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    Rationale for UCLeXtend; opening up UCL Moodle

    By Matt Jenner, on 1 October 2014

    For around 18 months UCL has been piloting something new called UCLeXtend. This is a platform for courses that are available to the public. The rationale was simple; getting a computer account for UCL was too heavy-going and cost-prohibitive BUT there were many circumstances where just access to Moodle was the only requirement. We sought to address that with UCLeXtend.

    UCLeXtend homepage - https://extend.ucl.ac.uk

    UCLeXtend homepage  – https://extend.ucl.ac.uk

    I am sure many of you out there would appreciate the challenge; you have an online university environment that’s slowly filling with loads of great things and you want to prise it open, just a bit, so other people can come in too. We were inundated with reasons to do this but generally speaking it was so short course participants can have access to something that resembles a course hub.

    Alternatives

    Sure there are many ways to achieve this. Any creative type person can build a webpage somewhere and host a load of content. But that’s not a course hub; it’s a webpage full of content. How can users interact? Social media might provide one way forward, but not completely; there are gaps. While many tools exist out there there remained the need for something more ‘UCL’. Luckily putting branding aside, there are be other reasons to run an externally-facing course hub on internally-facing environments.

    Moodle

    moodle We’ve been using Moodle for about 8 years at UCL and it’s firmly embedded. For UCLeXtend we checked (with some help) a selection of 160 e-learning environments available on the market; and we still settled for another Moodle. Some platforms came close, but with hindsight, they were not appropriate for all use-cases.

    The original goal was to open Moodle to external audiences, and we have now done this. Additionally; UCLeXtend offers the opportunity to run a variety of courses, and what might seem like a small step-change in technical capability it has changed the landscape in which we can play in.

    Public/private

    A public course means anyone can sign-up and become a part. It might be limited in terms of ‘seats’ (places available) but it generally means you attract a wide audience and have a variety of people in the cohort. We built a course catalogue so you can promote a course and direct anyone to UCLeXtend for registration. Private courses are the opposite; they are not listed, they are advertised to a selective group and they hold up barriers to stop just anyone getting in. There’s really valid reasons for both.

    Free/premium

    Free courses come with the glamour and appeal of Moocs but do not always have to be on such a scale. A free course may be just trying to reduce the payment barrier to entry, and have no interest in attracting thousands of people. For serious, niche subjects, this is an asset worth bearing in mind. Premium courses are probably on the opposite end of the spectrum. It’s OK to make money and offer a good quality course. They cost money to make and are worth spending money to take. UCLeXtend takes credit cards and payment by invoices.

    Open/closedlocked

    Open may be in terms of beer (see above) or as in speech. If an academic wants a completely open course, they can make this in UCLeXtend. Open comes in many flavours, and as long as it’s legal, we can try to support any wild idea that may exist in this space. On a lighter note; it means working with members of the public in an academic space can be supported by a UCLeXtend course. We think this is important. Closed courses are similar to private, they are not designed for everyone; professional CPD is one example, as would a project involving a vulnerable or specialist group. We don’t always want to open the doors to everyone when it’s not appropriate to do so.

    Not courses!?

    Not everyone is building a course, we have resources, workshops and ‘spaces’ already. I am sure we’ll see more variety in the future. Sometimes we have to refer to each use-case as something (course is default) but we welcome the challenge of supporting the ideas of the UCL community, so watch this space.

    Lessons learned

    We’ve got a modest growth happening in this public-facing e-learning environment aka UCLeXtend. It’s being used for a range of things from CPD and Executive Education to public-engagement and open Moocs. We’re looking at using it for disseminating research output (and building this into grant proposals from the outset) and supporting events and groups, UCL and beyond. We are also increasingly aware of the benefits of working in this space; they are proportional to the indirect benefits of being active in this area. We have identified 36 benefits of Moocs from observing and researching the scene and trying to get our heads around it all. We see UCLeXtend as an integral component to UCL’s Life Learning offering, where courses can be offered to people in a range of physical and virtual environments.

    So, where next?

    1. More ‘courses’, users and ideas coming to life
    2. Enhance the platform
    3. Sustainable course development
    4. Share pedagogical experiments (and results)
    5. Evaluate and speculate

    Take a look

    UCLeXtend is available and you’re very welcome to look around, register for courses and see what it’s all about.

