Networked practitioner: open or closed practice?
◄Previous: 2.1 Benefits of an open approach

# 2.2 Risks of an open approach

Technology-enhanced learning has the potential to enhance the world of learning across all levels. With OERs (open educational resources) and MOOCs (massive open online courses) there is an increasing number of new forms of distance education. Combined with this is an array of online tools and exciting new activities for formal learning, providing a wealth of possibilities for supporting learning throughout the world.

With the many opportunities come many risks. These risks are not just simple ones that an individual takes or leaves but also risks to organisational systems, processes and its data. So the risks are to you as an individual and for your organisation. System and process risks, such as confidentiality, can dramatically affect users’ perceptions of a system’s reliability and trustworthiness. It is often unclear whether breaches of confidentiality are malicious or accidental, but they can have serious repercussions for a system and its administrators (Adams and Blandford, 2005). The question of restricted, closed access can therefore be essential to retain users’ trust in an online learning program. Cronin (2016) covers some of the core issues from a practitioner’s perspective.

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OpenLearn - Networked practitioner: open or closed practice?
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