Reframing Open in the context of the Digital University – Part 2

In the first of the two blog posts that accompany our presentation at #oer16, Sheila MacNeill introduced our work exploring the idea of the Digital University that we have been undertaking with our colleague Bill Johnston. The catalyst for our work was the Conceptual Matrix for the Digital University that Sheila and Bill produced, and which we then applied in scoping and carrying out a strategic ‘digital futures’ consultation in my previous institution (Smyth, MacNeill and Johnston, 2015).

In Part 1 of our posting, Sheila discussed the need to take a broader look at what ‘open’ might mean and the limitations that are inherent in conflating ‘open’ with ‘online’. Sheila also introduced the idea of ‘third space’ in the context of bridging formal and informal learning and institutional cultures. The concept of ‘third space’ is one that is becoming increasingly central to our thinking about the nature of the Digital University, and in previous posts here on my own blog I’ve been trying to unpick what ‘The University as a Third Space’ might mean in practice.

In thinking about the Digital University, the idea of ‘third space’ (which can be interpreted from a number of different perspectives) has been useful to us in conceptualising the university as a located and co-located space; one that exists within and across physical and digital spaces that can be both inside and outside of the institution itself. The metaphor of ‘the leaky university’ (Wall, 2015) is one we find useful in thinking about open and openness, and where physical and digital spaces meet or diverge. In a similar vein, Ronnie Macintyre at OEPS has recently initiated a discussion on ‘the pourous university’ and we hope to be collaborating with Ronnie and OEPS to organise a symposia on this in the very near future.

Our work in exploring the Digital University has also led us to think about the curriculum as a located and co-located space, with multiple points of connection between learners, and which is ‘leaky’ or ‘porous’ with respect to the academic work of our learners and the extent to which this can resonate beyond the university. We see parallels here with the idea of students as producers or co-creators, which within the context of the Digital University might be framed around the notion of students as digital public scholars.

Within the ‘digital futures’ work we undertook at Edinburgh Napier University, our consultations with academics, professional services colleagues and the students themselves led us towards the idea of ‘the digitally distributed curriculum’ as an organising concept for thinking about digital and open practice, and for thinking about the location and co-location of the university and the curriculum.

DigitallyDistributedCurriculum

Our initial and ‘imperfect’ thinking on the ‘digitally distributed curriculum’ (DFWG, 2014)

 

Our thinking about what would characterise the digitally distributed curriculum, and how it would be instantiated, was very nascent and ‘imperfect’ when we first outlined it (DFWG, 2014). However, going forward we are further scrutinising what the various dimensions of the digitally distributed curriculum might be, and how as an idea it might help us to further understand open in the context of the university and digital practice. From a critical perspective, we may seek to frame this within a deconstruction of the curriculum in Higher Education (Hall and Smyth, 2016) including an identification of the various ways – technological, cultural, pedagogical – through which the curriculum is ‘bounded’ within the university.

Sheila has also been leading us in exploring the overarching idea, and implications, of ‘digital university ecosystems’ as another valuable lens or ‘organising concept’. In thinking about ecologies, openness, and engagement, we are particularly mindful of the need for further qualitative research into the experience of learners and academics who are engaging in open education, and which specifically addresses the challenges of ‘being’ within open education contexts. The application of phenomenographic, ethnographic and other participatory methods and approaches would seem particularly important to advancing the research and evidence base relating to open education. The work of colleagues like Chrissi Nerantzi, and the establishment of communities including the Global OER Graduate Network, points towards an emerging body of research (and emerging group of researchers) who will advance our understanding.

We look towards what we can learn from them, in what is still a gloriously messy area.

DFWG (Digital Futures Working Group) (2014) Digital Futures Working Group: Recommendations: April 2014 (Final Revision). Edinburgh Napier University.

Hall, R. and Smyth, K. (2016) Dismantling the Curriculum in Higher Education. Open Library of Humanities. Vol 2, No 1. Online [last accessed 19.04.16] DOI: http://doi.org/10.16995/olh.66

Smyth, K., MacNeill, S., and Johnston, B. (2015) Visioning the Digital University – from institutional strategy to academic practice. Educational Developments, Vol 16, No 2, pp.13-17.

Wall, G. (2015) Future Thinking: Imaginative Expectations for the Leaky University. Journal of Perspectives in Applied Academic Practice, Vol 3, No 1. Online [last accessed 19.04.16]
http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/153/html

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