Alevizou MeCCSA 2010_presentation

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A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, …

A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .

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  • Mediation: Flickr @ hyperscholar
  •  
  • Institiuional discourse: Open content is consistent with the University’s commitment to social justice and widening participation in higher education MIT’s legacy prove good driver for collaboration and outreach – interdiscoursive relationshipships about globalisation and widening participation …

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  • 1. Mediating Open Education: popular discourses, situated policies & institutional practices for participatory learning MeCCSA 2010: Media, Communication, Policy and Practice 6-8 Jan, London School of Economics Dr Panagiota Alevizou [email_address] IET, olnet.org
  • 2. Overview
  • 3. OERs: official definitions
    • Hewlett Foundation
    • 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 (2008)
    • OECD CERI
    • digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research (2007)
    • Unesco
      • The open provision of educational resources, enabled by ICTs, for consultation, use and adaptation by a community of users for non-commercial purposes (2002)
  • 4. Projects comprise of
  • 5. Expanded from Marguliers’ (2005) conceptual mapping of OERs (2005; see also OECD, 2007, Conole and Weller, 2008) Implementation bodies inter-governmental organisations, consortia, translation bodies, policy and funding institutions
  • 6. Mediation Processes Or Learning Media?
  • 7. Case Studies
  • 8.
    • Open =
    • Freed
    • Free
    • AND
    • Available
    • Accessible
    • Connected
    • Collaborative
    • Participatory
    • Experimental
    • Transparent pedagogies
    • Education vs. networks of improvement
      • “ key tenet of open education is that education can be improved by
      • making educational assets visible and accessible and
      • by harnessing the collective wisdom of a community of
      • practice and reflection” (Iiyosh and Kumar, 2008: 10)
  • 9. Mediation of pedagogical knowledge
    • Mediatised learning
    • Institutional mediation of pedagogical knowledge as a continuous process (from broadcasting to dialogue? Dalsgaard, 2008 )
    • Doubly articulated
        • Objects, contents
        • Mediation of pedagogical flows & processes
    • Resources & learning media
    • Further resources in ‘the field’ beyond the realm of ed. institutions
    • Shifting perceptions of knowledge and pedagogy
    • Networks of improvement & self-expression beyond formal education
    • historically
      • educational resources part of a wider publishing field that has been located within central processes of mediation (Silverstone, 2005): a space of social positions, resources and power within its own forms of competition and reward (Thompson, 2005); more emphasis on educational outputs part of the educational institutional habitus, alongside scholarly material
  • 10. Mediation of open pedagogical knowledge(s) & expansive learning (Engestrom, 2001)
    • Within institutions
    • Expanded from Conole, 2008, Conole and McAndrew, 2010
    • Across disciplines, institutions, communities
    Representing pedagogy Guiding learning designs Sharing ideas Empirical evidence base
  • 11. Categories of OERs
    • Institutional : education
    • Community : reference, self-improvement
    • Networks of improvement and peer support; Increased Access, SDL; large small operation
    • Drivers : legacy; marketing experimentation, outreach
    • Tensions : awareness and granularity
    • Quality
    • Accreditation
    • Sustainability, volunteerism
    • Participatory expertise and literacies
    Scale of operation large small Provider Community Institution Adapted from OECD, 2007: 46
  • 12. Discourses in OER Santos, 2008
  • 13. The Institutional Discourse
    • OpenLearn is consistent with the University’s commitment to social justice and widening participation in higher education (OpenLearn Website (UK)
    We wanted to see what offering the OUNL content to a community of learners would mean for higher education: it meant lowering thresholds for entering higher education further (RS: OpenER/OUNL, Netherlands ) MIT OCW now stands as a new model for disseminating knowledge, serving as a sort of “ shared intellectual commons ” available to educators and learners around the globe (MIT OCW website)
  • 14. The marketing discourse OpenLearn […] Could be a way of building markets, synergies and reputation (AL: OL) OpenER modules have worked well as course tasters (RS: OPENER) MIT department heads believe that MIT OCW is a tool that indirectly aids in recruitment (SC: MIT OCW)
  • 15. Collaboration, cultural exchange, community [We are] targeting existing communities and we show them some value in terms of adopting or doing some things here. The value might be different for different discipline groups, for different audiences … whether it’s …Union Learning, the University of the Third Age, or a local community here, or another university there it’s very much say…. here’s the resource, you make use of …we show what it is to do it, you can try experimenting with it and feed back (AL: OpenLearn) Cultural bias is addressed when different types of knowledge(s) are exchanged and transparently mediated the platform (CN; OER Africa talking about the Health OER Inter-Institutional Project)
  • 16. Collaborations
  • 17. Cross fertilisation & synergy
  • 18. Faculty Incentives: credit, recognition Some educators are interested in contributing their work in Connexions, because it’s a way of gaining notoriety. So they’ll publish something there because it’s an opportunity for an outlet where they can get recognised globally . (JT: Connexions) When people invest time and resources, they can see a tangible benefit; these could relate to students feeling that they are better educated; […] it depends on the institution having created a policy environment that is supporting of faculty having dedicated their time and energy; there’s renumeration, promotion, credit in some way or the other… (CN: OER Africa)  
  • 19. Audience/use inscriptions in OER Experimentation Prod-use Remix
  • 20. Community projects & hybrids
    • Initiative(s) outside of the traditional institution that aims to provide the social learning structures,
      • the “social wrapper” around existing open educational resources (P2PU)
      • experimental courses (e.g. wikiversity)
      • Community support (e.g wikieducator, OpenLearn)
      • Subject specific resources
      • Open content/deschooling
  • 21. User augmented content
  • 22. E ducation, E ngagement, I mprovement
    • OER is the dictionary of our time (DC, OpenEd Community)
    • Reference
      • self-education: autodidactism from immersion with content
      • Improve content
    • reflect on pedagogy (formal & informal; linking teaching with research and scholarship in OER)
    • Engagement in learning
    • tensions: institutional affiliation / legacy / mentoring / the interface and structures of participation
  • 23. conclusions
      • Distinctions between ‘mainstream’ and ‘alternative’ OER genres point to both definitions of openness and public value remit
      • Drivers for sustainability and marketability are connected
      • Open and contextual, yet accessible definitions around learning designs, purpose & relevance are considered core for enhancing user feedback on use
      • Trust, validation, purposefulness or accreditation also important indicators for engagement alongside casual browsing
      • Teachers’ incentivisation to be aligned with a more open sharing culture and national OER strategies
      • Connection with national policy makers on education/culture/IP, key for increasing awareness on/legitimacy of OERs
  • 24. credits
    • Education/collaboration: @psd http://www.flickr.com/photos/psd/1805374441/
    • Open Sign:@ rightee http://www.flickr.com/photos/rightee/4356950
    • Mediation: : Flickr @ hyperscholar
    • Many thanks to Patrick McAndrew, Grainne Connole, Andreia Santos
  • 25. Thank you! p.alevizou@open.ac.uk