October has been Open Access Week. It’s an event that I have been celebrating for the past five years. This year, my commemoration lies beyond the ivory tower.
Although I’m not an academic or a researcher, as an ed techie who is interested in evidence based practice, I value the many open contributions to scholarship that are shared by “intellectuals”. I am neither a teacher or a lecturer, but as person responsible for educational tools and resources, I am dependent on the generous sharing of ideas, manuals, images etc by peers, often enabled by Creative Commons.
This presentation has been put together post Wits. It is my attempt to articulate how “open” can straddle both research and teaching domains. Open Access is primarily about scholarship. If we are to enable digital capability and teaching excellence in education, then we need to look beyond “access” and see a bigger OPEN picture. To do this, I suggest that we look at three broad domains.
- Open content (OER, Open Access),
- Open process (e.g. usually espoused by a particular open proponent ) and
- Open infrastructure (distributed education, open universities)
If we are to understand what open enables in an education context, then we need a holistic understanding of the concept. The opposite of “open” is not necessarily closed. Binary thinking won’t help us understand what is meant by this commonly used term. To appreciate the value of a particular open initiative in an education setting, we need a broader way of looking at open.
Corrall, S. & Pinfield, S. (2014) Coherence of “open” initiatives in higher education and research: Framing a policy agenda. In: Breaking Down Walls: Culture-Context-Computing, 04 March 2014 – 07 March 2014, Berlin, Germany.