    UCLeXtend

    Internal members of staff may want to look at the UCLeXtend 101 space, which will uncover a lot about what’s needed to get started:

    UCLeXtend 101

    Get in touch

    Best contact is extend@ucl.ac.uk for all types of enquiries.

    Benefits of MOOCS? More science needed!

    By Matt Jenner, on 11 August 2014

    Nearly six months ago I blogged about the benefits of MOOCs. I broadly categorised them into six main themes, each with six sub-themes. I’ve yet to see any contrasting work in this area so I’ll be flagrantly rude enough to say this is the most comprehensive list in the existence of all human knowledge. If that’s not enough to provoke a response, don’t worry, I’ve got more wild claims to come.

    ALT MOOC SIG

    What? The Association of Learning Technology, Massive Open Online Course, Special Interest Group, met at UCL for their second session in June 20114, around 80-100 people turned up to discuss the latest and most important areas in the field of ‘MOOCs’. During this day many talkers relieved me from concerns my list of 36 was going to be torn apart. Firstly, the talks mentioned some key areas that I felt were already ‘covered’ in the themes, the most cited were:

    • engagement;
    • enriched resources (like rich media);
    • public engagement / widening participation;
    • OER / open educational resources.

    Secondly, I was foolish enough to let people physically tear my list apart – it was printed, put up on boards and with pens dangled from strings a welcome invitation was left to add/edit/destroy whatever was missing/incorrect/hideous. We had some of the most provocative and innovative thinkers in this space in the world. So, without making a second grandiose claim, I felt like it was ratified, a bit. Or they were suitably distracted with good networking and yummy sandwiches, as I set this part as a lunchtime task!

    Benefits of MOOCs? Add yours!

    And then we did some science.

    I was graced with the last session of the day, which means everyone is awake, the technology is working and nothing can fail. *sigh*.

    1. The technology let me down (blame the user; I made multiple mistakes)
    2. We had halved; with a head-count down to 41 people.

    The original data (six themes, 36 sub-themes) was derived from researching 27 papers on the topic of MOOCs from the experiences of people who’s been active in this area. References for benefits of MOOCS – some academic nuggests and references.

    The design of my session was simple, in theory:

    1. Present each theme
    2. Ask audience for some demographic data
    3. Audience votes for a single ‘top runner’ sub-theme per theme
    4. Six sub-themes, one for each theme, end up as the collective ‘best benefits of running MOOCs’
    5. Profit (somehow).

    This didn’t go quite to plan, and if you feel like some light relief, here’s a somewhat comedic approach to science, where the presenter (hi!) makes a fool of himself for 25 minutes while trying to interact with the audience.

    But the results are amazing. In spit of the pain; here’s some data to chew on:

    Benefits of MOOCs?

    Reputation

    Reputation – Outreach takes the lead as Encouraging engagement and Marketing gains seem like close runners. No-one does this for Alumni or Media coverage?

    Innovation

    Innovation – Creating new capabilities knocks the socks off the others. But we had the most technological failure on this part. Needs more science.

    Delivery

    Delivery – Widening participation and going Beyond traditional markets are clearly the front runners here, but the others are not too far behind. Translation, however, is not a benefit of MOOCS? That might change.

    Service improvement

    Service improvement – Pedagogical experimentation and Encouraging open education lead the way here, but perhaps in the future this might change? Or our term of ‘Service Improvement’ is too Blue Chip for you all! (Sorry)

    Student outcomes

    Student outcomes – hurrah, an even mix. This says a lot about the initial benefits of MOOCs, or at least we’re hoping that students are gaining something.

    Others

    Others – anything we missed on the boards was included here, so the numbers are higher, but they can be incorporated along the way.

    Conclusion (so far)

    It would seem, at this stage, that the top six benefits of running a MOOC are:

    • Gain further outreach into demographics, cultures or locations. 
    • Creating new capabilities for teaching and learning.
    • Widen participation with a larger cohort than traditionally reached
    • Improve services, of offerings, via the opportunities of pedagogical experimentation 
    • Raise digital literacy up the agenda, or pave some way to making some kind of improvement(?)
    • For the offering of taster courses, perhaps with a view to sampling university life or what it means to study at a particular institution.

    But this isn’t enough – we need to get more people answering, increase the number of contributions and ascertain what are the true benefits of MOOCs.

    Take part – become a statistic!

