the tensions evoked within institutions around, for instance: the ownership of technology; the openness of networks and practices; the structures of management data; engagement with communities at scale; and the validation/accreditation of curricula; need to be addressed. Despite these tensions, the capacity of technology to improve the opportunities for people to work together to shape and solve problems, and to further their critical understanding of themselves and of the world they live in, is significant.
Technology underpins the development of an open curriculum for resilience in three key areas.
I. The enhancement of student-agency, in producing both relationships within and across open communities, and open, socially-situated tasks is important. The student’s power-over the tools she uses and her power-to negotiate agreed socio-cultural norms is fundamental here, although issues to do with social anxiety, difference, self-conception and allegiance within closed groups, and the marginalisation of certain users, form potential risks. However, a modular approach to the use of technology for agreed tasks in meaningful networks is one aspect of defining resilience.
II. Re-framing HE experiences as open, in order to allow learners to test their self-concept is critical. Educational technologies offer an array of supportive networking contexts where learners can model practice and self-expression. Formative development is ongoing and demands a range of open engagements on a range of tasks with a range of roles in a range of networks. This diverse learning approach is a second aspect of defining resilience.
III. Feedback for learning from multiple perspectives underpins authentic personal development. Technologies facilitate near real-time feedback and enable the student to recognise the impact of her actions, which is a third aspect in the definition of resilience.
In this tripartite approach, the production and re-use of artefacts is of secondary importance to the social relationships that are re-defined by educators and students, and the focus on people and values that is in-turn assembled through open education (Lamb, 2010). In overcoming alienation and disruption, a resilient open education enables us to critique institutionalised forms of education. The challenge is to develop such a critique.