Thus the institutionalisation of open education risks becoming yet another alienating practice precisely because, as Winn argues, “it is just another way of creating capital out of immaterial labour”. A formalised, institutionalised, “open” education threatens us with: proletarianisation and deskilling through mass-production, automation and standardisation; the totem of efficiency and an increase in the rate of profit; the reification of the resource as product; and pedagogy-as-production, curricula-as-distribution and learning-as-consumption. In our apolitical discourse about the free movement and regeneration of reified things, we risk amplifying the commodification of “open” education through liberal property laws (Creative Commons) that guarantee a level of autonomy to digital objects over and above the rights of teaching (labour) and learning (apprenticeship) from which they are abstracted, and which is placed under the control and supervision of quality assurance, productivity and impact measures.