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Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
Academic output as collateral damage
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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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Transcript

  • 1. Academic output as<br />Martin Weller<br />
  • 2. Or<br />My adventures as a lo-fi educational ‘broadcaster’<br />
  • 3. Public engagement day<br />
  • 4. Public engagement = broadcast<br />
  • 5. What about…<br />
  • 6. Story of a slidecast<br />
  • 7. [http://www.slideshare.net/mweller/future-of-education-3475415]<br />
  • 8. Took 2 hours<br />
  • 9. 2700 views<br />http://www.flickr.com/photos/mybloodyself/1806208781/<br />
  • 10. Didn’t need a script meeting<br />http://www.flickr.com/photos/bookgrl/482244151/<br />
  • 11. Didn’t think about audience<br />
  • 12. Could do it for free<br />
  • 13. http://edfutures.com/contributions<br />
  • 14. Required:<br />minimal tech skill<br />Familiarity and confidence<br />Network<br />Store of images<br />http://www.flickr.com/photos/sammy0716/3005591006/<br />
  • 15. None of these are specialist skills<br />http://www.flickr.com/photos/leader_maximo/2974206217/<br />
  • 16. Big and Little OER<br />http://www.flickr.com/photos/marinacast/2235316998/<br />
  • 17. http://openlearn.open.ac.uk/<br />http://www.youtube.com/watch?v=n6jt5bqMqY0&feature=related<br />
  • 18. Different reactions<br />Different types of reaction/use<br />
  • 19. What does this mean?<br />http://www.flickr.com/photos/78042080@N00/2303709058/<br />
  • 20. Not end of broadcasting<br />
  • 21.
  • 22. Higher education is a long tail content engine:<br />http://www.flickr.com/photos/35211570@N00/82616861/<br />
  • 23. Code<br />Lectures/Teaching content<br />Research papers<br />Debate<br />Ideas<br />Conferences<br />Data<br />
  • 24. Frictionless broadcasting means<br />Don’t need to worry about usage<br />Don’t need to justify costs<br />Don’t need specific projects<br />
  • 25. An alternative means to achieve many of the goals we currently struggle to realise<br />Public engagement<br />Outreach<br />Openness<br />Reuse<br />Efficiency(?)<br />
  • 26. Public engagement<br />Broadcast<br />Book<br />Public lecture<br />High cost<br />Large audience<br />V selective<br />High compromise<br />Lowish cost<br />Small audience<br />Reasonably open<br />Low compromise<br />
  • 27. Digital outputs<br />Low cost (free?)<br />Small but unpredictable audience<br />Open<br />No compromise<br />High reuse potential<br />Different distribution<br />
  • 28. Embrace unpredictability<br />[http://www.youtube.com/watch?v=--viB3zTznA]<br />
  • 29. Yeah, but who pays?<br />http://www.flickr.com/photos/22287673@N05/3057330737/<br />
  • 30. We already do this stuff, but hide it<br />http://www.flickr.com/photos/tomharpel/290401/<br />
  • 31. What about time?<br />http://www.flickr.com/photos/bensutherland/3716094925/<br />
  • 32. Clay Shirky: Cognitive surplus<br />http://www.youtube.com/watch?v=AyoNHIl-QLQ<br />
  • 33. Project-less<br />Organisations understand projects, they have responsibility, budget, objectives.<br />
  • 34. Projects isolate practice<br />Pic: Patrick McAndrew<br />
  • 35. Bottom up/frictionless approach doesn’t fit this model <br />
  • 36. How to promote the collateral damage approach<br />http://www.flickr.com/photos/david_a_lea/3257134149/<br />
  • 37. Digital scholarship at the OU<br />
  • 38. Promote digital scholarship<br />Work on recognition<br />Research current practice<br />
  • 39. Disco.open.ac.uk<br />
  • 40. Podstars<br />
  • 41. http://podstars.wetpaint.com/page/Your+stuff<br />
  • 42. Potential barriers<br />Will the financial crisis stop such nebulous approaches?<br />Will academics start doing it in sufficient quantities? <br />Will free services last?<br />
  • 43. I want to explore…<br />What are the contexts in which this is (in)appropriate?<br />What is relationship with BIG broadcasting/publishing?<br />What are financial implications?<br />Lines of responsibility<br />
  • 44. What can we do that we couldn’t do before?<br />
  • 45. Don’t ask me about rights…<br />
  • 46. Edtechie.net<br />Slideshare.net/mweller<br />http://www.youtube.com/user/edtechie#g/c/1A96B142EEB2AD8C<br />

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