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Understanding OEP with advocates, designers, and students


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Jennifer Englund's presentation at GO-GN, Galway April 2019

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Understanding OEP with advocates, designers, and students

  1. 1. Understanding OEP with advocates, designers, and students Jennifer Englund University of Minnesota GO-GN seminar | Galway, Ireland | April 7-8, 2019
  2. 2. 2 PhD journey... April 2019 GO-GN seminar | @jmenglund03 2019-2020 Data collection & analysis, Write results Fall 2020? Defense 2015-2017 Full-time staff role, part-time student, coursework, joined GO- GN (2016) 2017-2019 Prelims prep/exam/thesis proposal; started teaching (2017-)
  3. 3. Research agenda... April 2019 GO-GN seminar | @jmenglund03 3 Seek to understand what the open educational “...practices [that] support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and...empower learners as co- producers...” (Ehlers, 2011, p. 4) look like through the lens of coalition builders/advocates, designers, and students
  4. 4. Paper 1 4April 2019 GO-GN seminar | @jmenglund03
  5. 5. 5 State of open in MN ● MN OER SIG ● Information-sharing, resource gathering, coalition building ● Connecting gaps in knowledge and history ● Different approaches by systems April 2019 GO-GN seminar | @jmenglund03
  6. 6. Potential research questions 6April 2019 GO-GN seminar | @jmenglund03 ● Who are the OER adoption stakeholders across the state? ● What are the unique needs of stakeholders that use OER in MN? ● In what ways have stakeholders worked together in the past to advocate for OER adoption? ● What is the historical context of OER policy legislation in Minnesota? ● How might a coalition for open education in MN be built?
  7. 7. Methodology 7April 2019 GO-GN seminar | @jmenglund03 ● Narrative inquiry? ○ Gathering experiences and stories from various individuals ● Discourse analysis? ○ Analyzing policy documents, meeting notes ● Cultural historical activity theory?
  8. 8. Paper 2 8April 2019 GO-GN seminar | @jmenglund03
  9. 9. 9 IDs & open education April 2019 GO-GN seminar | @jmenglund03
  10. 10. Topics of interest 10April 2019 GO-GN seminar | @jmenglund03 ● Current students to working professionals (0- 5 five years post-grad) ○ Exposure to OER and/or open licensing in grad program ○ Experience creating/reusing/remixing OER ● Working professionals (5+ years post-grad) ○ Experience in the field, involvement with OER initiatives
  11. 11. Methodology 11April 2019 GO-GN seminar | @jmenglund03 ● Mixed methods ○ Survey → focus groups/interviews
  12. 12. Paper 3 12April 2019 GO-GN seminar | @jmenglund03
  13. 13. Copyright, licenses, and why you might be interested in this This short video (less than 3 minutes) explains what copyright means for you. We commonly see this associated for brands (with symbols like [trademark, all rights reserved, and copyright symbols] after certain words). When you own the copyright to works you produce, no one else can use the works without your permission. As an undergraduate student at the University of Minnesota, you own all of the work that you produce for your classes - papers, assignments, projects, etc. Within the past few years, an alternative license called Creative Commons has emerged. This license has several different types (see them explained) which enables works to be shared, remixed, and adapted. Creative Commons licenses, denoted with the [CC] symbol, are especially useful for educators who wish to adapt learning materials such as books, images, and videos for their specific class needs. Since you hold the license to the work you create as a student, you may elect to use a Creative Commons license. Over to you... 1. Head to SoundCloud's Choosing a license for your track page and read through it. 2. Based on the above resources, which license option would you choose to grant to your track/s? (Keep in mind, each track can have its own license - not all tracks need to have the same licenses). What are your thoughts about granting a Creative Commons license to work you produce for your classes? 13April 2019 GO-GN seminar | @jmenglund03
  14. 14. License preference April 2019 GO-GN seminar | @jmenglund03 14
  15. 15. 15April 2019 GO-GN seminar | @jmenglund03 “Minneapolis College, a part of the Minnesota State system of colleges and universities....serves those students who are least likely to go to college. With three-quarters of the student body composed of those underrepresented in higher education, the hallways are filled with recent immigrants, those seeking to learn English, members of communities with the highest unemployment and incarceration rates in the state, veterans, [and] those of low socioeconomic status.. Collected here are their...stories of overcoming, coming up, perseverance, pride, and power in the face of depressed opportunity and systemic oppression.” Text source
  16. 16. License types selected by contributors April 2019 GO-GN seminar | @jmenglund03 16
  17. 17. Research questions 17April 2019 GO-GN seminar | @jmenglund03 ● What are students’ prior knowledge of open licenses? ● How do students understand the value of contributing resources to the Commons? ● How do students perceive themselves as members of the Commons? ● What are the reasons that students choose a particular license type for their course work/contributions?
  18. 18. Frameworks under consideration... 18April 2019 GO-GN seminar | @jmenglund03 Feedback welcomed! ● Student as producer ○ Neary, 2012 ● Knowledge creation
  19. 19. Methodology 19April 2019 GO-GN seminar | @jmenglund03 Multiple case design (Merriam, 1998)
  20. 20. Data collection & analysis: Case 1 April 2019 GO-GN seminar | @jmenglund03 Sep 2019 Oct 2019 Nov 2019 Dec 2019 Reflection journals Artifacts Focus groups or interviews Analysis Survey responses Jan 2020 20
  21. 21. Data collection & analysis: Case 2 April 2019 GO-GN seminar | @jmenglund03 Jan 2020 Feb 2020 Mar 2020 Apr 2020 Reflection journals Artifacts Focus groups or interviews Analysis Survey responses May 2020 21
  22. 22. Open research 22April 2019 GO-GN seminar | @jmenglund03
  23. 23. 23April 2019 GO-GN seminar | @jmenglund03 Paper 1: pre-registration, (data collection & analysis specifics TBD), presentations, submit to OA journal Paper 2: pre-registration, data collection instruments, de-identified survey responses, submit to OA journal Paper 3: pre-registration, data collection instruments, present with student panel at local conference, submit to OA journal
  24. 24. Feedback, critiques, & questions 24April 2019 GO-GN seminar | @jmenglund03
  25. 25. Attributions ● Pixabay images ○ Arek Socha, ejaugsburg, hbieser, Julia Schwab, Richard Mcall, Mary Bettini Blank, McElspeth, Nadja Golitschek, Paolo Trabattoni, Sharon Fisher ● Creative Commons certificate ● Presentation template April 2019 GO-GN seminar | @jmenglund03 25
  26. 26. References ● Ehlers, U-D. (2011). Extending the territory: From Open Educational Resources to Open Educational Practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1–10. Retrieved from ● Merriam, S.N. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. ● Neary, M. (2012). Student as producer: An institution of the common? [or how to recover communist/revolutionary science]. Enhancing Learning in the Social Sciences, 4(3), 1-16. Retrieved from April 2019 GO-GN seminar | @jmenglund03 26