Monsters dwell in the hinterlands of the known world, symbolic expressions of cultural unease. Inhabitants of an imagined realm adjunct to the everyday, monsters offer powerful tropes and tools for learning and teaching in the arts and humanities
The Higher Education Academy is running a conference called ‘Heroes and monsters: extraordinary tales of learning and teaching in the arts and humanities’ . I have been invited to run a workshop on the psychology of open education ‘You cannot be half-open: On wrestling your inner MOOC’. I want to focus on the inner barriers academics wanting to operate in the open web encounter and how they can overcome them. This is what I am defining as the psychology of open education and I have decided that my next book will be about this. I do not mean to patronise those who know, but some people new to open education are reading this post and may not know about MOOC monsters, here is a good start. There are numerous references to MOOC monsters and even some sound academic dialogue. What follows are my notes for the conference session.
I have come to believe that the success of open education may rest on our ability to support new adopters in wrestling these inner monsters and find spaces to tell epic stories about inner battles with open sharing. Without this inner viewing, interest and learning about infotention and other digital literacies may be tactical but not sustainable. I am not alone in this belief. Jim Groom was quoted as saying recently:
You don’t need new technology to change your teaching… you need a new you.