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Benjamin Bratton has argued: "'Innovation' defined as moving the pieces around and adding more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo."3

Will a countervailing vision of grassroots, generative innovation dedicated to strengthening higher education do better?4 If we think the open web and public education are ideas worth preserving, we have no option but to try to find out.

The demands of sustaining infrastructure have continued to dominate institutional priorities, and the recent promise of Web 2.0 has been unevenly integrated into campus strategies: instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand

Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.

Higher education overall, perhaps concerned about the untamed territories of the open web and facing unquestionably profound challenges in extending its promise beyond the early adopters, cast its lot with a "system" that promised to "manage" this wild potential and peril.

before we even begin to encounter the software itself, we privilege a mindset that views learning not as a life-affirming adventure but instead as a technological problem, one that requires a "system" to "manage" it.

But environments matter, and disturbingly often these systems promote formulaic and rigid instruction.

There is a discussion to be had about where/when student interactions might merit or benefit from some degree of privacy and where/when we need to consider protections of identity and personal privacy. But that discussion happens too rarely; it is easier to default to locking everything behind digital slabs of access controls and inaccessible online spaces. Worse yet, this enclosure not only cuts the academy off from the wider world but also cuts students off from each other and the institution. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").

even in an era when it is widely understood that we need to guide our students into an information age of immense complexity, promise, and uncertainty, we force them to spend countless hours on computers in a virtual environment that does nothing to equip them with practical web skills

And any technologists who have been involved in a migration from one system to another, or in significant upgrades of the same system, can testify to how time-consuming and troublesome these processes will be. As Martin Weller argues: "This is serious business and I have a lot of respect for people who do it. The level of support, planning and maintenance required for such systems is considerable. So we developed a whole host of processes to make sure it worked well. But along the way we lost the ability to support small scale IT requests that don't require an enterprise level solution.

LMSs are seen as, at best, a "necessary evil." But perhaps they're not so necessary.

Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"

, Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years. This approach was started by two Canadians — George Siemens and Stephen Downes — at the University of Manitoba in the fall of 2008. The professor (Siemens) and the government researcher (Downes) decided to put into practice the connectivism and connected learning theories that they had been writing about and experimenting with for years. Their 2008 course, Connectivism and Connected Knowledge (CCK08), christened the idea of the MOOC and provided a brilliant example of educational technology praxis using the open web. Significantly, these origins of the MOOC arguably mark it as the first web-native learning environment, as opposed to e-learning that grafts old-style distance learning onto online platforms.

Yet within a couple of years, the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11 The most distressing part of the story is that many higher education administrators and even IT professionals seem to have little or no idea where the innovation started.

One encouraging result of the MOOC mania is the rising interest in open online learning, even if in this case innovation has become synonymous with how to scale a single course for many users.

MOOCs, currently being reimagined (and resold) by proprietary environments designed for scale and simplicity, lack the basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor.

Imagine what higher education institutions could do if they started approaching academic publishing platforms as collaborative, open spaces for community-authored materials. What if educational institutions start reclaiming innovative learning on the web?14

Glass (1977) identifies six techniques for determining the criterion score or point in criterion-referenced assessment: (i) the performance of others, (ii) counting backwards from 100%, (iii) bootstrapping on other criterion scores, (iv) judging minimal competence, (v) decision-theoretic approaches, (vi) operations research methods [ 3]. He argues that educational movements in the USA like accountability, mastery learning, competency-based education and the like rest on the common notion that a minimal acceptable level of performance on a task can be specified.

To put it bluntly there is a massive mismatch between the appealing language of precision that surrounds competency or performance-based programmes and the imprecise, approximate and often arbitrary character of testing when applied to human capabilities.

If competence is about what people can do then at first sight it appears to circumvent the issue of what people need to know-it shifts the balance of power firmly in the direction of practice and away from theory. It focuses attention on questions of relevance: knowledge for what purpose? By making education and training more practical, by emphasising what a person can do rather than what they know, competency-based approaches supposedly make access more open.

What is needed are standards of criticism and principles of professional judgement that can inform action in the context of uncertainty and change.

actions cannot in themselves be seen as competent. Rather, competence is to be located in the accounts used to license or warrant actions. In this analysis the mark of a competent practitioner, in this instance police officers, is one who can choose the right account for the right audience. The approach recognises that what is good practice cannot be defined simply by reference to the function of the organisation or its aims and objectives. There are, Fielding would argue, a plurality of audiences who may or may not judge competence in similar ways.

locates the definition of competence firmly within the interaction between values and situational decision-making

there is nothing new about competency-based approaches to education and training

Cambridge Journal of Education. Nov91, Vol. 21 Issue 3, p331. 11

The reason for the project’s creation, said several officials who are working on it, is a growing need for shared guiding principles. Interest in online education is high, and many college leaders want competency-based education to avoid the hype, misconceptions and resulting backlash massive open online courses have received.

A separate Lumina grant will help pay for a website that will make public much of the network’s work and research. Southern New Hampshire University is responsible for creating the website.

That project is an "incubator" that the Bill and Melinda Gates Foundation is funding through its Next Generation Learning Challenges grant, which is managed by Educause. To participate, colleges will need to submit a plan to begin creating a competency-based program by January 2015, according to a draft document about the grant.

Carol Geary Schneider, president of the Association of American Colleges and Universities, welcomed the deepening conversation over competency-based education. She said she hopes the network can provide some clarity on the emerging delivery model, which the association has viewed warily. The competency-based movement does have promise, she said. Ideally, Schneider said, competency-based programs share goals with the Degree Qualifications Profile (DQP), a Lumina-funded effort that attempts to define what degree holders should know and be able to do. Schneider helped author the profile.