Open and online: connections, community and reality
Open and Online:
community & reality
University of Sussex
14th March 2014
a - Lecturer
b - Learning technologist
c - Librarian
d - Student support
e - Researcher
f - Other / bit of everything
• What makes education ‘open’?
• How are digital identities enacted in open vs.
bounded online spaces?
• How are power relationships between educators
and students negotiated in different online spaces?
• How might we close the gap between the ideals
and the messy realities of being networked
learners, educators and researchers?
“I don’t think education is
instruction anymore; rather,
it is the process [of]
establishing oneself as a
node in a broad network of
– Joi Ito @joi
Quote: Joi Ito Image: CC BY-NC-SA 2.0 yobink
Flickr CC images: cdessums, infidelic, sholeh!
Individuals with abundant access to ICTs
who have habits of effective use of these
technologies in information-seeking and
problem-solving activities are unable to
make effective use of these technologies
in higher education settings.
David Wiley & John Hilton III (2009)
The Daily Divide
@CT231 IT Professional Skills
“If institutions of learning are going to help
learners with the real challenges they face...
[they] will have to shift their focus from
imparting curriculum to supporting the
negotiation of productive identities
through landscapes of practices.”
Etienne Wenger (2010)
“ I wonder about Amazon, Google, the NSA and my University both
influencing our interactions with each other through technology and
mining the data to control markets, society even education. I
believe that education is the key to understanding what these
organisations are doing to us, but there is a worry for me around
the content and the feedback being delivered through an
organisation or infrastructure that influence the message.”
David Sherlock : http://paddytherabbit.com/open-education/
The medium and the message:
networks and control of data
How do I visualise my institutional network?
Learners need to practice and experiment with different ways
of enacting their identities, and adopt subject positions
through different social technologies and media.
These opportunities can only be supported by academic
staff who are themselves engaged in digital practices and
questioning their own relationship with knowledge.
- Keri Facer & Neil Selwyn (2010)