Fig.1. What do a million people look like?
I learnt when the figure was around 100,000 that these figures should be dismissed as 'pingbacks' - these automatic links to sites that link to my blog and vice versa. It's reciprocal, but it is not the same as a person reading what I have written.
It's trapped me though. At various moments over the last five years at 100, 1,000, 10,000, 500,000 views I have looked to the next figure and kept on posting content. The reality is that 1,000 'views' a day has been the norm for the last year whether or not I post anything. These 'pingbacks' are historic then: my linking to other sites, and then linking back to me. And what percentage of the views are me coming back, even linking to my external website Mind Bursts?
And if this is a record of my five years with the Open University where has it got me?
An MA in Open and Distance Education, halfway towards either an M. Ed or an Open Degree, a third of a way towards an MA in History (from another institution, but armed with 60 credits I can bring this to the OU). I worked for the Open University for a year, and I got so close to joining FutureLearn that I checked the cost of a season ticket into London. I've worked in commercial e-learning while remain attracted mostly to e-learning in higher education. The problem here is that all the roles are very junior first jobs, often technical rather than production or strategic. I can talk about the current state of e-learning for hours if asked.
Academics are odd folk: buried in their expertise for decades they believe they should transfer their expertise and retain their status on other platforms and in other situations. It's like an author wanting to direct the movie of their best selling book; few can pull it off. Or a consultant surgeon feeling they should chair management meetings.
Those academics who take on the e-learning mantle are institutionalised academics who know their subject, and how to give a lecture series and run a seminar; does this qualify them to understand the potential of learning online with a mix of media and approaches? Whilst Clint Eastwood made the transition from actor to director, not all academics should or can make the transition to producer and writing e-learning: contributors as presents or interviewees yes ... play to their strengths, in other words, rather than revealing their weaknesses.
There are plenty of examples of academics, never at the OU, blundering into the online learning market believing that their academic reputation is enough to carry a course in a series of head and shoulders shots of them talking to camera ad nauseam.
Things are changing, and the OU, OU students and OU staff are leading the way.