PLE/PLN and the commodified education industry

This blog post relates to my study of CCK11.

Sui Fai John Mak had this to say in response to a previous blog post of mine on PLE/PLNs.

So would the education system affect how and why PLE or PLN would be applied?  How about the learners learning under such education system?  What are the implications?

Very pertinent questions indeed.  I really do like the concept of learner centred and owned environments and networks.  However, the culture of higher education, at least in Australia does not align well with these ideals.  This I believe is as a result of commodification of the education industry.  More and more, Australian Universities are pitted against one another competing for students.  The more students you have, the more money you get.  This is in a country where almost all Universities are government owned and run.  I think there are maybe 2 or 3 Universities in Australia that are privately owned.  While in contrast to the United States for example where many Universities are not Government owned and run, education is increasingly a customer-driven industry, and product to be traded.

There is support for the idea that people learn better by collaborating rather than competing.  While not an absolute and dependent on context, it is a reasonable assertion within the higher education context.  With universities competing, there is greater focus on “commercial in-confidence” than on openness.  The problem is that in competing for students, focus of institutions can stray from being “about the students and their learning journey and quality” to the less noble “how can we recruit and retain as many students as possible?”.

Sadly, I don’t see the PLE/PLN concept getting very far, at least in the current climate.  I hope I am wrong. 🙂