Session Title: A Modest Proposal for Utterly Transforming Higher Education Pedagogy and Intellectual Property Generation on the Way to Achieving Sustainable OER–And Why Your Campus Might Want to Try It
Presenter: Christopher J. Mackie, Andrew W. Mellon Foundation
Time & Date: 1:30 P.M. - 2:15 P.M., Thursday, August 13, 2009
Location: Rm. C100
Session Description: Long-term sustainability models in OER tend to rely heavily on one of two assumptions: the availability of altruism, or at least extremely enlightened self-interest, on the part of supporting institutions; or the availability of revenue generating OER models (e.g., OER online with fee-based, on-demand printing). Both assumptions are quite likely to be true for some OER in higher education, some of the time, but are clearly inadequate as a foundation for sustaining all OER, all of the time. Instead, an effective, ‘generic’ sustainability model must significantly restructure prevailing incentives surrounding the generation of, and compensation for, instruction-related intellectual property. Proposals for the kinds of sweeping incentive realignment required, while popular among enthusiasts, usually falter on the reality-check that multiple, entrenched interests will block such changes. But is this necessarily true for OER, or are there potentially potent chinks in the establishmentarian armor? The proposed talk will analyze some of the crucial incentive alignments that block sustainable OER on most campuses today, and propose one possible strategy for overcoming those alignments that, while unquestionably a major departure from current mainstream teaching practices, has the virtues of offering a sound pedagogical-philosophical foundation, a feasible migration strategy, and a set of institutional and individual incentives that may be attractive to Presidents and Provosts at several thousand higher education institutions in the US as well as other higher education institutions around the world.
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Slides and talk transcript are at http://rit.mellon.org/downloads/.
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