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 University of Glamorgan (now University of South Wales) set up its own iTunesU site in 2010 at relatively low cost and generated over 1 million downloads in the first 18 months (Richards 2010).

Increasingly, then, we can see that openness helps shape the identity not just of a particular university, but of higher education in general and its relationship to society.

I will end with one small example, which pulls together many of the strands of openness. Katy Jordan is a PhD student at the OU focusing on academic networks on sites such as Academia.edu. She has studied a number of MOOCs on her own initiative to supplement the formal research training offered at the University. One of these was an infographics MOOC offered by the University of Texas. For her final visualisation project on this open course she decided to plot MOOC completion rates on an interactive graph, and blogged her results (Jordan 2013). This was picked up by a prominent blogger, who wrote about it being the first real attempt to collect and compile completion data for MOOCs (Hill 2013), and he also tweeted it.

MOOC completion rates are a subject of much interest, and so Katy’s post went viral, and became the ­de-​­facto piece to link to on completion rates, which almost every MOOC piece references. It led to further funding through the MOOC Research Initiative and publications. All on the back of a blog post.

This small example illustrates how openness in different forms spreads out and has unexpected impact. The course needed to be open for Katy to take it; she was at liberty to share her results and did so as part of her general, open practice. The infographic and blog relies on open software and draws on openly available data that people have shared about MOOC completions, and the format of her work means others can interrogate that data and suggest new data points. The open network then spreads