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The New Norm(al): Confronting What Open Means for Higher Education
The document discusses the evolving notion of 'openness' in higher education, emphasizing the challenges posed by traditional models of gatekeeping and inequality. It critiques the current academic landscape where bureaucratic structures limit access to knowledge and highlights the need for a participatory, adaptive approach to education. The text references various theorists and advocates for a new model that embraces change and values engagement over exclusion.
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The New Norm(al): Confronting What Open Means for Higher Education
- 1. C O NF R O N T I N G W H AT O P E N M E A N S F O R H I G H E R E D U C AT I O N T H E N E W N O R M ( A L ) : Bonnie Stewart @bonstewart University of Prince Edward Island ALT-C 2017 #altc
- 2. N O RM A L . N O R M ( A L ) . N O R M .
- 3.
- 4. N O RM ( A L ) C A N = FA M I L I A R
- 5. N O RM ( A L ) C A N = G AT E K E E P I N G O R …
- 6. E I TH E R WAY: “ N O R M A L ” D I D N ’ T H E L P M E H E L P S T U D E N T S I N M Y F I R S T C L A S S R O O M
- 7. I P RO P O S E T H AT N O R M ( A L ) I S N ’ T H E L P I N G U S I N H I G H E R E D , E I T H E R .
- 8. – H EN RY S . H A S K I N S ( 1 9 4 0 ) “Normal is the wrong name often used for average.” https://commons.wikimedia.org/wiki/File:Standard_deviation_diagram.svg
- 9.
- 10. M A NY O F U S L A B O U R F O R F R E E W I T H I N T H E A C A D E M I C P U B L I S H I N G S Y S T E M , Y E T W I T H O U T S E C U R E E M P L O Y M E N T T H AT R E WA R D S S E R V I C E
- 11. M A NY O F U S A R E U N A B L E T O A C C E S S O R B E N E F I T F R O M T H E C I R C U L AT I O N O F O U R O W N S C H O L A R LY W O R K , D U E T O L A C K O F I N S T I T U T I O N A L A F F I L I AT I O N O R I N S T I T U T I O N A L L I M I TAT I O N O N J O U R N A L P U R C H A S E .
- 12. https://www.flickr.com/photos/jronaldlee/4585127996 NORM(AL): more students |fewer jobs | more bureaucracy | increased funding pressures
- 13. W E ’R E G O I N G A B O U T I T K I N D A W R O N G . I F O U R G O A L I S T O M A K E C H A N G E - I N P R A C T I C E S & K N O W L E D G E C R E AT I O N & E M P O W E R M E N T…
- 14. I N ST E A D , O U R T R A J E C T O R I E S O F C H A N G E S E E M T O I N C R E A S E I N E Q U A L I T I E S , R AT H E R T H A N P R O T E C T O R E X PA N D D E M O C R AT I C “ N O R M S . ”
- 15. W E LI V E I N A T I M E W H E N I N S T I T U T I O N S A R E U N D E R T H R E AT
- 18. A C AD E M I A I S N O T I M M U N E
- 19. L E AR N I N G T E C H N O L O G I E S C A N D I S R U P T G AT E K E E P I N G
- 20. B U TD I S R U P T I O N M AY N O T B E A M O D E L T H AT C A N P R E S E R V E I N S T I T U T I O N S
- 22. D I SR U P T I O N ≠ L E A R N I N G
- 23. W I DE N I N G PA R T I C I PAT I O N H A S T O B E A B O U T M O R E T H A N C H A I R S & T E C H
- 24. I S OP E N T H E P R O B L E M ? I S O P E N T H E S O L U T I O N ? http://robinderosa.net/uncategorized/open-for-the-public-using-open-education-to-build-a-case-for-public-higher-ed/ - R O B I N D E R O S A , 2 0 1 6
- 25. I T MAY B E N E I T H E R . ! B U T I T I S T H E T R A J E C T O RY T H AT K E E P S H I G H E R E D F R O M B E I N G M O N O P O L I Z E D B Y O L D F O R M S O F G AT E K E E P I N G & I N S T I T U T I O N S F R O M B E I N G U N D E R M I N E D B Y N E W F O R M S .
- 26. – M AR T I N W E L L E R , 2 0 1 4 “Openness helps shape the identity…of higher education in general and its relationship to society.”
