History of the OU

The OU was not the first to use radio programmes in conjunction with printed material and study groups in order to support higher education among adults. There was considerable experience of educational broadcasting within the BBC but also, in Germany a two-semester introductory course on education was run in the late 1960s. It is described in Georg Rückreim, ‘The radio course “science of education”‘, Western European Education, Summer/Fall 1970, 2, 2, pp. 176-191.  The course was credited by educational departments of universities and the study groups met in local adult educaiton institutes. There were assignments and computer-graded examinations and it was intended that rather than monologues or one-way transmission the learners would engage in dialogue. Nevertheless, much of the broadcast material was lectures and these were revised and then published in 1970.

In 1982 Borje Holmberg noted that ‘the library in distance education has so far been given scant attention in spite of the evident importance of the subject’ (Recent research in distance educaiton, V1, V2, FernUniversitat Gesamthochshule, Hagen, 1982). Since that time libraries have developed in numerous ways and their importance for those studying through the OU has not diminished. It appears that there has been little by way of academic analysis since Sheila Howard’s ‘Libraries in distance education’, Canadian Journal of University Continuing Education, 11, 1 February 1985, pp. 45-58. Do you know of other texts in this field? Send us your suggestions.

Open universities have engaged in such a wide range of activities besides research and teaching adult higher education that Alan Tait concluded that ‘what remains constant is the development function and I suggest that it is helpful to define the purposes of an open university in this way’ (Alan Tait, ‘What are open universities for?’, Open Learning, 23, 2, 2008, pp. 85 – 93 (p. 93)).  (more…)

Depression, claimed Victoria Wood is ‘when you eat dry Weetabix and watch Open University programmes’ (quoted in Jane Mace, ‘Television and metaphors of literacy’, Studies in the education of adults, 24, 2 October 1992, p172). While this put-down might reflect both the familiarity of the OU’s prgramming and the ways in which it may have alienated women, the issue of women’s engagement with the OU was one of concern to many. (more…)

The wealthy and philanthropic American, William Benton (1900-1973) was an early enthusiast for The Open University. A staunch Democrat he played an important part in bringing down Joseph McCarthy when he challenged McCarthy’s claims that the State Department was infiltrated by numerous Communists. Despite lack of support from at least some on his side of the House Benton was victorious over McCarthy. The owner of the Encyclopedia Britannica, Benton was a keen advocate of using radio and television to support learning.  He  financed Harold Wilson’s trips to the USA and maintained a relationship with the Wilson family for many years, including with Harold’s son Robin, who later worked at the OU. He was also close to Geoffrey Crowther and met Arnold Goodman and Walter Perry.  His papers can be used as evidence as to how influential he was on Wilson’s development of the idea of what became the OU. They are housed in the University of Chicago and I’m there at present, taking a look at them. One thing I’d like to check is the statement by B. MacArthur, ‘An interim history of the Open University’ in J. Tunstall (ed.) The Open University Opens, Routledge, London 1974, that the idea of the Open University was really born at Easter 1963 in Wilson’s home in discussion with officials of the Labour Party. My suspicion is that it has longer roots and that Wilson’s connection with Benton is of significance.

I’m visiting the Ontario Institute for Studies in Education which is part of the University of Toronto, Canada’s largest university. It is an international leader in the research, teaching and study of issues at the heart of education. Here one can study for degrees in Higher Education and also in the History and Philosophy of Education and it also runs a course in how to build a participative online learning community through online discussions and interactive learning sessions so it should be a good place to learn about the Canadian experience of distance education. A few years ago Jennifer Sumner sparked a debate within Open Learning with her ‘critical history of distance education’ , she now works at OISE and and I’m meeting her today.

The BBC produced adult education television and radio programmes prior to the creation of the OU and it also produced written materials to accompany many of these programmes.  One series, aimed at farmers, was broadcast in 1968. The Agricultural Producer at the BBC explained that each programme was clearly structured, sometimes the same film was shown twice in order to explain points but that every attempt was made not to patronize. (see Educational Television International, 2, ,2, June 1968, pp122-126. The booklet, pictured, was free on request and for those farmers who gathered to watch together there were also Tutor Notes which provided both additional background material and suggested topics for discussion.

The advertisement for a commercial television company (‘Look I’m five teachers’) dates from January 1969 and illustrates one of the cases made for the use of television for educational purposes.

This medium had long been conceptualised as of significance (in 1960 William Benton, one of those who played an important part in the OU’s foundation) said that it ‘could be the greatest force ever known to deepen our understanding and broaden our knowledge’ (W Benton, Television – a prescription: a national citizens’ advisory board, Vital speeches of the day, 26, 18, pp. 571-574, (p 572).

Certainly television helped secure the OU as part of the popular heritage of the UK. Much of the popular affection for the OU might well be due to the use of television for its broadcasts during a period when there were few channels available to UK residents. When Sheila Grant studied in the popular soap Brookside it was with the OU (and yes she was accused of having an affair with her tutor) and when in Life on Mars the central character receives comforting but complicated messages from across time and space, it was via late-night 1970s Open University programmes.

The BBC had a long history of producing discussion materials to accompany educational talks on the radio. This experience of combining material presented in one medium with that presented in another was of value when the university of the air was being designed. Thanks to Allan Jones and the BBC Archives for this image.