While the OU has been associated with the construction and reconstruction of national identities, the idea of educational broadcasting helping to cement a notion of national identity did not originate with the OU. This note about Canadian broadcasts considers some of the precedents. There are some clips here. (more…)
The disruption resulting from academics and students expressing their concerns with the changes to higher education that the coalition government proposes may trigger important changes. Can disruption be useful as a way of understanding the OU?
Within a few days of the first TV broadcasts by the OU one newspaper picked up on the comic potential of women studying by watching television. ”The whole idea of the Open University must be a cartoonist’s as well as a student’s dream. Just imagine the problem there may be in some homes when Dad wants to watch one channel, the kids a second and Mum is adamant that she must study for her degree’ (Aberdeen Evening Express 15 Jan 1971). (more…)
The difficulties of using television to support adult learning was a subject often considered at the OU. In 1976 Arthur Marwick (Professor of History at the OU) explained that his aim was ‘to leave each piece of film to speak for itself without being overlaid by an intrusive commentary’ (Arthur Marwick, ‘History at the Open University’, Oxford Review of Education, 2, 2, 1976, pp. 129-137). In spite of this Marwick’s own soft Scots burr intruded in that it was a
a friendly and melifluous commentary voice. OU students often remarked to me how accessible they found the television programmes and the audio cassettes he narrated, even if they did not always agree with his interpretations (James Chapman, Arthur Marwick(1936–2006): an appreciation, Historical Journal of Film, Radio and Television, Vol. 27, No. 2, June 2007, pp. 237–244 (p240)).
iting in the Journal of Design History, 8, 2, p. 155, made public his irritation about ‘self-conscious didacticism, tinged with aspiring populism customarily adopted by Open University or schools programmes’ producers, wherein an adoption of the familiar second person is presumed to serve as an aid to historical imagination’.
On his blog Labour Party activist Paul Richards argues that modern Britain has been shaped by the movements and institutions that Michael Young (1915-2002) inspired. Young, he suggests
added to the sum of civil society by launching new entrants to it. By empowering individuals through new forms of organization, he hoped to build new forms of egalitarian community… Young’s ideas were often the spark, but his gift was to be able to cut loose his creations as fast as possible, and allow new people to take over. He launched ships; he didn’t captain them.
While a recognition of Young’s enthusiasm to broaden educational opportunities is welcome, there may be some who will take issue with Paul Richards proposal that The Open University is one of a number of institutions which ‘owe everything to Young’s vision’. (more…)
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…)
