This paper explores the promise of that Open Educational Resources (OER) would democratise access to education and ennui of many within the movement as the revolution is always just around the corner. It develops from earlier work which asked whether OER is a challenge to, or a product of, neoliberalism within education, which questioned the reification of the self in OER and the focus on particular types of content which seemed to create open education in the image of the academy. The paper uses the idea of digital labour to explore digital inclusion, who does digital labour, who has the skills to perform digital labour and who and how do people benefit from digital labour. It suggests seeing education as an exchange of labour and reward makes visible the hidden aspects of work, in particular it highlights the skills required to do education as digital labour and the unequal access and distribution of those skills contributes to unequal access to education, even when it is freely available and openly licensed online. Uncovering the hidden tariff within OER allows us to see where and how might address these inequities. In particular how we can learn from older traditions of open education which see it as a common good. Developing models of Open Educational Practice (OEP) to overcome the visible and hidden barriers and realise the benefits of open education
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Open Education and the Hidden Tariff
1. Opening Educational Practices in Scotland
Open Education & The Hidden Tariff
Ronald Macintyre
@oepsscotland
@roughbounds
Presenters name(s)
2. 2
Opening Educational Practices in Scotland
Session Structure
Why are we so upset when well educated professionals are the
dominant users of free and open online learning resources
Making visible the “tariff” Higher Education
What might be hidden in OER? the neoliberal subject
The Skills to perform digital labour
Open Education resources
3. Opening Educational Practices in Scotland
About us
The 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.
BUT: These thoughts are my own and not endorsed by
the OEPS
“”
4. 4
Opening Educational Practices in Scotland
Tariffs in HE ….
Pedagogic
assumptions
made visible
within Open
Education
Post entry
those from
non
traditional
backgrounds
feel “out of
place”
HE tends to
accentuate
/reinforce
underlying
inequities
5. 5
Opening Educational Practices in Scotland
Why Look for a Tariff in OER?
Not fulfilled “its
promise”,
learners seem to
be well educated
professionals
Arose in
jurisdictions
where HE is
heavily
marketised
7. 7
Opening Educational Practices in Scotland
Free Labour and Open Education
Ignoring …
How free
platforms
extract value
from learner
Focus on …
How free labour
is performed
and making
visible
assumptions
8. 8
Opening Educational Practices in Scotland
So What! …
Education providers tend to make openness in their own
image
The routines and hidden assumptions from the formal offer
and often reproduced in “the open”
[Again] So what!
Making visible those assumptions might allow us to be
open to the learners “we ought to have”
9. 9
Opening Educational Practices in Scotland
The “Other” Open: Heal thyself
Awakening …
Digital
literacies?
Self directed
learner?
Partnership
“Trusted
Source”
Open Badges …
Relevant
Knowledge
10. 10
Opening Educational Practices in Scotland
Making Visible Hidden Tariff's
Labour metaphor allows us to see the Tariff/Barriers in relation to work
learners need to do – identify the skills required to learn
Speaking about unspoken assumptions about learners skills to perform
labour on free open online materials – making them visible
Reflecting on the barriers to access and participation as a series of visible
and hidden tariffs – understanding their role
Designing and developing appropriate content, structures and process
to broaden remove/mitigate visible and hidden tariffs – doing something
about it.
11. 11
Opening Educational Practices in Scotland
What next …
Practically, look at and develop ways of designing for Openness that
make visible and address hidden tariffs
[Just in case there are no question] My outstanding questions
•What are the rewards from free labour, and whom do the rewards
accrue – what kinds of learners and what kinds of organisations.
13. Opening Educational Practices in Scotland
Contact Us: Email:
OEPScotland@open.ac.uk
Social media:
@OEPScotland
@roughbounds
www.oepscotland.org
14. Opening Educational Practices in Scotland
Acknowledgements
The OEPS Team;
License and Citation
This work is licensed under the
Creative Commons Attribution 4.0 International License. Please cite this work
as: Macintyre R. (2016).Open Education and the Hidden Tariff. In Proceedings
of Open Education Global 2016: Convergence Through Collaboration.
Retrieved from http://conference.oeconsortium.org/2016/paper-id.
Notas del editor
Access to HE typically requires you to be pass “tests”
Gaining tariff varies by socio-economic status
Research into barriers to participation in HE note these tests and HE level education tends to accentuate/reinforce underlying inequities
Even post entry sets of hidden assumptions can often make learners from non traditional background feel “out of place”
Pedagogic assumptions made within tariff based HE are made visible by the Open Education movement
Access to HE typically requires you to be pass “tests”
Gaining tariff varies by socio-economic status
Research into barriers to participation in HE note these tests and HE level education tends to accentuate/reinforce underlying inequities
Even post entry sets of hidden assumptions can often make learners from non traditional background feel “out of place”
Pedagogic assumptions made within tariff based HE are made visible by the Open Education movement
Open education does not have the obvious visible tariff and is aware of many of the hidden tariffs within Education, some like assumed knowledge, others about feeling “out of place”
Based on three promises
We are open, you can come and study with us regardless of your previous educational experiences
We acknowledge everyone is at a different point in their learning journey and materials and staff will support you to achieve
You will gain recognition and credit for what you study
