Pete Cannell’s scientific contributions

This paper explores whether, in the light of ubiquitous digital technology and the availability of free online courses, it is helpful to revisit well-established understandings of the barriers facing non-traditional students. We begin with brief reviews of the literature on barriers to higher education and the largely distinct literature relating to digital inclusion. We then report on a large-scale action research project that has aimed to understand whether it is necessary to rethink barriers to participation in a world of pervasive digital technology. In particular we focus on work undertaken with a group of Union Learning Representatives (ULRs), which illuminates some of the complexities of thinking about barriers in this context. Through the findings of this research we reflect on the opportunities and challenges involved in using Open Educational Resources (OER) in workplace settings, whether it is necessary to reconsider the way in which barriers to participation are conceptualised and suggest some areas for further research.

Open Educational Resources (OER) are widely viewed as having the potential to open up access to educational opportunities at all levels. However, issues of access, openness and free use are complex and contested. The development of OER takes place in contexts where educational and other resources are distributed unevenly, both between the global north and south and within nations in the developed world. This paper reviews recent literature on OER and widening access to higher education for adults which suggests that so far OER is having limited impact on educational inequality. In the context of the tensions and challenges identified in the literature it then presents evidence from some recent developments in Scotland where OER has been developed collaboratively in widening access partnerships. The paper argues that the findings from these new initiatives support the view that realising the promise of OER is as much through the development of innovative social practice as through development of new content. It concludes by suggesting that there is a case for extending the definition of Open Educational Practices (OEP) from a focus on design and pedagogy into the domain of partnership and social networks.

This paper takes the form of an extended reflection on the evolution of widening participation practice in The Open University (OU) over the last decade. Changing practice is discussed in relation to external policy drivers, experience gained from projects and initiatives and the importance of widening participation for the OU in Scotland in an era of mass higher education (HE). Between 2000 and 2010 there was a development from one-off project work to a focus on sustainable partnerships and networks. Throughout this period evaluation and research has been embedded in day-to-day practice. The paper draws on evidence from evaluation reports in order to reflect on lessons learned from outreach work in rural areas and partnership working with a range of agencies including local authority Community Learning and Development, unions and voluntary organisations. Through case studies we report on the design and use of a model for partnership working using the OU's Openings programme of access courses and consider the nature of partnerships and networks and the importance of context. We also argue that the notion of agencies as ‘gatekeepers’ for ‘non-traditional’ students can usefully be enhanced by a deeper understanding of the purposes of collaboration prior to recruitment and suggest that such understanding is a critical support for subsequent retention and progression.