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Academic output as collateral damage
 

Academic output as collateral damage

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I argue that higher education can be seen as a long tail content production engine. Simple multi-media & distribution means that digital outputs are a by-product of what academics do normally, & this ...

I argue that higher education can be seen as a long tail content production engine. Simple multi-media & distribution means that digital outputs are a by-product of what academics do normally, & this is an alternative to broadcast.

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  • Martin. Who pays to fed you, pay the rent, clothe you, etc. Is there any such thing as a 'free lunch'
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  • Any chance of putting the links in a 'copy and paste' format. There are some long ones in there!

    Cheers
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  • Okay, is this the future of education?
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    Academic output as collateral damage Academic output as collateral damage Presentation Transcript

    • Academic output as
      Martin Weller
    • Or
      My adventures as a lo-fi educational ‘broadcaster’
    • Public engagement day
    • Public engagement = broadcast
    • What about…
    • Story of a slidecast
    • [http://www.slideshare.net/mweller/future-of-education-3475415]
    • Took 2 hours
    • 2700 views
      http://www.flickr.com/photos/mybloodyself/1806208781/
    • Didn’t need a script meeting
      http://www.flickr.com/photos/bookgrl/482244151/
    • Didn’t think about audience
    • Could do it for free
    • http://edfutures.com/contributions
    • Required:
      minimal tech skill
      Familiarity and confidence
      Network
      Store of images
      http://www.flickr.com/photos/sammy0716/3005591006/
    • None of these are specialist skills
      http://www.flickr.com/photos/leader_maximo/2974206217/
    • Big and Little OER
      http://www.flickr.com/photos/marinacast/2235316998/
    • http://openlearn.open.ac.uk/
      http://www.youtube.com/watch?v=n6jt5bqMqY0&feature=related
    • Different reactions
      Different types of reaction/use
    • What does this mean?
      http://www.flickr.com/photos/78042080@N00/2303709058/
    • Not end of broadcasting
    • Higher education is a long tail content engine:
      http://www.flickr.com/photos/35211570@N00/82616861/
    • Code
      Lectures/Teaching content
      Research papers
      Debate
      Ideas
      Conferences
      Data
    • Frictionless broadcasting means
      Don’t need to worry about usage
      Don’t need to justify costs
      Don’t need specific projects
    • An alternative means to achieve many of the goals we currently struggle to realise
      Public engagement
      Outreach
      Openness
      Reuse
      Efficiency(?)
    • Public engagement
      Broadcast
      Book
      Public lecture
      High cost
      Large audience
      V selective
      High compromise
      Lowish cost
      Small audience
      Reasonably open
      Low compromise
    • Digital outputs
      Low cost (free?)
      Small but unpredictable audience
      Open
      No compromise
      High reuse potential
      Different distribution
    • Embrace unpredictability
      [http://www.youtube.com/watch?v=--viB3zTznA]
    • Yeah, but who pays?
      http://www.flickr.com/photos/22287673@N05/3057330737/
    • We already do this stuff, but hide it
      http://www.flickr.com/photos/tomharpel/290401/
    • What about time?
      http://www.flickr.com/photos/bensutherland/3716094925/
    • Clay Shirky: Cognitive surplus
      http://www.youtube.com/watch?v=AyoNHIl-QLQ
    • Project-less
      Organisations understand projects, they have responsibility, budget, objectives.
    • Projects isolate practice
      Pic: Patrick McAndrew
    • Bottom up/frictionless approach doesn’t fit this model
    • How to promote the collateral damage approach
      http://www.flickr.com/photos/david_a_lea/3257134149/
    • Digital scholarship at the OU
    • Promote digital scholarship
      Work on recognition
      Research current practice
    • Disco.open.ac.uk
    • Podstars
    • http://podstars.wetpaint.com/page/Your+stuff
    • Potential barriers
      Will the financial crisis stop such nebulous approaches?
      Will academics start doing it in sufficient quantities?
      Will free services last?
    • I want to explore…
      What are the contexts in which this is (in)appropriate?
      What is relationship with BIG broadcasting/publishing?
      What are financial implications?
      Lines of responsibility
    • What can we do that we couldn’t do before?
    • Don’t ask me about rights…
    • Edtechie.net
      Slideshare.net/mweller
      http://www.youtube.com/user/edtechie#g/c/1A96B142EEB2AD8C