Name: You Opened the Knowledge. The Institution Didn’t Open with It
Start: 2026-10-07T11:50:00-0400
End: 2026-10-07T12:20:00-0400

All sessions are available online except round tables, special activities, and workshops.

You Opened the Knowledge. The Institution Didn’t Open with It

Wednesday October 7, 2026 11:50am - 12:20pm EDT

5 DR3

ID: 33478

The open education movement has pulled off something remarkable. Over the past two decades, practitioners, advocates, and policymakers have steadily chipped away at barriers to knowledge. Open courseware, open textbooks, open pedagogy, and flexible licensing have made high quality learning materials available at a scale that would have been hard to imagine a generation ago. The supply side question, how do we make knowledge available, has largely been answered.The demand side has not.Across education systems, institutions that now have access to these resources are still producing the same outcomes they were before. The materials changed. The institutions did not. In the United States, the federal government poured $190 billion into pandemic recovery between 2020 and 2024, flooding schools with resources at an unprecedented scale. The 2024 NAEP results showed no real improvement. Forty percent of fourth graders scored below basic in reading. For economically disadvantaged students, it was over fifty percent. The resources showed up. The outcomes stayed the same.This session makes a simple argument. The gap between access and impact is not mainly about resource quality, discoverability, or even adoption support, though all of those matter. It is about institutional behavior. Schools and systems are not neutral pipelines that turn inputs into outcomes. They are organizations with habits, incentives, and self-protective routines. New resources, including open ones, get absorbed into those routines long before they reach students. They get used for compliance, reporting, initiative churn, or narrative maintenance. The system consumes the resource. The student experience does not change.In my own practitioner research, I call this load bearing dysfunction. These are problems that survive every attempt to fix them because they are quietly doing something the system depends on. When a school’s inability to implement a new resource helps preserve existing roles, workflows, or power structures, that “failure” is not really a failure. It is a feature.The open education field has invested deeply in creating and spreading resources. It has invested far less in understanding the systems those resources land in. This session introduces a diagnostic framework drawn from fifteen years working inside schools and districts, along with insights from organizational theory and systems thinking. It is built around a different starting question. Not how do we get this resource into the system, but what is the system protecting that will keep this resource from ever reaching students?This is not an argument against open education. It is an argument for widening its theory of change. Opening access is necessary, but it is not enough. If the institution stays closed, access does not translate into impact. The next phase of this work is not just better content. It is learning how to see and work with the systems themselves.

Speakers

Calvin Johnson

Leadership Consultant, Massachusetts Department of Elementary and Secondary Education / Statewide System of Support

Calvin Johnson has spent fifteen years building and studying the internal architecture of schools and school systems. As Head of School at a charter school in Springfield, Massachusetts, he led a turnaround that removed three state-imposed conditions, produced grade-level literacy... Read More →

Wednesday October 7, 2026 11:50am - 12:20pm EDT
5 DR3 MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality In-person
Track Hacking the Open Ecosystem and Praxis for the Public Good

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OEGlobal 2026

Calvin Johnson

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OEGlobal 2026

Calvin Johnson

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