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Openness, technologies, business models and austerity

Jones, CR (2015) Openness, technologies, business models and austerity. LEARNING MEDIA AND TECHNOLOGY, 40 (3). pp. 328-349. ISSN 1743-9884

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Open education emerged when the state had an active role in shaping and financing post-secondary education. In the 21st Century two pressures influence the way openness is conceived. The first is the compounding of neo-liberal economics with austerity following the financial crash of 2008. The second is the consolidation of networked and digital technologies at an institutional and infrastructural level, illustrated by Massive Open Online Courses (MOOCs). This article examines the place of open education in this emerging climate of economic constraint and technological possibilities. The article argues that openness is not a property or feature of a technology but that such properties can result in affordances. This understanding informs a review of openness in The Open University (UK), in relation to MOOCs and in the OER movement. A relational view of affordance suggests openness depends in significant ways on the character of broad social process and that if they change then the affordances of technologies for openness change with them. The current marketization of Higher Education, the reduction in public finances and continuing economic uncertainty lead to contradictory and conflicting pressures. Arguing in favour of education as a public good the article criticises calls for a ‘business model’.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Learning Media and Technology online on 15 June 2015, available: http://wwww.tandfonline.com/10.1080/17439884.2015.1051307
Uncontrolled Keywords: 1303 Specialist Studies In Education, 2001 Communication And Media Studies
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Education
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Date Deposited: 13 Nov 2015 09:36
Last Modified: 04 Sep 2021 14:06
DOI or Identification number: 10.1080/17439884.2015.1051307
URI: https://researchonline.ljmu.ac.uk/id/eprint/1763

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