identity and blogging for an open audience requires the development of communication skills beyond a narrow focus. Editing Wikipedia articles necessitates engagement with a process of evidence gathering and collaboration. Creating YouTube videos requires creativity and the ability to learn skills independently, and so forth. This is not to suggest that all university education is conducted in the open; there are valuable reasons behind nurturing confidence in a closed environment. But I would suggest that the development of the skills required to operate in the open internet are more likely to provide employers with attributes that are useful to them than a purely ‘closed’ model of education.
Underlying these two concerns is often one of cost. Given the high price of a university degree (whether it is funded by the state or the individual student), are there cheaper alternatives available? Does the university model still represent the best value for money? This promise of cheaper education was one of the drivers behind elearning and the enthusiasm for MOOCs. It is rarely borne out, though; the cost of producing elearning courses was not as cheap as many envisaged, and as we saw in Chapter 5 MOOC financial models are far from stable.
So claims about dramatic cost reductions should be treated with some scepticism. What open education can do effectively, however, is influence related factors. For example, creating a course using a wide range of good-quality OERs will reduce the amount of bespoke material that is required. This may reduce the time required to produce the course or provide a higher-quality course for the same investment. As we saw in the discussion on OERs, they are frequently used by students prior to study or while engaged in formal education. This may reduce the number of students who take a subject they subsequently don’t like or help retain those who are already in a course. More directly, open textbooks provide a
