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One of the most noticeable effects of the privileging of learning in the OER movement is the lack of consideration with regards to pedagogy and the place of the teacher.

Given that movements such as OER are not advocates of chaotic, unpredictable learning, but in fact appear to desire similar outcomes to those achieved by organised education, we might contend that reasoned thinking must play some part the structuring of the OER project.  Therefore, it is not the concept of negative liberty itself that is problematic, but rather the premise that its realisation will achieve predefined goals; that an expected order will somehow emerge from unrestrained action.

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In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes

Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours

George Siemens (2010) has argued that academia should take ownership of the open education debate before it is hijacked, and given the above history, I would agree.

The loss of ownership of some of these core academic functions occurred not because of the technology but rather because the scholarly community failed to engage with it

commercialisation of education did indeed occur, but not because academics went along with it unwittingly but because insufficient numbers engaged with the technology itself.

more robust and systematic approach

frustrations on the part of some learners.