The Social Impact of Open Education
The Internet opened up knowledge like no
other medium had ever done before. And if knowledge did open up, education as
an organised discipline had no other choice but to follow suit. After all,
organised education or academia used to have a dominant control over the
dissemination of knowledge. However, the role of education is not just about the
dissemination of knowledge. In its most radical form, education is about
inviting local communities from across the globe to participate in challenging
established knowledge, creating new knowledge and interacting with diverse
groups of learners.
Education is essentially dialogic in nature,
a constant engagement with general and specialised disciplines and with
researchers, practitioners and amateurs. That said, open education as we know
it today is still largely about access to quality resources, which is only the
first step but a crucial first step in reaching these resources to millions in
underdeveloped parts of the world.
Today, we are witnessing a further opening
up of open education itself. For example, the massive open online courses
(MOOCs) offered by prestigious universities like Stanford, MIT and the
University of Edinburgh on platforms such as Coursera, EdX and Future Learn are
distinctly different from our own certified open courses offered by the National
Institute of Open Schooling (NIOS) and Indira Gandhi National Open University
(IGNOU). MOOCs allow anyone from any part of the world to register for any
course free of charge. These are undergraduate level short modular courses,
typically in the range of six to twelve weeks. Although there is a paid option
for those who are interested in certification through a closely monitored
process, what makes these courses different is their invitation to anyone who
is passionate about learning anything—no prior qualification, no age barrier,
no geographical barrier, no class barrier.
But what is so radical about open education
if the Internet had already managed to reach quality content across the world?
Well, because a chaotic world of multiple knowledge resources is not the same
as knowledge organised by subject experts and educationists. Where you start
from the simple and move towards the complex. Where you break down complex
information into logical chunks, with examples, stories and multimedia
representations. Where you pose a question and allow learners to reflect on
what they learned. Where you relate what you learn to how they matter in life,
practically or aesthetically.
So, as learners, we now have the
opportunity to engage with real experts and multicultural peer groups as
opposed to interacting with static unverified content—an opportunity that is
open to both the privileged and the less privileged. Not just that. It allows
us to bring in more questions to the table, challenge assumptions about
geographical or cultural stereotypes and provide feedback to the course
designers and experts to further sharpen their perspectives. In this sense,
open education is a great equaliser. It stands in opposition to the idea of
charity in education, which reinforces the perception of free education as an
act of benevolence. Open education reaffirms the universal right to education
regardless of one’s status based on the accident of one’s birth.
The other advantage of modular open courses
(that do not demand any prior qualifications from learners) is that they help
break the barriers between academic silos. They allow us to move from an eight-week
course in programming to a six-week course in poetry appreciation. This is not
to denigrate depth and specialisation that demand rigorous study in a certain
discipline but is about promoting breadth of understanding. It is about
encouraging amateur enquiries into diverse fields of knowledge— especially the
humanities (philosophy, literature, history, anthropology, etc.), which are
generally considered non-utilitarian. However, in our obsession with relating
education to creating skilled employees for the job market, we need to bear in
mind that without a proper understanding of the humanities, there can be no
engaged citizenry. It is the values that we derive from humanities that compel us
to become involved participants in a democracy, critically examine the
hierarchies of society and humanise the dehumanised.
The opening up of quality education
certainly has the potential to raise the critical consciousness of people at
large—a critical consciousness that helps us see that the poor are not destined
to be poor and that one of the sharpest weapons for eradicating poverty is the
power of literacy.
However, there are several barriers that
stand in the way of widening access to open education. The first of course is inadequate
access to technology devices (such as laptops, tablets and smart phones) for those
who can’t afford them. Then there is lack of quality courses in local languages
and a certain American and Euro-centric slant in course design. Also, since
participating in open learning is highly dependent on self-motivation,
learners, especially first generation learners, need lots of encouragement from
their family and peer groups to actively participate in these courses till the
very end. In fact, shorter duration courses might work well for such learners
and increase completion rates, provided there is a certain balance in the
complexity of content and the evaluation framework. Perhaps, the courses should
focus more on demanding meaningful discussions and the creation of digital
artefacts from the learner community than on traditional quizzes and
assessments. The idea is to treat curriculum content as a stimulus and real
learning as active engagement around it.
Open courses today are mostly limited to
higher education content. So is it time to shift its focus to school curriculum
and vocational courses? Or is there a contradiction in making a demand to
classify open learning into school, vocational and higher education curricula?
Maybe we should start perceiving open education as critical dialogues around
multiple fields of academic disciplines. And governments, employers and the
public need to start recognising those who engage with open learning and
provide them the right opportunities to become active social and economic
agents.
This article was originally published in the Financial Express on July 28, 2014