Abstract
This paper is based on very practical concerns and observations about the Open Educational Resource (OER) movement. While it concerns educational practice, the paper starts with a focus on the rhetoric and stated ideals of the OER movement, exploring the relationship between open education and neoliberalism as an attempt to understand the apparent contradictions within the movement. The paper then looks at OER in distance education as an attempt to understand our own approach to Open Educational Practice (OEP). Drawing on older open education narratives it explores the role of openness in bringing new voices into education through partnerships, and how OEP foster opportunities for groups of learners distanced from education. The paper concludes by acknowledging the deliberate partiality of this reading, and with some questions we are starting to explore.
Highlights
This paper is based on very practical concerns and observations about the Open Educational Resource (OER) movement
While it concerns educational practice, the paper starts with a focus on the rhetoric and stated ideals of the OER movement, exploring the relationship between open education and neoliberalism as an attempt to understand the apparent contradictions within the movement
Weller's argument that the OER movement is in danger of losing itself as big business looks to co-opt the language of open is possibly best illustrated by the heat and light surrounding the Massive Open Online Courses (MOOC) movement, where commercial and political interests motivated by the large numbers seems to push aside OER ideals
Summary
This paper is based on very practical concerns and observations about the Open Educational Resource (OER) movement. While it concerns educational practice, the paper starts with a focus on the rhetoric and stated ideals of the OER movement, exploring the relationship between open education and neoliberalism as an attempt to understand the apparent contradictions within the movement. The paper looks at OER in distance education as an attempt to understand our own approach to Open. Drawing on older open education narratives it explores the role of openness in bringing new voices into education through partnerships, and how OEP foster opportunities for groups of learners distanced from education. The paper concludes by acknowledging the deliberate partiality of this reading, and with some questions we are starting to explore
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