    It’s not every day you get to be a statistically relevant being, make your mark and contribute to our poll. This will increase out small data set and ensure we’re working with the best data possible.


    Leaving note:

    I have original paper with many citations etc which started all this work – I’ll publish it separately.

    Data junkies:

    What’s the benefit of MOOCs?

    By Matt Jenner, on 25 March 2014

    Many institutions, and countries, the world over have subscribed to MOOC-mania. There are now millions of registered users, thousands of past and upcoming courses all available from hundreds of partners/providers. But why are they all active in this area? An initial motivator for early adopters was to gain momentum from the MOOC-train, it was a way of actively responding to a new ‘game-changer’ in education. The raising of institutional profiles and reputation might have been enough for some to get involved. As the MOOC landscape has become more crowded, pure marketing benefits may be diminishing. There still remains the fact that running a MOOC transpired to be more than a marketing device, instead a range of additional or ‘collateral’ benefits arose for institutions. Luckily this isn’t just for those who were actively creating courses, observers also gained benefits from the presence of MOOCs.

    As the very large numbers of learners reported by early US MOOCs are unlikely to be repeated there also seems to be a trend towards more targeting of courses to e.g. specific professional or demographic groups. It’s also possible the traditional delivery format of courses has been undermined with MOOCs, as lurkers are in the majority, perhaps this is a sign of disengagement, or the classic early-warning signal that MOOC providers can read data left by lurkers to create new patterns for access to learning?

    Either way, we’ve been keeping up with MOOCs and their associated benefits for institutions who provide them. The table below presents a summary of these benefits from being an active MOOC institution. Data was obtained from top-tier US and European HEIs and we are confident it is not the full picture.

    We’ve also broken it into chunks for this blog post:

    1. Reputation
    2. Innovation
    3. Delivery
    4. Infrastructure
    5. Student outcomes

    And each are provided with a one-liner to give some background or justification for how/why they made it into this selection.

    Reputation

    The reputational benefits for an institution who is involved in running a MOOC

    The reputational benefits for an institution who is involved in running a MOOC

    1.1 Encouraging engagement

    MOOCs don’t just put institution’s names into people’s heads, they actively encourage the staff and students of that institution to interact with the wider public, and visa-versa. Now you could argue the philosophy of a course, and the lack/quality of teacher-learner interaction in some courses but generally speaking, they provide a chance for a learner to engage with that institution/academic/subject/other learners. This is generally considered a good-thing in educational terms, engagement leads to interaction which can lead to some good learning.

    1.2 Targeting alumni

    Alumni can get involved with MOOCs, be it teaching in a course and leading a group with their experience, or simply remaining in touch with the institution by taking some free courses after they graduate. You could argue it’s a unique hook for some institutions as they may find Alumni contact more enriching if they can offer further opportunities to connect with their prior university via the medium of a MOOC. Those who have completed a MOOC, or ‘MOOC Alum’ may themselves return in the next occurrence to facilitate the course or migrate from Lurker to active learner (or the other way around).

    1.3 Outreach

    MOOCs provide a chance for institutions to reach out to a wider audience, potentially a group who may never have the chance to link with it in any other form. Disadvantaged groups, or those located half-way around the world are offered a chance, even if thinly veiled, to connect with otherwise unavailable institutions.

    1.4 Marketing gains

    Obviously this is still an attractive and possible benefit – that hundreds or thousands of people will see your brands and identity. Once registered learners arrive, there’s opportunities to turn them ‘into business’. Not necessarily direct cash, however, which has so far proven to not really materialise from MOOCs.

    1.5 Media coverage

    The hyped-up tsunami! Oh, the humanity! But really, the media seem to be fixated on MOOCs and have somewhat not really presented a great image of what was happening. Either way, if you’re in MOOC-world you’re likely to get some kind of coverage, ideally international media. There’s a downside; if you mess up, people hear about it. Luckily tomorrow’s hype will override this quite quickly. Call me a cynic if you like but this benefit is low down the list.

    1.6 Modern approach

    Not every institution in the world has adapted to online learning and many may be slightly behind the technological benchmarks set by others. Many argue that online learning environments such as Moodle are behind the times, or non-intuitive in how they work. Luckily, to some extent, these new platforms and approaches are offering a new lens in which to support education. They come with some teething issues, but these modern approaches are filtering into traditional approaches and hopefully are creating new in-roads in some new areas.

