7. The Implications of ‘Open’ For Course and Program Design: Towards a Paradigm Shift?
7.1. Nearly All Educational Content Will Be Free and Open
Eventually most academic content will be easily accessible and freely available through the Internet – for anyone. This could well mean a shift in power from teachers and instructors to students. Students will no longer be dependent on ‘live’ instructors as their primary source of content. Already some students are skipping lectures at their local institution because the teaching of the topic is better and clearer on OpenCourseWare, MOOCs, or the Khan Academy. If students can access the best lectures or learning materials for free from anywhere in the world, including the leading Ivy League universities, why would they want to get content from a middling lecturer at Midwest State University? What is the added value that this lecturer is providing for the students?
There are good answers to this question, but it means considering very carefully how content will be presented and shaped by a teacher or instructor that makes it uniquely different from what students can access elsewhere. For research professors this may include access to their latest, as yet unpublished, research; for other instructors, it may be their unique perspective on a particular topic, and for others, a unique mix of topics to provide an integrated, inter-disciplinary approach. What will not be acceptable to most students is repackaging of ‘standard’ content that can easily be found elsewhere on the Internet and at a higher quality.
Furthermore, if we look at knowledge management as one of the key skills needed in a digital age, it may be better to enable students to find, analyze, evaluate and apply content than for instructors to do it for them. If most content is available elsewhere, what students will look for increasingly from their local institutions is support with their learning, rather than the delivery of content. This means directing them to appropriate sources of content, helping when students are struggling with concepts, and providing opportunities for students to apply their knowledge and to develop and practice skills. It means giving prompt and relevant feedback as and when students need it. Above all, it means creating a rich learning environment in which students can study. It means moving teaching from information transmission to knowledge management, from selecting, structuring, and delivering content to learner support.
Thus, for most students within their university or college (with the possible exception of the most advanced research universities) the quality of the learning support will eventually matter more than the quality of content delivery, which they can get from anywhere. This is a major challenge for instructors who see themselves primarily as content experts and deliverers.