Finding the open in the in-between:changing culture and space in higher educa...Kathrine S. H. Jensen
Presentation at OER16: Open Culture, 19th & 20th April 2016, University of Edinburgh, UK.
The 7th Open Educational Resources Conference, OER16: Open Culture, will be held on the 19th-20th April 2016 at the University of Edinburgh. https://oer16.oerconf.org/sessions/finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-1139/
OER16 - Skills not Silos - Open Data as OERLeo Havemann
Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach.
For the OECD, “All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible.” A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-word problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as “Critical and innovative thinking, inter-personal skills; intra personal skills, and global citizenship”. If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role.
Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario- based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policy- makers produce and use.
Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements
Focus: define the research problem and its relation to the environment students.
Practicality: match technical applications and practices to expected solutions.
Expectations: set realistic expectations for data analysis.
Directions: support in finding data portals which contain appropriate information.
Training: provide training materials for the software students will need to analyse the data.
Location: use global, local and scientific data which is as granular as possible.
Modelling: develop model solutions to guide students on the challenges and activities.
Collaboration: support students to work collaboratively and at multidisciplinary level.
Communication: support students in communicating their findings to local or wider communities.
The Self as an Open Educational Resource #SelfOERSuzan Koseoglu
Presentation at #OER16 Edinburgh, first published here:
http://www.slideshare.net/edp05mab/self-as-oer-selfoer-oer16?ref=http://blog.mahabali.me/blog/whyopen/presenting-on-self-as-oer-with-suzankoseoglu-at-oer16-selfoer/
Building Community in the Classroom - this is a presentation from a workshop for faculty at the American University in Cairo and has sample activities one can do to build community at various times in the semester.
Third Learning Spaces in Open Online Courses: Findings from an Interpretive C...Suzan Koseoglu
6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Finding the open in the in-between:changing culture and space in higher educa...Kathrine S. H. Jensen
Presentation at OER16: Open Culture, 19th & 20th April 2016, University of Edinburgh, UK.
The 7th Open Educational Resources Conference, OER16: Open Culture, will be held on the 19th-20th April 2016 at the University of Edinburgh. https://oer16.oerconf.org/sessions/finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-1139/
OER16 - Skills not Silos - Open Data as OERLeo Havemann
Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach.
For the OECD, “All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible.” A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-word problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as “Critical and innovative thinking, inter-personal skills; intra personal skills, and global citizenship”. If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role.
Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario- based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policy- makers produce and use.
Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements
Focus: define the research problem and its relation to the environment students.
Practicality: match technical applications and practices to expected solutions.
Expectations: set realistic expectations for data analysis.
Directions: support in finding data portals which contain appropriate information.
Training: provide training materials for the software students will need to analyse the data.
Location: use global, local and scientific data which is as granular as possible.
Modelling: develop model solutions to guide students on the challenges and activities.
Collaboration: support students to work collaboratively and at multidisciplinary level.
Communication: support students in communicating their findings to local or wider communities.
The Self as an Open Educational Resource #SelfOERSuzan Koseoglu
Presentation at #OER16 Edinburgh, first published here:
http://www.slideshare.net/edp05mab/self-as-oer-selfoer-oer16?ref=http://blog.mahabali.me/blog/whyopen/presenting-on-self-as-oer-with-suzankoseoglu-at-oer16-selfoer/
Building Community in the Classroom - this is a presentation from a workshop for faculty at the American University in Cairo and has sample activities one can do to build community at various times in the semester.
Third Learning Spaces in Open Online Courses: Findings from an Interpretive C...Suzan Koseoglu
6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."
A workshop I ran on the idea of Guerrilla research - that is no (low) cost research that relies on free tools, open data, etc and doesn't require permission
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Learning in the open: Networked student identities Bonnie Stewart
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
Information Literacy & Gamification Using MinecraftValerie Hill
5th grade students build a digital citizenship game in Minecraft. The project was presented at the American Library Association Midwinter Conference in Philadelphia (Jan. 2014).
September 26, 2013 - Intro to Digital ScholarshipAnna Kijas
This workshop provides an overview of digital humanities definitions and practices. A variety of tools, methods, and projects are presented and discussed in order to illustrate how librarians, students, and scholars are creating or using digital scholarship across disciplines. Instructors: Anna Kijas, Jennifer Lanzing.
Networked Scholars &...Authentic Influence?Bonnie Stewart
What does academic influence mean in an age of information abundance? This keynote delivered at the University of Edinburgh's #elearninged conference explores the idea of authenticity in the context of networked scholarship, and outlines ongoing research into why scholars use networks and how they read each others' reputations and credibility within them.
