In “Never Mind the EduPunks, or the Great Web 2.0 Swindle, instructional technologists Brian Lamb and Jim Groom, note that while Web 2.0 gives us a great deal, it also “taketh away”. Effortlessly”, they observe, “teachers and learners can quickly assemble dynamic, networked personal learning environments simply by adopting the most popular tools in any particular domain.” But issues of privacy, piracy, advertising intent and more rear their heads, and those who would draw on open content resources are urged to draw carefully, and thoughtfully.
They point out, ” As Michael Feldstein notes of edupunk, the “edu” is just as important as the “punk.” And although edupunk was first expressed in reaction against the blinkered and elitist academy (and the proprietary interests that all too often feast on institutional fear, uncertainty, and doubt), it ultimately depends on a common sense of purpose, cooperation, and action to shape a vision for the future. “
“… Educators are currently at a crossroads. The choices we make now will decide what sort of online environment will be available in the future. And despite all the current anti-institutional talk surrounding today’s higher education that proffers corporate mindsets in the name of efficiency (we sense a hip neo-liberal party with the public paying the bill), institutions remain relevant to us if only because they represent an idea of a publicly-accountable alternative. .
They call for “green spaces for conviviality on the web” and the conscientiousness of open ed techs and institutes of higher learning to create and preserve those spaces.
It’s a good read. Check it out at Educause: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/NeverMindtheEdupunksorTheGreat/209326