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From clarion calls to auto-complete errors:
a nascent discourse on openness from UK universities
http://johnjohnston.info/...
Background and aims of the study
• It all started with our FLAX Language study in 2012 at
Durham
• Since Cambridge2012, as...
Context of study
Top and bottom 10 universities on the
Guardian University League Table 2014
Ranking Name of Institution
1...
Sample of artefacts found
• Clarion calls: MOOC outreach and branding, committee
meeting proposals on openness and minutes...
Conclusions
• Enough data to suggest openness is under discussion
everywhere but at a glacial pace overall
• Some institut...
References
• Ayres, P. (2014). UCL Library Services [Online]. Retrieved from http://discovery.ucl.ac.uk/1452206/1/20_Octob...
Thank You
Comments and questions welcome:
Terri Edwards (Durham Uni. English Language Centre) terri.edwards@dur.ac.uk
Alan...
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From clarion calls to auto-complete errors: a nascent discourse on openness from UK universities

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Presented by Terri Edwards and Alannah Fitzgerald at the Open Educational Resources (OER16) Conference on April 20, 2016
https://oer16.oerconf.org/sessions/from-clarion-calls-to-autocomplete-errors-a-nascent-discourse-on-openness-from-uk-universities-1176/

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From clarion calls to auto-complete errors: a nascent discourse on openness from UK universities

  1. 1. From clarion calls to auto-complete errors: a nascent discourse on openness from UK universities http://johnjohnston.info/106/automating-autocomplete-gifs/ Terri Edwards and Alannah Fitzgerald
  2. 2. Background and aims of the study • It all started with our FLAX Language study in 2012 at Durham • Since Cambridge2012, as part of an EdD module, decided to investigate the state of OER in UK HE • Guardian HE ranking is open and easily accessible • Discourse analysis (see Selwyn, N. (2015). Minding our language: why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1–7. http://doi.org/10.1080/17439884.2015.1012523)
  3. 3. Context of study Top and bottom 10 universities on the Guardian University League Table 2014 Ranking Name of Institution 1 Cambridge 2 Oxford 3 St. Andrews 4 Bath 5 Imperial College London 6 Surrey 7 The London School of Economics (LSE) 8 Durham 9 Warwick 10 Lancaster 107 Southampton Solent 108 Leeds Beckett (formerly Leeds Metropolitan) 109 East London 110 West of Scotland 111 Leeds Trinity 112 London South Bank 113 Bolton 114 Bucks New University 115 Bedfordshire 116 London Metropolitan Keyword search terms OER Open Access MOOC Open Content Open Data Open Research Source: The Guardian (2014) http://www.theguardian.com/education/ng- interactive/2014/jun/02/university-league-tables-2015-the- complete-list.
  4. 4. Sample of artefacts found • Clarion calls: MOOC outreach and branding, committee meeting proposals on openness and minutes, blogs, guidance for students, staff profiles and outputs on OER • Top 10 universities: OER discourse clearly present even if not always aligned to open education policy • Bottom 10 universities: no results in 3 cases; even for Open Access self-archiving in some institutions; guidance for PhDs e.g. taking MOOCs “while they’re still free” • Auto-complete errors: “MOOC - did you mean...?” (book, moot), “Open access to computers in the library”
  5. 5. Conclusions • Enough data to suggest openness is under discussion everywhere but at a glacial pace overall • Some institutions have dedicated OER teams and collaborations across institutions • Some “OER champions” even in the bottom 10 • Some institutions are afraid to jump on the bandwagon • Others are blissfully unaware the bandwagon is rolling by... • Research methods: discourse analysis of openness in HE can be mined and scaled more accurately across contexts and datasets
  6. 6. References • Ayres, P. (2014). UCL Library Services [Online]. Retrieved from http://discovery.ucl.ac.uk/1452206/1/20_October_2014_- _OA_Principle_and_Practice.pdf • Bowen, W. G. (2013). Higher Education in the Digital Age. Princeton: Princeton University Press. • ECSSHSCUG1442 (2015). Durham University Faculty of Social Sciences and Health Education Committee (Undergraduate) Minutes. Retrieved from https://www.dur.ac.uk/resources/academicsupport.office/committees/overview/2015-01- 19_SSH_FECUG_minutes_FINAL.pdf • Fitzgerald, A. (2013a). Openness in English for Academic Purposes. Case Study with Durham University. The Higher Education Academy. • Goodfellow, R. & Lea, M. R. (2013). Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. Society for Research into Higher Education (SRHE) Series. London and New York: Routledge. • Haywood, J. & Macleod, H. (2015). To MOOC or not to MOOC? University Decision-making and Agile Governance for Educational Innovation. In: (ed. P. Kim) Massive Open Online Courses: The MOOC Revolution. New York & London: Routledge. • London Metropolitan Faculty of Business and Law (2013-14).FBL Research Training Handbook. Retrieved from http://www.londonmet.ac.uk/faculties/faculty-of-business-and-law/london-guildhall-faculty-of-business--law/guildhall- research-and-enterprise/institute-for-advanced-studies-in-business-management-and-law/research-training/fbl-research- training-handbook/ • Selwyn, N. (2015). Minding our language: why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1–7. http://doi.org/10.1080/17439884.2015.1012523 • The Guardian (2014, June 2). University League Table 2015 – the complete list. Retrieved from Rennie, F. & Morrison, T. (2013). E-Learning and Social Networking Handbook: Resources for Higher Education. 2nd edition. New York & London: Routledge. • http://www.theguardian.com/education/ng-interactive/2014/jun/02/university-league-tables-2015-the-complete-list • Universities UK (2007). Publishing research results: the challenges of open access. Policy briefing. Retrieved from http://www.universitiesuk.ac.uk/highereducation/Documents/2007/PublishingResearchResults.pdf • Universities UK (2013a). Universities UK report considers development of online courses. Retrieved from http://www.universitiesuk.ac.uk/highereducation/Pages/MOOCsHigherEducationDigitalMoment.aspx#.VSkbwLl0zFg • Universities UK (2013b). Massive Open Online Courses: Higher Education’s digital moment?. Retrieved from http://www.universitiesuk.ac.uk/highereducation/Documents/2013/MassiveOpenOnlineCourses.pdf . • Yuan, L. & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. JISC cetis. Retrieved from http://publications.cetis.ac.uk/2013/667.
  7. 7. Thank You Comments and questions welcome: Terri Edwards (Durham Uni. English Language Centre) terri.edwards@dur.ac.uk Alannah Fitzgerald (FLAX Open Language Research): a_fitzg@education.concordia.ca TOETOE Technology for Open English Blog: www.alannahfitzgerald.org Slideshare: http://www.slideshare.net/AlannahOpenEd/ Twitter: @AlannahFitz

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