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 of media and commercial interest following the large numbers attracted to Sebastian Thrun’s Artificial Intelligence MOOC. Since then the major commercial player to emerge is Coursera, with two rounds of venture capital funding and over 4 million learners registered on its 400 courses (Coursera 2013a).

The idea behind MOOCs is simple: make online courses open to anyone and remove the costly human support factor. Whether this model is financially sustainable is still open to question as it is in the early stages. But there has been no shortage of media attention and discussion, with some observers arguing that MOOCs are the internet’s effect on higher education.

MOOCs are just one aspect of how openness is influencing the teaching function of higher education, however. Before MOOCs there was (and still is) the successful Open Educational Resources (OER) movement. It began in 2001 when the Hewlett foundation funded MIT to start the OpenCourseWare site, which released lecture material freely. Since then, the OER movement has spread globally. There are now major initiatives in all continents, and OER has formed part of the central strategy for many education programmes, including UNESCO, the Shuttleworth Foundation, the William and Flora Hewlett foundation and the Higher Education Funding Council for England (HEFCE).The distinction between MOOCs and OERs may be blurring s­omewhat – f­or example, if a set of OER resources are packaged into a course structure, does that make them a MOOC? Similarly, if a MOOC is made available after the course has finished, is it then an OER? Related to OERs is the move to establish open textbooks, with the cost of textbooks particularly in the US becoming a prohibitive factor in higher education participation. Open textbooks seek to replace these ­publisher-​­owned versions of standard, introductory texts with free, open online versions that have been created by groups