What for decades could only be dreamt of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can't afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised 'pirate' libraries and 'free universities' associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.

What for decades could only be dreamed of is now almost within reach: the widespread provision of free online education, regardless of a geographic location, financial status, or ability to access conventional institutions of learning. But does open education really offer the openness, democracy and cost-effectiveness its supporters promise? Or will it lead to a two-tier system, where those who can't afford to attend a traditional university will have to make do with online, second-rate alternatives? Open Education engages critically with the creative disruption of the university through free online education. It puts into political context not just the Massive Open Online Courses (MOOCS) but also TED Talks, Wikiversity along with self-organised 'pirate' libraries and 'free universities' associated with the anti-austerity protests and the global Occupy movement. Questioning many of the ideas open education projects take for granted, including Creative Commons, it proposes a radically different model for the university and education in the twenty-first century.

It is the knowledge of the use of digital tools in a cultural context from its practitioners that we have called peer learning. Building on the experience of practitioners, addressing the needs of cultural organisations across all sizes and covering opportunities for artistic development to operational areas of production, we have put a series of articles and research using the collaborative writing tool, a Wiki.