- 27. • WAIT. Open as…anythinggoes?!?
- 29. O P EN A S … L E S S E M P H A S I S O N G AT E K E E P I N G . ! O P E N A S … W I T H F E W E R B A R R I E R S .
- 30. O P EN A S … L E A R N I N G T O E N G A G E B E Y O N D O U R S I L O S https://www.flickr.com/photos/docsearls/5500714140
- 31. A B UN D A N C E "For the first time in human history, two related propositions are true. One, it no longer is possible to store within the human brain all of the information that a human needs. Second, it no longer is necessary to store within the human brain all of the information that humans need. Education needs to be geared toward the handling of data rather than the accumulation of data.” – D AV I D B E R L O , 1 9 7 5
- 32. O P EN A S PA R T I C I PAT O RY, N E T W O R K E D E N G A G E M E N T https://plus.google.com/+DaveGray/posts/CQRVeKEsUvF?pid=5751686447270321954&oid=117373186752666867801
- 33. O P EN A S B R E A K I N G D O W N B I N A R I E S & B O U N D A R I E S
- 34. • …While confronting the decline of pet prestige economies.
- 35. … A ND C O N F R O N T I N G T H E C O R P O R AT E P L AT F O R M S O P E N R E L I E S U P O N .
- 37. O P EN A S A D A P T I V E C H A N G E
- 38. S O .H O W D O W E C O N F R O N T T H E WAT E R W E S W I M I N ?
- 39. H O WD O W E C O N F R O N T W H AT O P E N M E A N S F O R H I G H E R E D U C AT I O N ?
- 40. W E NE E D A M O D E L .
- 41. – J OH N N Y A P P L E S E E D photo credit: Dawn Detweiler
- 42. photo credit: DawnDetweiler
- 43. H O WW E S E E D E P E N D S O N W H E R E W E S TA N D .
- 44. A N EW ( O L D ) M O D E L F O R O P E N P R A C T I C E - HARAWAY’S CYBORG (1985)
- 45. – D ON N A H A R A WAY, 1 9 8 8 “The view from a body…a complex, contradictory, structuring, and structured body…situated knowledges allow us to become answerable for what we learn how to see.” photo credit: Neil Kramer
- 46. T H EC Y B O R G , C O N F R O N T E D
- 47. T H EC Y B O R G I S A F I G U R E O F S U B V E R S I O N
- 48. “The main troublewith cyborgs, of course, is that they are the illegitimate offspring of militarism and patriarchal capitalism, not to mention state socialism. But illegitimate offspring are often exceedingly unfaithful to their origins. Their fathers, after all, are inessential.” – D O N N A H A R A WAY, 1 9 9 1
- 49. https://commons.wikimedia.org/wiki/File:Unknown_engraver_-_Humani_Victus_Instrumenta_-_Ars_Coquinaria_-_WGA23954.jpg ! • ironic &faithful, “as blasphemy is faithful” ! • always hybrid ! • not born of purity or innocence ! • ties of affinity rather than identity
- 50. W H ATI S T H E C Y B O R G O F O U R E D - T E C H E R A B O R N F R O M ?
- 51. “””Those within theacademy become very skilled at judging the stuff of reputations. ! Where has the person’s work been published, what claims of priority in discovery have they established, how often have they been cited, how and where reviewed, what prizes won, what institutional ties earned, what organizations led?” W – J O H N W I L L I N S K Y, 2 0 1 0
- 52. – M IK E C A U L F I E L D , 2 0 1 7 “As the financial model of the web formed around the twin pillars of advertising and monetization of personal data, things went awry.” Big data & big surveillance
- 53. FA I TH F U L T O …
- 54. W H ATW O U L D T H E C Y B O R G D O F R O M H E R E ? ( W W T C D ? )
- 55. http://www.longviewoneducation.org/social-media-isnt-for-learning/ – B EN J A M I N D O X D AT O R , 2 0 1 7
- 56.
- 57. N O TH I N G G O E S B A C K I N PA N D O R A’ S B O X
- 58. O P EN M E A N S B E L I E V I N G W E C A N D O S O M E T H I N G G O O D F R O M T H AT. ! ! T H A N K Y O U . @bonstewart