Lin Squires and Elmar Husmann show the significant gap between the perception and reality of Open Education.
Modern history contains many examples of industries that failed to see the signs of major disruption early enough for large and well-respected institutions to avoid painful damage to their businesses. The music industry marginalised Internet le sharing to its own considerable cost, and the rise of Open Source happened despite the initial opposition of the software industry.
Earlier this year ELIG (european Learning Industry Group) surveyed over 80 different organisations from the learning industry and higher education to understand the commercial hesitation for the adoption of Open Education.
ELIG was left with the view that to not proactively engage with open education, its production, use and practices could present a serious threat to the sustainability of many players in the current learning market.
Our study shows there is a signi cant gap between the perception and reality of what Open education already does and could mean for the Learning Industry. any institution with a stake holding in the provision of learning as content, services or products should understand what Open education is and its related concepts of Open educational services (Oes), Resources (OeR) and Practices (OeP).
There is clear evidence that Open education is a steadily growing phenomenon in the learning world and the initiatives already in place are considered successful. What’s more, they have made a real difference to the way people nd knowledge, learn and develop within formal education, workplace learning or through informal learning.
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