The challenge faced by the Open Educational Resources University is not translation, context or learning styles, it is not a question of interoperability of learning environments or granularity of learning objects, SCORM compliance or IMS standards; it is perhaps rather a question of academic identity. We have a lot of identify work to do.
I remember first meeting Wayne Mackintosh at the Third Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand, in July 2004, hosted by DEANZ, the Government of New Zealand and the Commonwealth of Learning (COL). The theme for PCF3 was "Building Learning Communities for Our Millennium: Reaching Wider Audiences through Innovative Approaches". Wayne was convener of our thoughtful, diverse, varied and anarchic think-tank. We talked about kite-marks, quality standards, intellectual colonialism and poverty. The seeds of the OERu were visible then.
It is no surprise to see Wayne Mackintosh, Director OER Foundation, leading the initiative for Open Educational Resources University, OER university (#oeru). The initiative is raising some interesting critiques, and questions, which Tony Bates summarizes succinctly. But these are still issues of institutional norms, governmental process and sectorial quality assurance. I sense we are asking a lot of people.
There are people in the world who are good at facilitating learners' encounters with new concepts and ideas, there are people who can enthuse, capture and motivate; and there are those who write, design, narrate and structure learning in meaningful ways. It is as often pride, as much as institutional conventions, that gives rise to academics' conviction that they must fulfill all these roles. Whilst an academic was once the guardian, seeker, generator and clarifier of the codex of knowledge in their domain, they are now primarily its steward and pride is best placed in a more defined function.
That knowledge was once defined in terms of individual libraries, writings and musings suggests only that it was confined to the means available to communicate it. To consider it now practical, or realistic, for an individual to hold the key to a domain of knowledge is nothing less than a delusion born of vanity.
The world of knowledge creation, dissemination and propagation has changed radically in the last 30 years, and with it, academic identity. It is simply illogical, not to say inefficient, to expect a single academic to research, write, and teach all the content for their university courses. What the OER movement represents is a 21st century model of knowledge propagation, a contemporary revisioning of the master-pupil relationship, and a means of making learning accessible beyond the single, constrained, voice of the solipsistic academic.
For the faculty that make-up our institutions to accept their emerging role as validators of the learning that happens without them necessarily ‘teaching’ what is validated, and teaching what is validated by others….. that is a huge leap into the unknown, and that surely, is the biggest challenge facing the OERu.