#OpenedMOOC Week 6: The Triumph of the Immaterial

This is the final week of the #openedMOOC and my final post. Like Matthias Melcher I have surprised myself by reaching the end of this MOOC. When I first considered signing up, I thought the MOOC would be more about open education more broadly and discussions around open pedagogy, than about open educational resources. Also like Matthias I have not wanted to complete the MOOC tasks or meet the course objectives; instead I have followed my own interests.

Like some others – see the Twitter stream #openedMOOC – I have enjoyed the weekly videos of discussions between George Siemens and David Wiley, which succeeded in being very informative, and also Stephen Downes’ videos, because he always brings an alternative perspective.

Again this week, Merle Hearns has done a really good job of pulling together this week’s content in her blog,  so there is no need for me to repeat it. Merle discusses Norman Bier’s video, which is well worth watching and from which I made these brief notes:

For Norman Bier the future of OER will depend on how technology is used to collect and apply data, and provide better feedback for students and teachers. He tells us that our practice is already data driven and this should raise concerns for open education research, particularly if that research focusses on static content. He warns that there is no visibility on how data is being used and that it’s important for the OER movement to understand and explore the algorithms in analytic systems. Algorithms are not neutral and if we can’t avoid the biases of the developers getting into the systems then we need transparency to mediate this.

So having written all this you may be wondering why this post bears the title – The Triumph of the Immaterial.

The reason is that this is the title of a clay sculpture by ceramic artist Phoebe Cummings, who today won the BBC Woman’s Hour Craft Prize 2017, with this clay fountain:

Screenshot from BBC Radio 4 Website

And this photo by Laura Snoad gives us a close up of the detail of the work

In this video Phoebe talks about how her work is temporary – making the raw clay sculpture as a fountain means that the water will erode the clay over time.

And in this short video clip we can see the effect the fountain of water is having on the clay sculture

For source of video see: http://alreadyshared.com/explore/medias/1632069198719374070_1663972413

In hearing that this sculpture (a piece of work that will no longer exist when the created fountain erodes the raw clay) has won the prize, it occurred to me that this may inform David Wiley’s 5 Rs of open content. Phoebe Cummings has created a piece of work that she expects to be reused, reworked, remixed and redistributed. She created it to be ephemeral, to enact its own performance and to no longer exist after a period of time, in this case the time it takes for the fountain water to erode the clay.

Phoebe Cummings has a unique approach and way of thinking about materiality and ownership and I’m wondering whether she has anything to teach us about open education resources and copyright. Maybe the success of open education will depend more on how we think about issues such as copyright and ownership, rather than what we do about them.

Thanks to David Wiley and George Siemens for the MOOC, and to Stephen Downes and Norman Bier for their videos.

 

3 thoughts on “#OpenedMOOC Week 6: The Triumph of the Immaterial

  1. cain November 8, 2017 / 7:04 pm

    Hi Jenny, I was surprised too that a MOOC called “Open Education” was primarily about content. Content is easier to commodify than teaching and learning. By emphasizing content we run the risk of reducing teaching and learning to a transaction of information.

  2. jennymackness November 10, 2017 / 12:08 pm

    Hi Geoff – thanks for your visit to my blog. I agree with your comment. Of course, it’s not either/or, i.e. either content or teaching and learning. It would have been good to discuss both in the MOOC and the relationship between content and teaching and learning in open education. I would definitely have liked more discussion about teaching and learning. If teaching is modelling and demonstrating as Stephen Downes has said, then has this MOOC been a good example of that – and if so, is that enough?

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