is arguably more vulnerable to their threat. If learners can study for free, the argument goes, then why would they pay for an education that isn’t campus based?
In December 2012 the OU announced the launch of FutureLearn, a separate company founded by the OU, in consortium with a range of UK universities to provide MOOCs on a global platform. This represents a significant investment in terms of resources, finances and brand in MOOCs, which highlights their resonance with the OU’s core functions.
Taking the four resilience perspectives offers a means and a lens for both assessing this risk and highlighting potential courses of action.
Latitude
The OU developed a model of distance learning based around primarily printed units and accompanying media (be it television programmes, audio cassettes or DVDs), supported by a tutor or associate lecturer. This is the Supported Open Learning (SOL) model, which Jones et al. (2009) summarise as being based on three key factors:
1. Distance or Open Learning
a. Learning ‘in your own time’
b. Reading, undertaking set activities and assignments
c. Possibility but not compulsion to work with others
2. Resources
a. Printed course materials, assigned textbooks, audio and video cassettes, CD/DVD materials, home experiments, course and program websites (previously broadcast TV programs)
