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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 is an alternative to broadcast.

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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Academic output as collateral damage

  1. 1. Academic output as<br />Martin Weller<br />
  2. 2. Or<br />My adventures as a lo-fi educational ‘broadcaster’<br />
  3. 3. Public engagement day<br />
  4. 4. Public engagement = broadcast<br />
  5. 5. What about…<br />
  6. 6. Story of a slidecast<br />
  7. 7. [http://www.slideshare.net/mweller/future-of-education-3475415]<br />
  8. 8. Took 2 hours<br />
  9. 9. 2700 views<br />http://www.flickr.com/photos/mybloodyself/1806208781/<br />
  10. 10. Didn’t need a script meeting<br />http://www.flickr.com/photos/bookgrl/482244151/<br />
  11. 11. Didn’t think about audience<br />
  12. 12. Could do it for free<br />
  13. 13. http://edfutures.com/contributions<br />
  14. 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. 15. None of these are specialist skills<br />http://www.flickr.com/photos/leader_maximo/2974206217/<br />
  16. 16. Big and Little OER<br />http://www.flickr.com/photos/marinacast/2235316998/<br />
  17. 17. http://openlearn.open.ac.uk/<br />http://www.youtube.com/watch?v=n6jt5bqMqY0&feature=related<br />
  18. 18. Different reactions<br />Different types of reaction/use<br />
  19. 19. What does this mean?<br />http://www.flickr.com/photos/78042080@N00/2303709058/<br />
  20. 20. Not end of broadcasting<br />
  21. 21.
  22. 22. Higher education is a long tail content engine:<br />http://www.flickr.com/photos/35211570@N00/82616861/<br />
  23. 23. Code<br />Lectures/Teaching content<br />Research papers<br />Debate<br />Ideas<br />Conferences<br />Data<br />
  24. 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. 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. 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. 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. 28. Embrace unpredictability<br />[http://www.youtube.com/watch?v=--viB3zTznA]<br />
  29. 29. Yeah, but who pays?<br />http://www.flickr.com/photos/22287673@N05/3057330737/<br />
  30. 30. We already do this stuff, but hide it<br />http://www.flickr.com/photos/tomharpel/290401/<br />
  31. 31. What about time?<br />http://www.flickr.com/photos/bensutherland/3716094925/<br />
  32. 32. Clay Shirky: Cognitive surplus<br />http://www.youtube.com/watch?v=AyoNHIl-QLQ<br />
  33. 33. Project-less<br />Organisations understand projects, they have responsibility, budget, objectives.<br />
  34. 34. Projects isolate practice<br />Pic: Patrick McAndrew<br />
  35. 35. Bottom up/frictionless approach doesn’t fit this model <br />
  36. 36. How to promote the collateral damage approach<br />http://www.flickr.com/photos/david_a_lea/3257134149/<br />
  37. 37. Digital scholarship at the OU<br />
  38. 38. Promote digital scholarship<br />Work on recognition<br />Research current practice<br />
  39. 39. Disco.open.ac.uk<br />
  40. 40. Podstars<br />
  41. 41. http://podstars.wetpaint.com/page/Your+stuff<br />
  42. 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. 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. 44. What can we do that we couldn’t do before?<br />
  45. 45. Don’t ask me about rights…<br />
  46. 46. Edtechie.net<br />Slideshare.net/mweller<br />http://www.youtube.com/user/edtechie#g/c/1A96B142EEB2AD8C<br />

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