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Patrick McAndrew

Good to see that Fiji brings out your reflective side - and we know that is a good thing :). I completely agree with your discussion of context but maybe there is another lesson in this - which is about measuring value only in monetary terms. Perhaps there are other gains going on here - inspired passers-by, cheered up commuters, ... we will never know (which is another link to researching OER!).

Louise Vakamocea

This is an interesting reflection on the thought shared at the opening of this event. I saw another slant as well. The location, was not respectable when compared to the theatre where he had previously played so people didn't give itany value. When thinking OERs, recognition is given to those which come out of reputable, established and large institutions even if they lack the innovation and creativity noted in small OERs.


Enjoyed all three of your recent posts. Maybe someday future historians of education will talk of Weller's 'Fijian period'.

Nice job applying this anecdote to OER, I do think it is relevant. I find your 'second lesson' to be highly relevant, and implicit within it is a reasonably strong argument for institutions of higher learning to engage producing OER as a way to offer value back to society.

I find the first lesson less convincing. I acknowledge that free stuff can lead to strange behaviours from people - for instance, people are way more likely to be no-shows for a free event than one they've paid a token fee for... But I don't see any reason free stuff can't be valued if the context is right (for reasons you suggest in your final paragraph).

Offering genuine value for free can create a connection with an intensity way beyond a commercial exchange. I'll refer to the genuine good will generated by the White Stripes by their many free shows performed on their tour of Canada... blogged by me at the time here: http://tinyurl.com/yzymqlw

Again, great posts. I'll ask you to refrain from anti-OER debating in the future, whatever the value as an academic exercise, not to mention in raising these questions.... You're evidently a little too good at it.

Niseta Buatava

There are, indeed, many ways of looking at the above 'scenario' from the standpoint of OERs.

Bell's performance was out of 'context', free and of dubious value, and his venue was not 'prestigious'. All have huge implications for OERs.

BUT his musical content was also totally outdated (Bach lived from 1685-1750!) which may have crushed any interest in the 'general' public. No doubt classical music lovers would have appreciated him longer at the cost of being late to work--there. When talking OERs, it's important to harness the interest of the students through content that 'speak' to the students in language familiar to them. Jargon, indeed, must be used only in specialised subjects/units.


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