For whom, and for what? Not-yetness and thinking beyond open content

Amy Collier, Jen Ross

Abstract


This article traces a line through contemporary critical perspectives on open online education, which challenge an emphasis on content and access that gives too much weight to instrumental goals of education. This article offers the concept of ‘not-yetness’ as a productive lens for examining alternative meanings of openness. Not-yetness emerged as a response to a dominant discourse of technology in education—including technologies of openness—that has been characterised by rhetoric of control, efficiency, and enhancement. Not-yetness invites a rethinking of online learning and digital education in terms of risk, uncertainty, and messiness and brings our attention to the variability of open education contexts and learners. Using examples of a ‘federated wiki’ and ‘agents beyond the course’, the article shows how higher education pedagogies can and should engage with boundary-crossings between openness and closure, and demonstrates the value of the perspectives that such engagements bring to the fore.


Keywords


boundaries; risk; critical perspectives; open education; online learning; digital education; notyetness; complexity; emergence

Full Text:

PDF XML

References


Amiel, T. & Soares, T.C. (2016). Identifying Tensions in the Use of Open Licenses in OER Repositories. The International Review of Research in Open and Distributed Learning, 17(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2426

Anzaldua, G. (1987). Borderlands/La Frontera: The new mestiza. San Francisco: Ann Lute Books.

Barnett, R., & Hallam, S. (1999). Teaching for supercomplexity: A pedagogy for higher education. In P. Mortimore (Ed.). Understanding Pedagogy and its Impact on Learning (pp. 137–154). London: Sage.

Bayne, S. (2014). What’s the matter with “technology-enhanced learning”? Learning, Media and Technology, 40(1),1–16. http://dx.doi.org/10.1080/17439884.2014.915851

Bayne, S., Knox, J. & Ross, J. (2015). Open education: the need for a critical approach. Learning, Media and Technology, 40(3), 247–250. http://dx.doi.org/10.1080/17439884.2015.1065272

Bayne, S. & Ross, J. (2013). Posthuman literacy in heterotopic space: A pedagogical proposal. In R. Goodfellow & M. Lea (Eds.), Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. Abingdon: Routledge.

Caulfield, M. (2016a). Can blogs and wikis be merged? Hapgood blog. Retrieved from http://hapgood.us/2016/02/22/can-blogs-and-wiki-be-merged/

Caulfield, M. (2016b). Connected copies: Part 2. Hapgood blog. Retrieved from http://hapgood.us/2016/02/17/connected-copies-part-two/

Culatta, R., Ison, S. & Weiss, N. (2015). Openly licensed educational resources: Providing equitable access to education for all learners. whitehouse.gov blog. Retrieved from https://www.whitehouse.gov/blog/2015/10/19/openly-licensed-educational-resources-providing-equitable-access-education-all

Dalsgaard, C. & Thestrup, K. (2015). Dimensions of openness: Beyond the course as an open format in online education. The International Review of Research in Open and Distributed Learning, 16(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2146

Edwards, R. (2015). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology, 40(3), 251–264. http://dx.doi.org/10.1080/17439884.2015.1006131

Ehlers, U.-D. (2011). From open educational resources to open educational practices. Elearning Papers, 23, 1–8.

Farrow, R. (2015). Open education and critical pedagogy. Learning, Media and Technology. http://dx.doi.org/10.1080/17439884.2016.1113991

Gough, N. (2012). Complexity, complexity reduction, and “methodological borrowing” in educational inquiry. Complicity: An International Journal of Complexity and Education, 9(1).

Gourlay, L. (2015). Open education as a “heterotopia of desire.” Learning, Media and Technology, 40(3), 310–327. http://dx.doi.org/10.1080/17439884.2015.1029941

hooks, b. (2004). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

Knox, J. (2013a). The limitations of access alone: Moving towards open processes in education. Open Praxis, 5(1), 21-29. http://dx.doi.org/10.5944/openpraxis.5.1.36

Knox, J. (2013b). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), 821–832. http://dx.doi.org/10.1080/13562517.2013.774354

Ladyshewsky, R.K. & Gardner, P. (2008). Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork. Australasian Journal of Educational Technology, 24(3), 241–257.

Lewis, T.E. & Kahn, R. (2010). Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age. United States: Palgrave Macmillan.

MacNeill, S. (2015, February). The aired washing from #oer15. HowsheilaseesIT. Retrieved from https://howsheilaseesit.wordpress.com/2015/04/16/the-aired-washing-from-oer15

McArthur, J. (2012). Virtuous mess and wicked clarity: struggle in higher education research. Higher Education Research & Development, 31(3), 419–430.

McKenna, C. & McAvinia, C. (2011). Difference and discontinuity – making meaning through hypertexts. In R. Land & S. Bayne (Eds.). Digital Difference. Educational Futures Rethinking Theory and Practice (pp. 45-60). SensePublishers. Retrieved from http://link.springer.com/chapter/10.1007/978-94-6091-580-2_4

Morris, S. M., & Stommel, J. (2014, November). If Freire made a MOOC: Open education as resistance. Open Education conference, Hilton Crystal City, Arlington, VA. Retrieved from http://www.hybridpedagogy.com/tag/OpenEd

Naidu, S. (2016). The case for open educational practice. Distance Education, 37(1), pp.1–3. http://dx.doi.org/10.1080/01587919.2016.1157010

Olakulehin, F.K. & Singh, G. (2013). Widening access through openness in higher education in the developing world: A Bourdieusian field analysis of experiences from the National Open University of Nigeria. Open Praxis, 5(1), 31–40. http://dx.doi.org/10.5944/openpraxis.5.1.40

Oliver, M. (2015). From openness to permeability: reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40(3), 365–384. http://dx.doi.org/10.1080/17439884.2015.1029940

Perryman, L.-A. & de los Arcos, B. (2016). Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals. Open Praxis, 8(2), 163–180. http://dx.doi.org/10.5944/openpraxis.8.2.289

Rolfe, V. (2015). A systematic review of the socio-ethical aspects of Massive Online Open Courses. European Journal of Open, Distance and E-learning, 18(1), 52–71.

Ross, J. (2012). Just what is being reflected in online reflection?: New literacies for new media learning practices. In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds), Exploring the Theory, Pedagogy and Practice of Networked Learning (pp. 191-207). New York: Springer.

Ross, J., & Collier, A. (2016). Complexity, Mess, and Not-yetness: Teaching Online with Emerging Technologies. In G. Veletsianos (Ed.), Emergence and Innovation in Digital Learning: Foundations and Applications (pp. 17-33). Edmonton, AB: Athabasca University Press.

Veletsianos, G. (2010). Emerging Technologies in Distance Education. Edmonton, AB: Athabasca University Press. Retrieved from http://www.aupress.ca/index.php/books/120177

Walker, J. (2005). Weblogs: Learning in public. On the Horizon, 13(2), 112–118.

Weller, M. (2014). The Battle For open: How openness won and why it doesn’t feel like victory, London: Ubiquity Press. https://doi.org/10.5334/bam




DOI: http://dx.doi.org/10.5944/openpraxis.9.1.406

Refbacks

  • There are currently no refbacks.