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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.

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

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