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188 a wider group of eight participants at the OU. Scores ranged from 23 to 32, but there was general consensus around the relevant issues and responses.

Applying the method for the same open education challenge (MOOCs) at a different university will reveal differences in factors such as preparedness, national contexts, student demographics, etc. Analysis of a different open education challenge, such as open access publishing, at the same university will highlight factors such as the degree of impact, the maturity of the challenge, area of impact, etc.

As a framework for analysing the impact of a particular change wrought by new technology, however, the metaphor provides a means of identifying strengths and weaknesses and articulating responses. It also provides a framework for considering the different aspects of openness as being connected into part of a larger whole while maintaining the integrity of that larger system. As Walker and Salt argue, ‘There is a much higher likelihood of crossing a threshold into a new regime if you are unaware of its existence,’ so an appreciation of the impact of open education may be the best method for maintaining resilience.