2010 ANZ Short List

2010 ANZ Horizon Report Short List pdf

Time-to-Adoption Horizon: One Year or Less

Time-to-Adoption Horizon: Two to Three Years

Time-to-Adoption Horizon: Four to Five Years

Key Trends

Critical Challenges

Open Content

2010 Final Topic: Time-to-Adoption: Two to Three Years
The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses. Information is everywhere; the challenge is to make effective use of it. Part of the appeal of open content is that it is also a response to both the rising costs of traditionally published resources and the lack of educational resources in some regions, and it also offers the promise of a cost-effective alternative to textbooks and other materials.

At the center of many discussions of open content are the challenges of sharing, repurposing, and reusing scholarly works; related to those discussions are concerns about intellectual property, copyright, and student-to-student collaboration. Solid work has been done by groups such as Creative Commons, the Academic Commons, Science Commons, and others to address many of the concerns commonly voiced. Many believe that reward structures that support the sharing of work in progress, ongoing research, highly collaborative projects, and a broad view of what constitutes scholarly publication are key challenges that institutions need to solve. Also to be addressed are reputation systems, peer review processes, and new models for citation of the new forms of content that are likely outgrowths of open content initiatives.

Relevance for Teaching, Learning & Creative Enquiry

  • Open content allows teachers to customize their courses inexpensively while keeping up with emerging information and ideas.
  • Open educational resources are available to anyone with an Internet connection, thereby increasing access to education, especially in developing nations.
  • Communities of practice and learner groups that form around open content provide a source of support for independent or life-long learners.

Open Content in Practice

  • Folksemantic's OpenCourseWare Finder helps students find free online courses: http://ocwfinder.com
  • OpenLearn, a UK-based open learning site, offers students the opportunity to join a study group, or learn independently; use prepared materials, or join the lab and create their own: http://openlearn.open.ac.uk
  • MIT's OpenCourseWare—which provides free, online access to all of MIT's courses—serves as a model for other universities: http://ocw.mit.edu/OcwWeb/web/home/home/index.htm

For Further Reading

Around the World, Varied Approaches to Open Online Learning
(Simmi Aujla and Ben Terris, The Chronicle of Higher Education, 11 October 2009.) Many countries are using open educational resources to reach students who would otherwise be unable to attend university.

Students Find Free Online Lectures Better Than What They're Paying For
(Jeffery R. Young, The Chronicle of Higher Education, 11 October 2009.) Not only traditional students, but learners whose primary language is not native, advanced high-school students, and working professionals all take advantage of free educational resources.