This paper reflects on what Open and Distance Learning providers might learn from the Open Educational Resources/Practices (OER/OEP) and Massive Open Online Courses (MOOCs). It is based on experiences working on OER and OEP first at the OU in Scotland (OUiS) and more recently under the auspices of the Scottish Funding Council (SFC) funded Open Educational Practices Scotland (OEPS) programme hosted by OUiS. The paper by exploring the disruptive potential of MOOCs and OER within Higher Education. While it acknowledges lessons for HE it argues the focus on access and scale has obscured other lessons ODL might learn from opening up educational practices. Much of our work has centred on OEP and partnership with organisations outside the formal education sector. As such it has taken the possibilities offered by openness as an invitation to look at the relationship between the formal and the informal. The paper traces OEPS journey as it explores less apparent but no less important lessons around designing and creating open content through partnership in a way that is cost effective and context relevant Full paper here http://oro.open.ac.uk/id/eprint/46658

1. Opening Educational Practices in Scotland
Open Education as Disruption:
Lessons for Open and Distance Learning from Open
Educational Practices
Ronald Macintyre @roughbounds
@oepsscotland

2. 2
Opening Educational Practices in Scotland
Session Structure
The Language of “Disruptive Innovation”
What exactly is “Open” Disrupting and is it applicable to ODL
Open Educational Practices & changing understandings of open
Open Educational Partnership and Openness as a “Design Problem”
Learning “the right” lessons …

3. Opening Educational Practices in Scotland
About us
The Opening Educational Practices in Scotland project
facilitates best practice in Scottish open education. We
aim to enhance Scotland’s reputation and capacity for
developing publicly available and licenced online
materials, supported by high quality pedagogy and
learning technology.
“”

4. Opening Educational Practices in Scotland
4
High End (Most Profit)
Mainstream
Time
ProductPerformance
Incumbent Sustaining
Entrant Disrupting

5. Opening Educational Practices in Scotland
5
Most Distanced from Education
Time
ProductPerformance
Incumbent Sustaining
Entrant Disrupting
What is being disrupting?
What does disruption
mean for Values based
organisations?
Have [can] ODL providers
over emphasise the needs
of vulnerable learners?
Is ODL being disrupted at
all? Perhaps it is HE and
potentially lucrative CPD
markets that are being
disrupted by Open?

6. 6
Opening Educational Practices in Scotland
The “Wrong” Disruption
IGNORE Digital
Literacies –
“Second Digital
Divide”
Arose in jurisdictions
with high fee
regimes and where
Governments in
some countries are
closing informal to
formal routes
Reinforce the
sense of the
academy as
the provider
of knowledge

7. 7
Opening Educational Practices in Scotland
Open Education in Partnership: Genealogy
of OEPS Approach
(re)Solving tensions between scale in ODL and local responsiveness

8. 8
Opening Educational Practices in Scotland
Open Education in Partnership: Genealogy
of OEPS Approach
(re)Solving issues using “Design Thinking” to improve around fit with
partners needs

9. 9
Opening Educational Practices in Scotland
Approaching Openness as a Design Problem
WHAT/WHO HOW VALUE
[who are the learners] [method/approaches] [transformation sought]
Start with the VALUE
WHAT/WHO HOW Learner transformation
How well do you know your
leaners
Question assumptions routines and tacit knowledge
Organisational Change/Transformation

10. 10
Opening Educational Practices in Scotland
Approaching Openness as a Design Problem
WHAT/WHO HOW VALUE
[who are the learners] [method/approaches] [transformation sought]
Start with the VALUE
WHAT/WHO HOW Learner transformation
How well do we know our
leaners
Open and Partnership led to us Questioning our
Assumptions/routines/tacit knowledge “the way
we do things round here”

11. 11
Opening Educational Practices in Scotland
Linked faces & inbetween spaces of OEP
Designerlywaysofknowing

12. 12
Opening Educational Practices in Scotland
The “Other” Disruption
Solution, purchase new
entrant or disrupt
yourself – separate entity
that works in disruptive
space (MOOCs)
Solution, exploit
uniqueness, let many
flowers bloom, stay close
to your values
Demand side disruption,
new entrant comes in
disrupts demand by
attracting niche then
main customers
Supply side disruption,
new entrant/tech
changes the way good or
services are supplied
A. Open,
technical
affordances
B. Openness

13. 13
Opening Educational Practices in Scotland
SO WHAT:
Learning the Right Lessons
• Organisational Values, a narrative on open which disrupts open as a
technical or licence but as a focus on social justice and equity
• Uniqueness, more than open access, active support to encourage
participation reaching into communities – scale and scope
• Many flowers, promote multiple voices and approaches, openness
can blur the boundaries between the academy and “others”, disrupt
supply or curriculum and content

14. 14
Opening Educational Practices in Scotland
Conclusion…
It is not clear whether OER/MOOCs are disrupting “demand side” of ODL
A) OER/MOOCs might allow ODL to reach into new markets, but need
economic models and at moment OER/MOOCs often an idea looking
for business model, a solution looking for a problem.
B) as in our market support and credit are not “extras” but a vital
component of openness, moving beyond access and as participation.
[However] Openness can disrupt supply, leading to more open model
and responsive models of curriculum development.

15. Opening Educational Practices in Scotland
Questions

16. Opening Educational Practices in Scotland
Contact Us: Email:
OEPScotland@open.ac.uk
Social media:
@OEPScotland
@roughbounds
www.oepscotland.org

17. Opening Educational Practices in Scotland
Acknowledgements
The OEPS Team
License and Citation
This work is licensed under the
Creative Commons Attribution 4.0 International License. Please cite this work
as: Macintyre R. (2016). Open Education as Disruption: Lessons for Open and
Distance Learning from Open Educational Practice. In: EDEN 25: Re-imagining
Learning Environments, 14th-17th of June, Budapest.
http://oro.open.ac.uk/id/eprint/46658