Open education has historically been thought of as a set of open educational resources shared with others to freely access, use and modify. (Hylén 2006) More recently open education is also seen as a social endeavor embodied in open practices and open pedagogy. (DeRosa, R and Robison S. 2017) As open education matures and evolves there is a growing awareness of the need to figure out how to make it sustainable. Resources, open practices, and sustainable models differ based on whether open education is seen as a public good, market good, or commons good. This open space will engage participants in discussion of open education from each of these three perspectives. A framework for conceptualizing the differences between these three approaches will be shared (Stacey 2017, p.3-14) Participants will be asked to explore how open education is the same or different across all three perspectives. Dialogue will be organized and documented pertaining to each of open education resources, open practices, and sustainability. Questions used to seed and stimulate discussion include:
1. Open Educational Resources
How does open education resource creation, sharing, use, and distribution differ depending on whether it is conceived of as a market good, public good, or commons good?
How does open education resource management, iteration, customization and localization differ based on each of the three possible modes?
2. Open Practices
Who is involved in creation and use of open education when it is a market good, or public good or commons good?
Who is responsible for open education – content, infrastructure, practices, policy, …?
How inclusive or exclusive are each of the three modes of conceptualizing open education?
How is open education funded and sustained differently if it is a market good, or public good, or commons good?
What are the economic and social benefits derived from open education and how do they differ depending on conceptualization as market good, public good, or commons good?
This open space will conclude with participants voting for which of the three ways of conceptualizing open education, market good, public good, or commons good they believe will generate the best outcome and impact.
DeRosa, R and Robison S. 2017. From OER to Open Pedagogy: Harnessing the Power
of Open. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and
Practices that are Revolutionizing Education and Science. Pp. 115–124. London:
Hylén, J., 2006. Open educational resources: Opportunities and challenges. Proceedings of Open Education, 4963.
Stacey, P., Pearson, S.H., (2017) Made With Creative Commons. Copenhagen: Ctrl+Alt+Delete Books.