Beyond Alt-Metrics: Identities & Influence OnlineBonnie Stewart
Open, participatory online learning and scholarship don't necessarily require credentials as the price of admission, but do demand the construction, performance, and curation of intelligible, public, networked identities. Both academia and social networks are, in effect, ‘reputational economies,' but while scholars and educators are increasingly exhorted to go online, those who do often find that their work and efforts may not be visible or understood within institutional contexts. Likewise, as the academic tradition grapples with sea changes in infrastructure and communications, the terms by which scholarship and learning have been defined and legitimized are being unsettled from within. What signals count as credibility among networked educators and learners? What risks and power relations need to be addressed as part of that process?
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Learning in the open: Networked student identities Bonnie Stewart
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
Information Literacy & Gamification Using MinecraftValerie Hill
5th grade students build a digital citizenship game in Minecraft. The project was presented at the American Library Association Midwinter Conference in Philadelphia (Jan. 2014).
September 26, 2013 - Intro to Digital ScholarshipAnna Kijas
This workshop provides an overview of digital humanities definitions and practices. A variety of tools, methods, and projects are presented and discussed in order to illustrate how librarians, students, and scholars are creating or using digital scholarship across disciplines. Instructors: Anna Kijas, Jennifer Lanzing.
Networked Scholars &...Authentic Influence?Bonnie Stewart
What does academic influence mean in an age of information abundance? This keynote delivered at the University of Edinburgh's #elearninged conference explores the idea of authenticity in the context of networked scholarship, and outlines ongoing research into why scholars use networks and how they read each others' reputations and credibility within them.
Beyond Alt-Metrics: Identities & Influence OnlineBonnie Stewart
Open, participatory online learning and scholarship don't necessarily require credentials as the price of admission, but do demand the construction, performance, and curation of intelligible, public, networked identities. Both academia and social networks are, in effect, ‘reputational economies,' but while scholars and educators are increasingly exhorted to go online, those who do often find that their work and efforts may not be visible or understood within institutional contexts. Likewise, as the academic tradition grapples with sea changes in infrastructure and communications, the terms by which scholarship and learning have been defined and legitimized are being unsettled from within. What signals count as credibility among networked educators and learners? What risks and power relations need to be addressed as part of that process?
Live slides from a conversation with Alec Couros' EC&I831 class about the risks of social media participation for educators & scholars, as well as the very real connections and caring that can emerge in the process.
Academic Twitter: The intersection of orality & literacy in scholarship?Bonnie Stewart
Digital identities, collapsed publics, and academic Twitter, through the lens of David Bowie (with a little Walter Ong thrown in).
A talk for the LSE NetworkED series, January 2016.
Facebook: New an old ways of communicationclarinete
The main investigation hypothesis is that Facebook recovers certain ways of communication prior to press, where the subjective-self-defining, gestural and corporal is revalued, in detriment of paradigmatic values of Gutenberg Era such as the writing objectivity, publication distance, neutrality, immutability and print dwelling. In other words, we say that Facebook’s forms of communication are characterized by their written and ephemeral forms, and can be understood in the frame of a recovery process of an oral feature culture.
Full paper:
http://es.scribd.com/doc/97382225/Orality-and-Literacy-New-and-Old-Ways-of-Communicating-on-Facebook-Or-what-Walter-Ong-Said-about-the-Network-of-Mark-Zuckerberg
This presentation took place in in the The Thirteenth Annual Convention of the Media Ecology Association, “The Crossroads Of The Word”, Manhattan College, June 7-10. 2012.
This work is a synthesis of the thesis: “Oralidad y escritura: nuevas y viejas formas de comunicar en Facebook", by Clara Ciuffoli and Guadalupe López, Carrera de Ciencias de la Comunicación, Facultad de Ciencias Sociales, Universidad de Buenos Aires (UBA), June 2011.
In 2012, the thesis become part of the book “Facebook es el mensaje. Oralidad, escritura y después” (Facebook is the message. Orality, Literacy and Next), Buenos Aires, La Crujía Ediciones, 2012.
Twitter as Scholarship: How Not To Get Fired (Much)Bonnie Stewart
How can scholars and academics find use and value in the fraught networked public sphere that Twitter embodies? This presentation - a public talk delivered at La Trobe University in Melbourne Australia, October 2016 - explores both the benefits and risks of Twitter, and examines its operations at the intersection of orality and literacy.
Presentation of Alastair Creelman for EDEN's Time for Action in Shaping HE 4.0 webinar series on 'Learning Design in the Eye of the Storm #onlinetogether' - May 10, 2021, 17:00 CEST
More info:
http://www.eden-online.org/eden_conference/no-2-sharing-and-collaborating-our-way-out-of-the-storm/
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Open Educational Resources and the School LibraryKaren Malbon
Open Educational Resources and the School Library. Presented at EduTech, Future Libraries Congress, Sydney, Australia, 7 June 2018. Teacher Librarians can play a vital role in finding, selecting, curating and promoting Open Educational Resources (OER) to their school communities. Gain an understanding of OER and the issues surrounding OER for K-12 teacher librarians and teachers. Discover a variety of OER and Open Access (OA) repositories and sources suited to K-12 education. Examine strategies and tools employed by teacher librarians to manage and encourage OER use.
