What interests me is the motivation behind the creation, utilization and engagement of OERs, MOOCs and the open education movement in general. It occurs to me that these individuals are motivated by something beyond extrinsic reward.
I've been thinking about this question as I learn about openness in education this week:
"How can open education increase intrinsic motivation?"
I was inspired by David Wiley's keynote on openness in education wherein he suggests that "education is inherently an enterprise of openness and sharing and generosity". While I agree with this perspective, education is not always translated as such. I've experienced closed-ness, hoarding of resources and secretive, exclusionary practices where collaboration is not valued and learning seems to be more of a competition than an open, generous practice. What motivates and inspires educators - and learners - to share and be open and generous? What motivates them to not?
If a teacher applies an open educational approach to his/her pedagogy are students more intrinsically motivated when it comes to their own learning? If the teacher is modelling David Wiley's 4 Rs (reuse, redistribution, revising and remixing) in his/her class using open resources, curriculum and pedagogy, are students more likely to employ the same practices as learners, thus changing their expectations of education?
My initial response to open education was that this makes so much sense...like David Wiley posits, this is education's natural state. This first week of learning about open education has been one of questions...questions I'm looking forward to pondering as I continue my learning about openness.
David Wiley, TEDxNYED
David Wiley's keynote on openness in education