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you have to do social media to get social media. Given that many senior managers and professors in universities are not people who are disposed towards using these tools, there is a lack of understanding about them at the level which is required to implement significant change in the institution.

If we use this perspective to examine education we can consider how education may shift as a result of abundance. Traditionally in education expertise is analogous to talent in the music industry – it is the core element of scarcity in the model. In any one subject there are relatively few experts (compared with the level of knowledge in the general population). Learners represent the ‘demand’ in this model, so when access to the experts is via physical interaction, for example, by means of a lecture, then the model of supply and demand necessitates that the learners come to the place where the experts are located. It also makes sense to group these experts together, around other costly resources such as books and laboratories. The modern university is in this sense a solution to the economics of scarcity.

As a result, a ‘pedagogy of scarcity’ developed, which is based around a one-to- many model to make the best use of the scarce resource (the expert). This is embodied in the lecture, which despite its detractors is still a very efficient means of conveying certain types of learning content. An instructivist pedagogy then can be seen as a direct consequence of the demands of scarcity.

It may be that we do not require new pedagogies to accommodate these assumptions as Conole (2008) points out: Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network.

the use of digital, networked open tools and approaches will have an impact on some areas of scholarly practice, which in turn will affect all scholars, regardless of whether they themselves use the technologies or not.