Openness has been identified with many innovations in education and educational technology, but remains under-theorised. This presentation will argue that openness is best understood as a kind of absence of restriction or impediment. With a clear connection to issues of freedom, integrity and autonomy openness introduces several layers of complexity to the ethics of teaching and learning. These will be described and explored through case studies, with practical approaches to dealing with the risks of openness outlined.
If you want a teaser for the presentation, please watch this short video where Robert talks about openness and ethics:
https://www.youtube.com/watch?v=wZHNSdUzDHc
Openness: A sociological, psychological, legal and technological movement.alanwylie
OER Panel Presentation by Professor Terry Anderson, Athabasca University, Canada for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Literacies for open practice: Open up and say OER?Leo Havemann
Presented at Bloomsbury Learning Environment (BLE) Event: Digital Literacy for Learning and Research, Institute of Education, London, 19 February, 2014
Innovation: The Language of Learning Libraries NotesM.J. D'Elia
This PDF summaries the PPT slides from the 2010 LOEX of the West Conference in Calgary, AB. Hopefully, these notes help explain the images in the slide deck.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1.4 modern child centered education - mahatma gandhi-2.pptx
Self as OER #SelfOER #OER16
1. The Self
as an
Open Educational Resource
Suzan Koseoglu @suzankoseoglu
&
Maha Bali @bali_maha
2. Who are we?
We are human.
We are educators.
We are open
educators.
We are curious about
education and everything it is
connected to.
3. And today we are going to talk about
human OERs (Funes, 2014).
4. How is OER commonly defined?
Definition #1: “digitised materials offered
freely and openly for educators, students,
and self-learners to use and reuse for
teaching, learning and research.” (OECD,
2007)
5. How is OER commonly defined?
Definition #2: “OER are teaching, learning and research
resources that reside in the public domain or have been
released under an intellectual property license that permits
their free use or re-purposing by others. Open Educational
Resources include full courses, course materials, modules,
textbooks, streaming videos, tests, software and any other
tools, materials or techniques used to support access to
knowledge.” (The William and Flora Hewlett Foundation)
6. A common theme across these definitions is that
they all refer to the 5Rs of open education (Wiley,
2009, Wiley 2014).
• Retain
• Reuse
• Revise
• Remix
• Redistribute
7. How do YOU define OER?
Share your thoughts at #SelfOER
12. Because:
Education ≠ Access to content
Educational resource ≠ Educational material
“The true benefit of the academy is the interaction,
the access to the debate, to the negotiation of
knowledge” (Cormier & Siemens, 2010)
13. We propose that:
The processes and products of open scholarship can
be valuable open educational resources.
We OURSELVES can be open educational resources.
Anyone can be an open educational resource.
14. What Is It Like to “Be” Open?
Not just to create openly but for
openness to be a state of being in the
world
15. “Editable person” -
need not be
online/public
Kevin Hodgson
(@dogtrax)
http://www.digitalwritingmonth.com/roster/
flickr photo by somaya https://flickr.com/photos/somayalangley/2118009228 shared under a
Creative Commons (BY-NC-SA) license
16. Open, Not Just Broadcast Publicly, But:
• Make your processes open (e.g. as you think
through your teaching or thesis research, defend
thesis publicly)
17. Open, Not Just Broadcast Publicly, But:
• Be willing to change, have your ideas and your
values challenged and shifted
• Be open to reevaluating your worldview when
dealing with people very different from yourself
18. Virtually Connecting as Open
Practice
Do you know Virtually Connecting?
In what ways is it an open practice? Or not?
19. Virtually Connecting
• Conference participants taking time out of the
onsite experience to include virtual participants
who could not attend;
• (keynote) speakers taking 30 or more mins time to
have a casual conversation with a small group of
people - can be more valuable than what’s on the
stage in front of 100s.
20. Critical Look into “Open”
• Whose voices dominate the open? Can vulnerable
populations afford to be open?
• The “open” minority voice becomes dominant?
• For example, how many Arab women do you know in edtech? I know about 6 and 4 of them are called Maha :)
• Responsibility? Burden? Inevitable?
… MOST OER (material/people) are Western/Anglo
and so at least you help spark the possibility of
“other” and get heard because “exotic”
21. Consequences of Open: Risk Vulnerability
• Posting incomplete thoughts or raw processes -
open self to critique and possibly worse esp in
academia
• Exposing own weaknesses (e.g. illness)
• But all of this supports others who would not
otherwise have a window into these
processes/experiences from that viewpoint
22. Openness is a process… A process that is:
• multidimensional
• shifting and evolving
• contextual
• influenced by our digital literacies
• not always beneficial because every opening calls
for “selectiveness and exclusions” (Edwards, 2015)
23. A process that is...
• Personal
The unique characteristics that make us an
individual (Campbell, 2013).
24. This is the beginning of this dialogue,
not the end…
Join the conversation at
#SelfOER