with the internet of free access, and open approaches have influenced (and been influenced by) practitioners in higher education. The past decade or so has seen the growth of a global open education movement, with significant funding from bodies such as the William and Flora Hewlett Foundation and research councils. Active campaigners in universities have sought to establish programmes that will release content—including data, teaching resources and publications—openly; others have adopted open practices through social media and blogs. This has been combined with related work on open licences, most notably that of Creative Commons, which allow easy reuse and adaptation of content, advocacy at policy level for nation- or state-wide adoption of open content and sharing of resources, and improved technology and infrastructure that make this openness both easy and inexpensive.
One might therefore expect this to be a time of celebration for the advocates of openness. Having fought so long for their message to be heard, they are now being actively courted by senior management for their experience and views on various open strategies. Open approaches are featured in the mainstream media. Millions of people are enhancing their learning through open resources and open courses. Put bluntly, it looks as though openness has won. And yet you would be hard pushed to find any signs of celebration amongst those original advocates. They are despondent about the reinterpretation of openness to mean 'free' or 'online' without some of the reuse liberties they had envisaged. Concerns are expressed about the commercial interests that are now using openness as a marketing tool. Doubts are raised regarding the benefits of some open models for developing nations or learners who require support. At this very moment of victory it seems that the narrative around openness is being usurped by others, and the consequences of this may not be very open at all.
