Jeannie Azzopardi
OMDE 602
Friday, July 08, 2005
Assignment: “The Open University”
Word Count: 743
Animal Farm University: Maybe Napoleon was Right
As both Paul (1993) and Reddy (1993) point out, defining open learning is a murky business at best. A stringently open university, having all the elements that one would attribute to the same, would not exist at all. Some would testify that this phenomenon of “complete deschooling,” as Paul coins the term, would indeed be education perfected, without constraints, boundaries or borders; the absence of tyrannical sovereign - the taking away of all imaginable hindrances – the Animal Farm of education.
What defines an “open” university, then? In truth, open universities define themselves. Paul (1993) lobs the definition into a very familiar vein; the open university is defined by “whether it is more open than a previous alternative…” (p 116).
In other words…”some are more open than others” (Paul, 1993).
Traditional institutions of learning are stuffy places full of talking heads. The hierarchy reigns supreme and governs with rules, regulations, schedules, parking violations and breach -less boundaries. It is where the students learn according to the whim of the teacher – rather than following their own path in search of knowledge. All the while the students must dance to the tick of the clock and chime of the bell.
Traditional, or closed universities, are oppressive places dominated by ego. They are unwelcoming to those without means or of the wrong gender. Social and economic status is the voucher of admittance. Older students and those asking for another chance – any chance at all – are not the students pictured on the cover of the catalog.
Accommodation is not a component of the closed university save the accommodation expected of the students. By definition, distance education would not be an option at a closed institution. There are tight reins and strong arms that clutch them.
The closed university is not malevolent, per se – just very well trained. Centuries of leading the masses to Aristotle down the same rutted roads under the guise of normalcy have calloused the feet of traditional education. It simply makes even the minutest change difficult for the university and leaves the minds of the students following like bawling lambs.
Distance education, as Hall (1996) states, “is distance from the classroom, distance from sitting at the foot of the professor, and distance from the physical campus” (p 10). The open university goes further still. Technology plays a larger role as does student support. There is autonomy in the education as well as learned guidance. The open university breaks free even of the restraints even of traditional distance education.
It may be said that the open university at its purest is akin to the extreme idealism of Orwell’s farm where all are equal and content to practice freewill without subjugation. Like that same farm – the open university is as naked to as many imperfections.
At Animal Farm University the phrase most often used is No Restrictions – No Limitations! There are no restrictions on enrollment, welcoming men and women, young and old, rich and poor alike without conformist oppression. It is a second chance for many, a new beginning for others. Students may study anywhere at any time with exceptional support from faculty, staff and management.
All are welcome! This is the university that eradicates the ‘dis’ from disparity, drops the in from inequality and fills all the cavities that traditional educational exposes. For students it is: Come in when you please, choose what you study, study when you like for as long as you wish. Pick and chose between a stunning array of delivery methods and educational materials. You are your own master – the sky is the limit!
The management of Animal Farm University recognizes its responsibility to demonstrate supreme accountability – as they ask of their students – and are committed to global educational benevolence. The sharing of didactic savoir faire is permanently at the top of the list. Consortiums of every description abound and accreditation is universal. As the beloved university president, Napoleon, would say, “Grab your shopping carts, dear world, fill them to the brim…we’ll even bag it for you!”
Open universities fill in the gaps of traditional institutions. Where adaptation and encouragement are lacking, the open university steps up. There are no classrooms and no time restrictions. They help students, “especially adults, overcome …traditional barriers to a post-secondary education…” (Paul, 1998). Self-sovereignty is celebrated. Professors don’t hand out information like jewels; they advocate for students to draw their own treasure maps.
Can a university hold to the principles of an open university even piecemeal? It is all relative. Perhaps it is as straightforward as that. Perhaps Napoleon was right, “some are more equal than others.” One thing is certain, a step toward “open” is a step away from “closed”.
References
Daniel, J., and Snowden, B. (1981). The management of small open universities. In M. Prentz, and Neil, M. (Eds.), Education of adults at a distance (pp. 217-226). London, UK: Kogan Page.
Hall, J. (1996). The revolution in electronic technology and the modern university. London: Routledge, pp. 7-20.
Holmberg, B. (1994). Open universities - their rationale, characteristics and prospects. ZIFF Papiere: Zentrales Institut fur Fernstuddienforschung, 92.
Orwell, G. (1996). Animal farm. 50th anniversary ed.: Signet Classics.
Paul, R. (1998). Informing government and institutional leaders about the potentials and pitfalls of open learning. In C. Latchem, and Lockwood, F. (Eds.), Staff development in open and flexible learning (pp. 16-22). London, UK: Routledge.
Paul, R. (1993). Open Universities - the test of all models. In D. Keegan(Eds.), Distance education: New perspectives (pp. 114-125). London, UK: Routledge.
Reddy, G. R. (1993). Open universities: The new temples of learning. In D. Keegan, and , . (Eds.), Distance education: New perspectives (pp. 236-249). London, UK: Routledge.
