For whom, for what not-yetness and challenging the “stuff” of open education
1 like1,183 views
The document discusses the concept of 'not-yetness' in open education, emphasizing that simplicity and efficiency can lead to oversimplified views that ignore the complexities of power relations and educational diversity. It critiques the idea that openness is inherently virtuous, arguing that different forms of openness carry their own limitations and closures. The authors advocate for a nuanced understanding of open education that accommodates distinctiveness and the challenges of uncertainty.
![The effectiveness of OER is frequently articulated in
terms of the ability to ‘reduce the costs associated
with reproducing and maintaining online courses’ ...
this emphasis on replication appears to suggest the
need for uniformity, where a homogeneous
population of learners benefit from identical
resources. (Knox 2013, p.829)
do [OERs] reproduce historically asymmetric power
relations? (Olakulehin & Singh 2013, p.33)](https://image.slidesharecdn.com/forwhomforwhat-not-yetnessandchallengingthestuffofopeneducation-151120194921-lva1-app6891/85/For-whom-for-what-not-yetness-and-challenging-the-stuff-of-open-education-5-320.jpg)
For whom, for what not-yetness and challenging the “stuff” of open education
- 1. For whom, for what? Not- yetness and challenging the “stuff” of open education Amy Collier | Jen Ross Middlebury College | University of Edinburgh #notyetness
- 2. Promises of efficiency and simplicity come at a cost. How can we resist the ‘politics of complexity reduction’? https://pixabay.com/en/minimalism-simplicity-detail-white-94803/ value labor diversity pedagogy power relations academic freedom authority & authorship
- 4. technologically mediated ‘openness’ is consistently associated with democratic, inclusive and radical ideals…. Meanwhile other educational possibilities are positioned as conservative, exclusionary or controlling of learners or knowledge…. The risk with such polarised accounts is that education is inevitably bad, because it is and can only ever be ‘closed’. Arguably, whilst such a position may work as an ideology, it does not provide the nuance or discrimination that is needed analytically or practically to engage with education in a constructive way. (Oliver 2015, pp.366-7) https://www.flickr.com/photos/jeremybrooks/3450585089
- 5. The effectiveness of OER is frequently articulated in terms of the ability to ‘reduce the costs associated with reproducing and maintaining online courses’ ... this emphasis on replication appears to suggest the need for uniformity, where a homogeneous population of learners benefit from identical resources. (Knox 2013, p.829) do [OERs] reproduce historically asymmetric power relations? (Olakulehin & Singh 2013, p.33)
- 6. openness is not the opposite of closed-ness, nor is there simply a continuum between the two. ... all forms of openness entail forms of closed- ness. ...An important question therefore becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue. (Edwards 2015, p.255)
- 7. openness alone is not an educational virtue. (Edwards 2015, p.255)
- 9. not yet fully understood not yet fully researched in a meaningful way veletsianos, 2012
- 10. Lego army by Flickr user Mark Levin, reused with permission of CC-BY 2.0 license not-yetness emerged as a response to a dominant discourse of technology in education that has been characterised by rhetoric of control, efficiency and enhancement, underplaying more ‘disruptive, disturbing and generative dimensions’ (Bayne, 2014, p.3)
- 11. "Mexico/US Pacific Ocean border fence" by Tony Webster. Licensed under CC BY 2.0 via Commons. “Borders are set up to define the spaces that are safe and unsafe, to distinguish us from them...A borderland is a vague undetermined place created by the residue of an unnatural boundary.” Gloria Anzaldua, Borderlands / La Frontera
- 12. "Playground at Fuji-Hakone-Izu National Park" by Stephen Oung from Lübeck, Germany. Licensed under CC BY 2.0 via Commons. diversity and context emergence and open-endedness authority and authorship risk-taking and encounters
- 13. what space is there for distinctiveness, diversity, open-endedness? how much uncertainty can this approach to openness accommodate? what closures come along with this? what is in the borderlands?