Situating digital space and place within the Porous University

Over the 5th and 6th of June I am at the joint SOLSTICE and CLT Conference 2017 at Edge Hill University. The programme is a rich and interesting one, as it always is at this event, and features a range of speakers from across and beyond the UK.

On day two I will be presenting a guest speaker session, drawing inspiration from discussions and debate at the recent Porous University Symposium (#porousuni).

The title of my talk is ‘Situating digital space and place within the Porous University’ and the abstract is provided below.

Situating digital space and place within the Porous University 

Framed within the concept of the ‘Porous University’ as one which values open engagement in the sharing and development of knowledge, and where formal boundaries are fragmented and intersect, this session will explore how digital space and place can contribute to the porosity of our universities in established and emerging areas of educational practice. These include:

•             Bridging informal and formal learning opportunities
•             Learning across cohorts and communities
•             The curriculum as a co-operative space
•             Students as public scholars

Within the above context and areas of practice, an important question concerns the extent to which we can apply ‘third space’ thinking to: re-conceptualise the university as a place of education; extend the ways in which digital spaces and places can supported distribute collaborative learning; and explore where physical and digital spaces for learning can intersect to support greater engagement within, through, and beyond higher education and higher education institutions.

While this session is unlikely to fully answer the ‘third space’ question above, the examples to be drawn upon point towards what is possible when we mindfully situate digital space and place within contexts of open, co-located and co-operative approaches to education.

The Porous University – A critical exploration of openness, space and place in Higher Education

I am helping to bring together the above titled event, which will take the form of a two-day symposium to be held at the University of the Highlands and Islands, Inverness, on the 8th and 9th of May. The symposium is being jointly organised and hosted by the Open Educational Practices Scotland (OEPS) project and UHI, in conjunction with a number of colleagues from across the Higher Education sector in the UK.

The symposium will be structured around a series of short provocations leading into further discussion and debate. We will be inviting participants and contributors to share their views online in the run-up to the symposium, as well as capturing and then sharing the dialogue that takes place during the symposium itself. We also hope to identify ways in which participants and contributors can extend the dialogue beyond the event, which could potentially include joint initiatives and publications although any potential outcomes will be determined by the direction the discussions and deliberations take.

We have a number of contributors confirmed already, and I have included below the general outline for the event and link to the full call for participation (closing 11th April).

Outline

This two-day symposium arose out of a series of conversations and reflections on the nature of openness within Higher Education. It started with the observation that openness is increasingly seen as a technical question, whose solution lies in employing the low transaction costs associated with digital technologies with open licences to open up academic content to new groups of learners.

Where critical voices have engaged this partial reading they have often rightly critiqued the degree to which this is truly open, for example, drawing on older traditions of open to question the freedoms free content allows for those already distanced from education.

However, other questions also arise in a critical reading of open, and these include:

  • What does open mean beyond releasing content?
  • What is the role of open academics in dealing with problems ‘in the world’
  • How should staff and students become learners within community contexts, developing and negotiating the curriculum based on those contexts?
  • What would it mean for openness as a way to allow new voices into the academy, to acknowledge knowing and ways of knowing outside the academy, and where can and should our open spaces – both digital and physical – intersect?
  • If we are to advocate allowing learners’ experiences and organisations to inform the academy how open should academics be to the influence of private capital?

These are the kinds of questions, amongst others, that we want to explore in this symposium.

Please see the full call for contributions and participation for further information about the symposium, including contributors confirmed thus far, how to register to participate in person or online, and guidance on proposing a ‘provocation’ for the symposium.