1. The Emancipation of Learning Widening Participation, ‘Credentialism’ and Higher Education

2. The Argument Conceptions of ‘the university’ are changing Alternative models of informal learning present opportunities for disruptive innovation MOOCs may disrupt existing models and present opportunities for emancipating learning Emancipating learning may support development There are resonances for widening participation There are thorny issues relating to credit and credentialism Liz Marr UALL 2014

3. What is the University? It is an asylum – or what do they call them now? – a rest home for the infirm, the aged, the discontent and the otherwise incompetent. […] - we are the University. From ‘Stoner’ (Williams 2012)

4. Liz Marr UALL 2014

6. Higher Education Markets The cost of entry: Fees/Funding Prior qualifications Social/cultural capital The value on exit Credentials Enhanced capitals? Debt?

7. Alternative conceptions A silent revolution in education, where innovative initiatives are challenging what it means to learn and how knowledge is created’ ‘rethinking and redoing higher education – particularly within social or ecological movements and indigenous communities’ Teamey and Mandel, 2013

8. Alternative models Open access Informal to formal learning Lifelong learning (credit accumulation)

9. 7 million course learners 250 million views per year 9 million active learners 5 million OU registered learners

10. MOOCs – emancipating learning? Massive Open Online Courses 1,000 - 100,000 learners Open to all, no prior quals needed 2-6 hours per week 6-10 weeks Social interaction throughout

11. MOOCs and Illich An educational system should ‘provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn from them; and finally furnish all who want to present an issue to the public with the opportunity to make their challenge known. Illich (1975)

12. But.. The pupil is […] ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new

13. The question of accreditation Hugh Lauder: Western economic policy predicated on the belief that the knowledge economy is made possible by those on the credential ladder who climb to the top and receive all the benefits. Such trends intensify the positional competition of the ‘best’ degrees from the ‘best’ universities on a global basis. Liz Marr UALL 2014

14. Which means that…. There is further disadvantage to those already marginalised through lack of opportunity to step onto or move up the credential ladder Further compounded by restrictions on ‘what counts’ as credit and lack of sector recognition schemes Liz Marr UALL 2014

15. Amartya Sen and development The freedom to be and to do Developing capabilities for self-actualisation and to assess what ‘functionings’ are needed

16. Lifelong Learning, widening access and development models Who, if anybody, should decide what knowledge/ learning is important/of value? Who has the right to decide what and how people should learn? Does credit matter? Whose interests are most served by what we, as a University, do?