    Innovation

    Innovation within higher education allows experiments to reverberate back into traditional learning and teaching approaches

    Innovation within higher education allows experiments to reverberate back into traditional learning and teaching approaches

    2.1 Inform diversification strategies

    What? This is all about discovering new ways to do old things. One example is media creation: MOOCs can require a new way to think about an old problem; capture the academic (tip: use a net). Another example is student recruitment, where MOOCs provide a whole new platform for capturing the hearts and minds for potential students. Lastly, they can provide a space to experiment with teaching approaches, for example flipped lectures or the use of OERs. These might all sound normal to you, or implausible – but the general idea is ‘space to play’ and then opportunities to learn, for the institution.

    2.2 Create new capabilities

    How can you facilitate a discussion forum about learning with tens of thousands of people? We’re slowly working this out now, thanks to MOOCs. Or, how can we create high-quality media while retaining academic autonomy? There are some difficult questions for those who have run MOOCs, but thanks to their experiments, new models are emerging which others can learn from.

    2.3 Educational research

    This is one of the primary motivators for MOOC-ing for some universities, to create original research into how people learn. Linked to 4.3 – Creating meaning from analytics, this research is uncovering aspects about online learners that might have been harder to measure in smaller numbers.

    2.4 Enriched online resources

    Making high-quality content for a MOOC means it can be reused for other purposes. Most likely internally, for example raising the offering for blended learning, but also as OERs – where institutions can chose to give all their MOOC content away for free, forever. Creative Commons is playing well here, but some platforms are less friendly about OER. Hopefully time will change on this…

    2.5 Interdisciplinary courses

    Courses can always break beyond the traditional boundaries, but the level of interdisciplinary MOOCs is quite varied. Firstly students in one institution could use a MOOC as an alternative source of learning (or materials/community engagement). Or, courses themselves can quite openly mix up two subjects without the restrictions of how they may fit into a credit-bearing system of an institution. Lastly a course in one subject, but being open to anyone, may attract others who wish to audit or take part in the course, this mix of people can be a catalyst for some interesting experiments, mixing groups up, or asking for their views from within their own specific contexts.

    2.6 Student recruitment

    Perhaps not directly, although some have seen direct conversion from MOOC > paid courses they are in the minority. Learners could start using MOOCs as a place to see how that institution really works but we are uncertain they offer a true reflection of learning and teaching from that institution. Can they be used to tempt/lure potential enrolments? Maybe is the closest answer we have right now, but it’s a possible looming benefit.

    Delivery

    The delivery of a MOOC required a well constructed course and that's not necessarily an easy task.

    The delivery of a MOOC required a well constructed course and that’s not necessarily an easy task.

    3.1 International collaboration

    Being online, MOOCs are available to a [mostly] global community. Some have been locked out of a few select countries due to export laws and related issues – but generally speaking MOOCs are international. Moving also into other languages, and not all being English in the first place, means the chances for international collaboration soon come into play. While currently limiting to discussion-heavy courses and some basic wiki’s it’s likely that this area may mature, and take advantage of linking up a large[ish] group of interested learners all in the same environment.

    3.2 Widening participation

    Not everyone can get into university, many don’t want to and some have too many other pressures (or barriers) to even start the application process. These reasons, among others, can be soothed with MOOCs. By enabling a ‘slide of life’ via the MOOC, they are opening up pockets of institutions to wider audiences. Still a space for growth and a possibility that monetization will be a blockers, but here’s hoping the majority remains open, free and available to the widest group possible. Vocational courses are another bug growth area for some.

    3.3 Beyond traditional markets

    UCL is a London university with global ambition, but we’re not going to build a campus in every country (probably). We can, however, consider how online environments enable us to expand digitally into new markets. And this isn’t a land grab either, it’s just a phrase that for us means we can connect to people otherwise physically inaccessible. In some areas, this is a huge development and opens doors that could never previously could be unlocked.

    3.4 Pioneering platforms

    Much like 1.6 Modern Approach – there are providers out there (you know their names) which are adding to the expanding selection of technological platforms for online learning. They all bring innovation to the table and have been built with large capital investments. This is generally a good thing, as their disruption may echo similar innovation in other areas too, i.e. Moodle. They are also looking to solve big issues, such as how do learning environments scale for big numbers of registered users. These technological stand-offs hold back some other platforms, as some are open source, the wider [tech] community may learn a thing or two.

