Literature Review: Openness - Exploring Conceptualisations of Peer-to-Peer (P2P) Collaboration and Peer Learning in Higher Education.

Abstract:

Concepts of ‘openness’ in education hinge on interactions between individuals and organisations and boundaries within which these interactions exist. The future development of Peer-to-Peer (P2P) technologies of Higher Education rests on the critical decisions of ‘openness’ (‘open’ & ‘free’ education). The conceptualisations are largely influenced by those responsible for making political, economic and social decisions. I argue that NZ is currently in a favourable position to take advantage of P2P technologies because it has the basic infrastructure to support collaborative technologies (digital interconnectivity-Web 2.0 moving into Web 3.0).  This literature review explores the value of philosophical perspectives or ‘foundational schools of thought on openness’ from theorists such as Karl Popper, Michel Foucault, and Jürgen Habermas  - which act as a measuring stick in this literature review to gauge the position of NZ HE’s ‘open’ education within a global tertiary education context.

‘Openness’ and the concept of ‘neoliberalism’ in the two main philosophical theories of Michel Foucault on Governmentality (‘biopower’) and Jürgen Habermas on Communicative Action are at the heart of the ‘democratisation of the knowledge economy’ debate. There is no point of convergence when comparing the theory of Foucault and Habermas. Foucault is mainly concerned with providing a genealogical account of the diffusion of power (political & economical), whereas Habermas is concerned with creating a political philosophy based on the recognition of the communicative capacities of rational human beings. Foucault neglects this notion of Habermas. I reason that openness and collaborative networks for teaching and learning are powerful tools for HE in NZ if it is ‘free’ (or low cost) and open. NZ has been part of a neoliberal ‘experiment’ (1980 to the 1990’s) where political, economic and social structures were reformed.  NZ was influenced by ‘Reaganism (USA)’ and ‘Thatcherism (UK)’ – these are Neoliberal approaches which include elements of ‘free market’ principles, privatisation and minimum interference with the private sector (individualistic concepts).

P2P technologies implemented by some OECD countries compared to NZ (New Zealand) shows that NZ HE (Higher Education) is utilising and implementing P2P technologies (VLE’s, video, podcasts, vodcasts, microblogging, and Moodle) successfully and effectively to enhance peer teaching and learning. I reason, with specific reference to the fundamental notion of the ‘openness school of thought’, that the P2P learning and teaching technologies in NZ HE is well developed, and NZ takes every opportunity to develop and refine the infrastructure and software available.

The Neoliberalist (‘laissez fair’) approach refers to an economic system in which transactions between private parties are free from government interference such as regulations, privileges, tariffs, and subsidies (Peters, 2011; Olsen & Peters, 2005). I reason that this approach in HE shows agendas that are seeking profit over altruism. The paradigm of education as ‘social good’ within the knowledge economy (knowledge to be shared) is at the heart of the philosophical approach in this paper. Peters (2011) suggests that what is required is a change in ‘ethos’. It is not the confidence and trust of the markets but rather the development of trust that comes with the radically decentered democratic collaboration that epitomises distributed knowledge, political and energy systems (Peters, 2011, p.182).

It is clear in that NZ HE tertiary institutions are becoming more ‘open’ through sharing resources, for example, the Research Commons (Waikato University), nzresearch.org.nz, OpenDOAR (Authoritative Directory of Academic Open Access Repositories), and ROAR (Global Registry of Open Access Repositories), and other.

I also show how indigenous Māori culture embrace concepts of ako [reciprocal learning/teaching] and Te Whāriki [‘a woven mat for all to stand on’] which is illuminated in social media (Twitter), as an empowering platform for connected learning. The P2P networks within a collaborative digital ‘communicative’ framework provide the ‘woven mat of co-created experiences and knowledge’ (devolved-communicative action principle) as an alternative to a neoliberalist approach (‘Reaganism/Reaganomics & Thatcherism’). Finally it is recommended that a ‘community’ paradigm and the reinstitution of the ‘welfare state’ (education for the good of all), away from the current ‘individualistic’ approach where the wealth (and knowledge) does not trickle down to the large ‘base’ section (typical pyramid hierarchy) of society, be established. I agree on a rollback of the neoliberal state to a ‘welfare state’ as experienced in NZ before 1980 neoliberal reforms/experiments (Peters, 2011). From the second perspective (interactionist view), I reason that knowledge is socially constructed through shared understandings (‘communicative action’ - Habermas), and it is this process that could contribute to a better understanding of NZ HE conceptualisation of P2P technologies to promote openness.

FOOTNOTES: Please note that in an electronic version of this book, the footnotes are at the end of the book (e.g. epub).

DIAGRAM: BC Campus Open Education Initiatives (Canada). Open Textbook and Open Ed Tech Collaborative to name a couple! Presentation by Clint Lalonde, Amanda Coolidge, & Grant Potter. Taken from flickr.com. Credit: Giulia