Academic output as collateral damage

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:

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?

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

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Academic output as collateral damage

by Martin Weller on Apr 28, 2010

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