    3.5 New sources of revenue

    Perhaps not directly as student enrolments, but MOOCs can generate money. The issue now is they tend to cost more to make than they’ll earn back, so it’s not a sustainable financial model right now. Paying a small fee to pass a course may increase in desirability for some, as it offers a chance to do professional or personal development at an otherwise unobtainable/unavailable institution. Many of the big providers recognise that CPD-esk MOOCs (or Small Private Online Courses – SPOCs) are another way to make some moulah. Luckily there are some other benefits to consider as otherwise MOOCs may not be a ‘thing’ already.

    3.6 Translation of resource

    International reach comes in-hand with multilingual support. One easy way forward for a course which is heavily based on media and peer-led activities is they translate well into other languages. The lack of Professor Famous doing anything hands-on with the learners, means his captures can be converted to another language with only minimal load. However, inter-cultural adaption of translated courses may not be so simple, and there’s a few more things to learn here before all courses are just translated into other languages and assumed they’ll work ‘out of the box’. But progress is being made, and these things shouldn’t just be for English speakers.

    Infrastructure

    If we build it - they will come. Unlikely.

    If we build it – they will come. Unlikely.

    4.1 Encouraging open education

    The best, and most terrifying component – should it all be free and open? Perhaps one day we’ll look back and laugh when institutions were holding their cards close to their chest while others were running ‘Wikipedia-a-thons’ to release as much content as quickly as possible. In the end, it’ll all be out there. But it’s OK because content isn’t king! If it was, institutions would not exist. Education is slowly opening up, one piece of content here, one open course there, a digital learning object somewhere else. Opening up is a strength, it shows character and quality like no other.

    4.2 Effective service disaggregation

    One of those titles that sounds great, then you forget what it means. In short; the opportunities to unbundle some of the work. Presume you can’t make a MOOC platform, instead of worrying about it, you lean on an existing one. You get benefits too, an established community struggled with ‘that thing’ before you, the registered users flock to see a new upcoming course and the brand can help push you into new domains.

    4.3 Creating meaning from analytics

    Learning analytics is broadly described as using data collected from learners and using it to better inform their learning experience and/or to improve systems. So far it’s been a nice term, but with a muddy output. Some MOOC platforms have made a conscious effect to integrate the capturing and reporting of data as a priority. This means learner engagement, or activity, can be recorded and used to build models. Linking it to assessments starts to show links between activity and ‘results’. It’s a developing area, and each MOOC learner is a bit of a Guinea Pig running the wheel for a short time.

    4.4 Pedagogical experimentation

    MOOCs offer a low-ish arena to experiment in. Institutions who have run a few courses have learned a lot about approaches to teaching that can directly inform the next massive course, or bring it back into their traditional teaching. One example is the flipped lecture, which in some institutions is becoming quite normal, but for others it’s a real pedagogical innovation that’s stemmed from MOOCs. My view is these institutions make less use of online learning, and therefore they are leaping forward when going to flipped lectures. Blended learning has been a big offshoot for some US institutions, using their MOOC materials and approaches, back in their credit-bearing teaching.

    4.5 Expanded media capacity

    Few teaching staff are immediately comfortable with being captured on video, but they are a large component of many MOOCs. Institutions have had a chance to practice creating and presenting media to convey their subject to a wide and diverse group. Additional functionality such as interactive transcripts or playback speed have added further benefits to media delivery on these courses.

    4.6 Copyright skills/knowledge

    Can you image the shock when that 5 year old PowerPoint with many noncredited  images from ‘not sure, Google?’ was not allowed to go online? Open, publicly accessible content is reducing the perhaps flagrant use of other people’s work as masquerading it as one’s own. Another positive tick.

    Student outcomes

    What's in it for the learners? Quite a lot, I hope

    What’s in it for the learners? Quite a lot, I hope

    5.1 Digital literacies

    A hot topic on UCL’s agenda, among others, is that of digital literacies – and it’s not just for our learners. The notion that someone, perhaps a young person, is digitally equipped by default is a dangerous and alienating assumption to hold. MOOCs offer a chance for individuals to learn more about the digital form for learning and teaching, it may be becoming more comfortable posting in a discussion forum – or being on live video to a group of thousands of people. Either way, MOOCs may provide some additional benefits for some in this area.

