Preface/ 1 The University in the 21st Century/ 2 A Radically Different Model of Education and the University/ 3 The Educational Context/ 4 Open Education/ 5 Open Education Typologies/ 6 Towards a Philosophy of Open Education/ Conclusion: Diverse ‘disruption’/ Bibliography/Index
Pauline van Mourik Broekman, Co-founder, Mute, and Mute collective
member.
Gary Hall is Director of the Centre for Disruptive Media at
Coventry University, UK, and visiting professor at the Hybrid
Publishing Lab—Leuphana Inkubator, Leuphana University, Germany. He
is also co-founder (in 1999) of the open access journal Culture
Machine, a pioneer of OA in the humanities, and co-founder (in
2006) of Open Humanities Press, which was the first open access
publisher explicitly dedicated to critical and cultural theory. He
is the author and editor of several books on digital culture and
the idea of the university, the best known of which is Digitize
This Book!: The Politics of New Media, or Why We Need Open Access
Now (2008).
Ted Byfield is a New York–based independent researcher and writer.
He served for over a decade on the design faculty of the New School
University, and is a former visiting fellow at Yale Law School’s
Information Society Project. He co-founded the Open Syllabus
Project research network, and since 1998 has co-moderated the
mailing list.
Shaun Hides is Head of Department of Media and Co-director of the
Disruptive Media Learning Lab, Coventry University, UK. He authored
the Department’s Open Media strategy, led a JISC-funded OER project
on open-connected teaching innovation and has spoken at numerous
events on OER, Innovation and the impact of disruptive technologies
on education. He is an advisor to the British Council.
Simon Worthington is a Research Associate at the Hybrid Publishing
Consortium—Leuphana Inkubator, Leuphana University, Germany.
Original idea and direction:
Jonathan Shaw is Co-director of the Disruptive Media Learning Lab,
Coventry University, UK, visiting fellow at the Centre for
Excellence in Media Practice at Bournemouth University and the
Chair of the Associate for Photography in Higher Education. He was
awarded a Direct Fellowship of Royal Photographic Society (RPS),
and a Fellowship of the Royal Society for the encouragement of
Arts, Manufactures and Commerce (RSA), in recognition for his
achievements in Photography and innovative educational practices.
[Open Education] provides rich material for reflection and further
investigation. If the content of this book is likely to be relevant
to you, I recommend that you buy a copy for your own use.
*British Journal of Educational Technology*
In a refreshing change from the simplified (and shallow) treatment
in popular media, the authors unveil the layers of complexity
needed to truly address the concepts of "Disruption" and "Open
Education". While it may contain more questions than answers, this
is a critical step in looking beyond strategies of solutionism.
Grounded in a consideration of the societal, economic, and cultural
influences on the future of higher education, combined with the
practical experience of Coventry University, this book will be
foundational for any institution that wants to have a hand in
crafting their own future.
*Alan Levine, Learning Technology Consultant and blogger at
cogdogblog.com*
An exceptionally lucid study of actually existing practices of
‘open education’, this book is also a passionate call for proactive
experimentation with emergent media technologies and forms of
collaboration that might yet generate a radically different idea of
the university. Sober, critical and energizing in equal measure,
Open Education: A Study in Disruption is an indispensable guide to
those forces of creative destruction that are currently
transforming the academy. It should be read by anyone working or
studying in contemporary higher education.
*David Cunningham, Institute for Modern and Contemporary Culture,
University of Westminster*
Open Education aims at starting new conversations, encouraging
a thoughtful engagement with its subjects. Open education emerges
through this text as a space of possibility, and opportunity,
but also a space which demands an ethical, critical approach.
*Jesse Stommel, Assistant Professor at University of
Wisconsin-Madison and Director of Hybrid Pedagogy*
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