1. T HE E MERGENT L ANDSCAPE : R EFLECTIONS & R ESPONSE Laura Czerniewicz 20 November 2014 @czernie Laura.czerniewicz@uct.ac.za

3. I NTRODUCTION o Promises of great changes in higher education

4. Networks constitute the new social morphology of our societies and the diffusion of networking logic substantially modifies …. experiences of power and culture The Internet changed the nature of networks by making them more inclusive and easy to participate in. Manuel Castells 1996 The Rise of the Network Society.

5. The future of higher education is open education! David Wiley 2008 http://opencontent.org/blog/archives/580

6. I NTRODUCTION o Promises of great changes in higher education o In a reconfiguring post – traditional landscape

7. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures Tutorials Course packs Short courses Summer school

8. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures Tutorials Course packs Short courses Summer school Blended courses Online courses

9. conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures & tutorials Short courses Summer school Blended coursesOnline courses Professional development courses MOOC related variants Czerniewicz, L; Deacon, A; Small, J and Walji, S (2014) Developing world MOOCs: A curriculum view of the MOOC landscape, in Journal of Global Literacies, Technologies, and Emerging Pedagogies (JOGLTEP) Vol. 2, Issue 3, July 2014, http://joglep.com/files/7614/0622/4917/2._Developing_world_MOOCs.pdfttp://joglep.com/files/7614/0622/4917/2._Developing_world_MOOCs.pdf

10. o An austerity environment for HE globally and locally o Urgent local pressures Access, success, redress, diversity

11. Shawn Carpenter CC BY-SA 2.0 https://www.flickr.com/photos/spcbrass/4557822128

12. o HE is an extremely contested space at present in terms of Who is setting the agenda Who is paying and what the implications of that are What role the technology is playing How the geopolitics of knowledge are playing out

13. o The Internet has not lead to inclusivity o Disaggregation has not necessarily lead to openness Disaggregation has provided more opportunities for commodification of education

14. o Openness has been unevenly distributed – open for access but not open for participation o The developing world continues to be regarded as a recipient and as a market in the reconfigured landscape International continues to mean northern Knowledge from the periphery is less visible and less legitimate

15. A FLATTENED L ANDSCAPE o A new form of universalism? a synonym for the narrow, self-serving parochialism of Europe? ( Chinua Achebe, 1975 )

16. o There is a serious danger that existing divides are being exacerbated not alleviated

17. o Tensions in the system Education as a public good “education is inherently an ethical and political act” Technology Can enable open practices Can close down in new ways Knowledge as a commodity or a commons Threats include intellectual property legislation, licensing, overpricing, lack of preservation The role of the university Challenged by new forms of HE provision

18. C HANGING MODELS Traditional Complete package (fees) Emergent models Individual elements Fees YesNo Content May be free/included in fees/paid for May be paid Support Free/included in feesMay be paid Assessment Free/included in feesMay be paid Quality assurance Free/included in feesMay be paid Certification Free/included in feesPaid Platform May be licensed or free

19. o Rise of outsourcing o Digital content shifts From products to services From ownership to licensing o Increased commodification of each aspect of the teaching and learning process Implications for coherence of teaching and learning? And for policy?

20. E MERGENCE OF NEW FORMS o Different forms of recognition within a course o The same course offered in a range of modes o New forms of courses of programmes o

21. o Content is ubiquitous Whose content? Which content?

22. A R ESPONSE From one institution

23. 2007 T HE O PEN A GENDA AT THE U NIVERSITY OF C APE T OWN 2008 2010 2012 2013 2009 2011 2014 Opening Scholarship 2015 Scholarly Communication in Africa Programme VC Student OER Project

24. 2007 T HE O PEN A GENDA AT THE U NIVERSITY OF C APE T OWN 2008 2010 2012 2013 2009 2011 2014 Opening Scholarship 2015 Scholarly Communication in Africa Programme VC Student OER Project

25. L OCAL C ONTENT O NLINE

26. R EPRESENTATION M ATTERS o The virtual dimension Shapes what is known and what can be known Makes some knowledge visible and legitimate and other invisible and illegitimate Consolidates power through normalisation Influences how knowledge is produced and reproduced Online representation augments, echoes and refracts physical representation Graham, M (2013), The Virtual Dimension

27. ….is not neutral

28. 2007 T HE O PEN A GENDA AT THE U NIVERSITY OF C APE T OWN 2008 2010 2012 2013 2009 2011 2014 2015 VC Student OER Project

30. I NTEGRATED R EPOSITORY

31. P ARTICIPATION

32. P ARTICIPANTS ? C ONSUMERS ? http://www.insidehighered.com/blogs/globalhighered/mapping-courseras-global-footprint

33. http://openuct.uct.ac.za/blog/mooc-less-africa P ROVIDERS MOOCs @ UCT 2015

34. C OLLABORATION

35. 2007 T HE O PEN A GENDA AT THE U NIVERSITY OF C APE T OWN 2008 2010 2012 2013 2009 2011 2014 2015 University of Cape Town University of Michigan University of Ghana

36. o A view from the periphery is not simply geographical, it is a value proposition

37. R ESEARCH

38. 2007 T HE O PEN A GENDA AT THE U NIVERSITY OF C APE T OWN 2008 2010 2012 2013 2009 2011 2014 Opening Scholarship 2015 Scholarly Communication in Africa Programme

39. In what ways, and under what circumstances can the adoption of OER address the increasing demand for accessible, relevant, high-quality and affordable post- secondary education in the Global South?

40. R ESEARCH D ECOLONISATION OF THE C URRICULUM o …a transformation of curriculum at the level of decolonized content is concerned with what we teach and the social, moral and cultural order in which the curriculum is embedded (the ‘hidden curriculum’). Luckett, K 2014

41. C ONCLUSION

42. o Open = create and participate o Make spaces to innovate With new education models (can’t afford not to) Collaborative sandboxes o Ongoing research into the changing environment

43. o How can the affordances of the emergent post-traditional landscape serve an equity and inclusion agenda in an austerity climate? o We need to appropriate from the new models to support a development agenda

44. Image: Stacey Stent THANK YOU