Open Educational Practices and the Future of Open Learning

If you're one of the few regular readers of my blog, you will likely know I'm a big fan of all things Open, however I'm also a bit sceptical about Open Education being/becoming mainstream (which in my view, leads to problems around sustainability). Actually, I wrote a post a few months back questioning if the Open Content Movement is indeed Mainstreamed and Sustainable.

Now, I've been thinking about blogging on how I see the future of learning for some time, but I was prompted again this morning when reading a Grainne Conole chapter about Open Educational Practices (OEP), in Open Educational Resources and Change in Higher Education. For the record, OEPs are practices that support production, use and reuse of OERs (from policy to on-the-ground activities).

When I sit back and ponder what the world might be like in 15 years, with a gang of Mini-Me's running around (you might want to be careful if/when that happens by the way), I think about how their education might be different to mine, and what practices and skills (or Capacities as Doug Belshaw might suggest) they will need to do their homework (their learning/digital literacy toolkit, perhaps).

Now I'm not going out on a limb here and suggest robots and all that jazz, but over the years we have seen massive developments in Human Computer Interaction (HCI), moving from the Command Line Interface to Xerox, Apple Lisa, and the birth and development of the mouse to control a graphical user interface. Metaphors such as the desktop, folders and the recycle bin were revolutionary. Later, Apple changed the game again by really conquering touch interaction. 

In recent times, we've seen new interactions with things like the Nintendo Wii, XBox Kinect, and  Apple's personal assistant, Siri. The latest breakthrough is the Leap 3D Gesture Device, allowing users to interact with the computer through gestures.  I really think these developments will once again revolutionise the way we interact with computers on a mass scale, so much so, that people will no longer immerse themselves into computers; I think the ubiquity and control of computers will become immersed into our environment. I think we'll move to something that closer resembles Minority Report (If you haven't seen Minority Report, check out this clip to see what I'm on about).

So not wanting to deviate too much from the title of this post, I'll move on to relate this to openness.

So when my kids are doing homework, they will have access to search for anything and everything. And I don't just mean the stuff we can search for now - not just a wikipedia article, a YouTube video or some random site. I mean a voice command that returns an instant seamless stream of content that they can quicky engage with or disregard with a swipe of the hand. Not a google results page that they have to work through methodically to filter out what's good or not, or have to try and move past the sponsored results. Instead, it will know what they want. It will know them!

Now Google have already started to build on the semantic web with their Knowledge Graph, which they claim is building a massive graph of real-world things and their connections, to bring more meaningful results. So combined with the developments above, I suppose I'm hardly predicting anything new. However, we can't take this future as a given. It's not just going to miraculously appear because Google have put their weight behind it. OERs and Open Data will be a key (and critical) factor in this. As things stand, it will rely on the Open Educational Practices that Conole discusses (2012) (which is a bit of a problem because they are currently not embedded as standard practice, nor for that matter, is engagement with OER [from a creation and reuse perspective])

Conole suggests there is a resistance to the adoption of open practices, which I fear will relegate OER to an abstract concept. So what's needed to ensure they don't? 

Whilst the structure and models Conole discusses are very valid, I have a bigger problem with it all. Similar to how I believe computers will be immersed into our environment, so to must this set of practices which are currently abject and separate. I think we need to move away from the mindset that open educational practices are something different, and to do this, we need move away from the very practice that open education itself is something different. That is, the process of (re)developing, licensing, sharing and curating. Currently the difficulty in creating a reusable learning object is too much for the majority - there is no single and/or easy way to go about this - academic staff have to learn about the various methods (whether that's looking at Exe, Xerte, Glomaker, etc), learn how to use them, perhaps develop their graphical design skills so they look engaging. Concomitantly, they must license them appropriately, and upload it to whichever repository they like (Jorum, Merlot, etc). Ensuring every academic has these skills is without doubt a tall order. 

Instead, these processes need streamlining. Sometimes, choice can be a bad thing. I'd like to see a mechanism that brings all of the separate elements of OER together in a standardised way, so even the academics with few IT/digital literacies can participate without having to learn lots of new stuff (actual skills, understanding licenses, and generally being aware of repositories, etc).

Until it's easier for the masses to engage, I'm unsure if OER will ever be fully embedded as a core practice, and ultimately the future I envision will remain a deluded thought. To prove it's possible, I leave you John Underkoffler's TED video on the developments of UI....






This work by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.