    5.2 International experience and globalisation

    How does a learner get to understand what the true make-up of the world beholds? Perhaps one answer is to encourage them to interact via a massive online open course. Just open discussion forums alone, wrapped around a particular topic such as Health or Law, could open up new international perspectives for an individual they may have never had before. Potential inter-cultural exchanges could bring real value to such courses, and it’s possible that this remains a growth area for many.

    5.3 International communities

    Certainly related to 5.2 is the idea of linking up communities from across the globe in the context of a MOOC. There are many types of communities than can spawn from, or join into, a MOOC. Communities of Practice include a collection of people who share a niche interest or professional domain, one that to bring them together physically would be a real challenge. By gathering online, they can share their views on a particular topic and potentially expand their understanding by sharing all they know with others. It could also be more of a social community, where those who share a similar interest can simply join in and be a part of something. Once again, this may be an area of real promise – one to not overlook.

    5.4 Mixing internal and external cohorts

    How could you get your students to understand the wider issues without bringing it directly to the classroom? One way might be to subscribe them into a MOOC. Previous courses have had their enrolled (credit-bearing) students leading discussions, moderating content, creating learning materials and overseeing MOOCs with thousands of registered learners. This kind of interaction could lead to some progressive pedagogical models of learners teaching learners, creating unique opportunities and developing personal qualities along the way.

    5.5 Accreditation and [micro] credentialing

    Certificates and badges spring to life in MOOCs. Badges can be awarded for participation and provide a catalyst for further exploration of a theme or learning tool, for example Bronze, Silver and Gold badges for contributions to discussion forums, or marking assignments. They can even be used to ‘gamify’ the learning, used as markers or rewards as the learner’s progress. Certificates are a little more boring, but sometimes people want to have evidence for their learning, and these can do that – they may also make a little money.

    5.6 Cross/co-curricular opportunities

    Much like 2.5 Interdisciplinary courses – MOOCs provide opportunities for a more casual or flexible approach to learning. One could sign up for a series of MOOCs, pick the bits they like the most and ditch the rest – no-one will question your approach. If anything, platforms will arrive to support it and develop personalised learning journeys for you. This is one example, and as we’re near the end, I presume you get the idea.

    Conclusion?

    MOOCS are not about making money, getting thousands of learners gawping through your wrought iron gates or dreaming of Professor Famous giving them a high grade. Instead we’ve began to uncover the raft of added value, bonus material or ‘known unknowns’ as some might say. The collective weighing of these should cast a huge shadow of ‘money in = money out’ and instead show that they’re another tool in an expanding and richer toolkit for learning and teaching. It remains a good idea to run a MOOC, or ten, and if you can design your approach to try and benefit from some other bits along the way, then I hope you’ll get a richer and more valued experience from it.

    I am also confident we missed a load more out, so if you have some more – or want to argue a point, please go ahead in the comments or on #moocbenefits

    Society for the Diffusion of Useful Knowledge v2?

    By Matt Jenner, on 24 September 2013

    One of UCL’s founders, Henry Brougham (yes we had more than one) founded the Society for the Diffusions of Useful Knowledge (SDUK) in 1826 (wound up in 1848). SDUK had the mission of publishing inexpensive texts intended to adapt scientific and similarly high-minded material for the rapidly expanding reading public. It was established mainly at the instigation of Lord Brougham with the objects of publishing information to people who were unable to obtain formal teaching, or who preferred self-education (Wikipedia).

    In one example, they produced maps. As the aim of the Society was to reach as many people as possible they achieved this by keeping cost of production down. This then enabled a low selling price. These maps, however are could today be considered a work of art (see image) as they are accurate in their detail, finely engraved and printed on a good quality paper (Antique Maps).

    Russia in Europe Part IX and Georgia. Caucasus, Circassia, Astrakhan, Georgia. Published under the superintendence of the Society for the Diffusion of Useful Knowledge. Engraved by J. & C. Walker. London, published by Baldwin and Cradock, 47 Paternoster Row Augt. 1st. 1835 . (London: Chapman & Hall, 1844) – Wikimedia

    Surely the printing press enabled these ideas, and the advent of educational technology can, and for MOOCS/OER, is, enabling a wider audience to enjoy the riches of shared and accessible knowledge. It leads me to the question of whether such a task is still achievable in our modern day? Given UCL’s foundations, and the culture of openness in higher education, is it time for SDUKv2?

    It makes me wonder if someone with enough gusto to try this would be shot down, well received or reassigned…