A chapter on policy uptake for OER and MOOCs
I am currently writing a chapter on policy uptake for OER and MOOCs, drawing in particular on research from the OPAL and POERUP projects. The current version of the chapter has the following conclusion:
As stated at the start of this chapter, OER and MOOCs are challenging traditional educational institutions and their associated business models. OER and MOOCs are an example of what Christensen terms ‘disruptive innovation’ (Christensen 1997). A disruptive innovation is an innovation that helps create a new market and value network, and eventually disrupts an existing market and value network (over a few years or decades), displacing an earlier technology. It is about change, about something new, about the unexpected and about changing mindsets. OER and MOOCs are disruptive in that they are challenging traditional educational institutions, to rethink their business models and to rethink the ways in which they design and deliver courses. It is unclear what the future of OER and MOOCs will be, and whether or not they will have a fundamental impact on the educational landscape. But if they make traditional institutions rethink their values and distinctiveness and what is the learner experience of attending one institution other another then that is for the good. My feeling is that there will be a spectrum of educational offerings from entirely free resources and courses, through to the Oxbridge model of the one to one tutorial. This spectrum will offer learners a variety of possibilities to engage with learning, matched to their individual preferences and needs.