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Oer 2017 Instructional Design Advocacy

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Oer 2017 Instructional Design Advocacy

  1. 1. IRWIN DEVRIES AND MICHELLE HARRISON, TRU OPEN LEARNINGAPRIL 5, 2017 ADVOCATING FOR OPEN: THE ROLE OF LEARNING SUPPORT PROFESSIONALS IN CHANGING PRACTICE Image Source: opensource.com 1
  2. 2. OVERVIEW WHY WHAT WE’RE DOING WHAT WE’VE READ WHAT WE’RE LEARNING CONCLUSIONS… MORE QUESTIONS 2
  3. 3. …WHY AND HOW • IDs can have important role as change agents in their practice, institutions and field (Porter, 2013) • Research Question: What strategies and practices are used by learning design professionals in higher education to influence update and implement OEP? Two part study: • Survey questionnaire (snowball method sampling) • Follow up interviews (8) - plan to do more flickr photo by George Alexander Ishida Newman https://flickr.com/photos/takoyaki_king/14226873022 shared under a Creative Commons (BY) license 3
  4. 4. “OEPs constitute the range of practices around the creation, use, and management of open educational resources with the intent to improve quality and innovate education” (Conole & Ehlers, 2010) “OEP strive to promote what Bloom calls a radically higher academic level in learners, to use OER to develop networked learners who can self-organize, co-create, innovate, and peer validate” (Hogan, Carlson and Kirk, 2015) FOR THE PURPOSES OF OUR STUDY: Creation and/or use of open educational resources; adoption of open pedagogies; use of open source and/or free software and tools; and/or open sharing of scholarly practice and knowledge with others. WHAT DO WE MEAN BY OPEN EDUCATIONAL PRACTICES? 4
  5. 5. WHAT WE’RE READING OEP represent opportunities to enhance instructional design practice: New pedagogical models including development of “networked learners who can self-organize, co-create, innovate, and peer validate” (Campbell, 2013) Development of attributes such as “openness, connectedness, trust, and innovation” in educational practice (Hegarty, 2015) Ability to experiment, nurture diversity; (Weller, 2014) Counter to knowledge and ideas as “product to be bought and sold in a capitalist market economy” (Attwell & Pumilia 2007) Cultural shift from ‘my resources to ‘our commons’” (Piedra et al., 2009) Work across organizational boundaries in new ways – break down walls and silos (Beetham, Falconer, McGill, & Littlejohn, 2012) 5
  6. 6. GAPS IN RESEARCH Gaps in instructional design and OEP research include: Case studies focusing on instructional designers in existing contexts Deeper instructional designer views and experiences Open learning designs for open pedagogies Challenges to instructional design in OEP Strategies for influencing and promoting OEP in instructional design work Are we taking advantages of the opportunities afforded by OEPs? 6
  7. 7. Chaotic, overwhelming Visible PARTICIPANTS • 43 completed surveys 42 12 18 27 0 12.5 25 37.5 50 ID Teaching/Research Faculty Administration Other CategoryAxis Roles 7 73 20 0 20 40 60 80 College University Other Institution Type 7
  8. 8. PRACTICES Conole, G.C., Ehlers, U.D. (2010): Open Educational Practices: Unleashing the power of OER. Paper presented to UNESCO Workshop on OER in Namibia 2010. Windhoek VALUES 14 33 26 26 0 8.5 17 25.5 34 42.5 Improved Pedagogies Adoption/Advocacy Students (costs/access) Sharing Practice 42 19 39 0 12.5 25 37.5 50 OEP (pedagogy/research/policy) OER Creation OER Integration Strategies Islands Practices 8
  9. 9. INFLUENCE 0 12.5 25 37.5 50 62.5 great extent moderate extent somewhat very little not at all incorporate OEP in your work? have influence on uptake? To what extent do you…. Reasons for lack of influence: Advisory role (not a decision maker - over 50%) lack of buy-in from faculty lack of availability limited support (resources/funding/leadershi p) 9
  10. 10. Open practices (pedagogies/researc h/other) FLICKR PHOTO BY DAMSELFLY58 HTTPS://FLICKR.COM/PHOTOS/DAMSELFLY58/17234017501 SHARED UNDER A CREATIVE COMMONS (BY-NC-ND) LICENSE • 50% feel leadership support is crucial for enabling OEP • Culture shift - Promotion/Tenure, institutional rewards systems (valuing of work/openness) • Perceptions of Quality/Availability • Release time or specially funded projects ENABLING AND INHIBITING FACTORS 10
  11. 11. 11 • To a moderate or great extent OEP development/discourses impact on: ๏ their work 67% ๏ overall organization 30% • 37% indicate they have little or no support in their role (15% library, 18% institutional) • For OEP 79% learn through networks (often external) • Formal learning ๏ the field 56% ๏ OEP 11% ASNAPSH
  12. 12. WHY? • OPEN PEDAGOGY • WAYS OF WORKING • BIG IDEAS (CHANGING THE WORLD) 12 "LIGHT GIF" FLICKR PHOTO BY BYZANTIUMBOOKS HTTPS://FLICKR.COM/PHOTOS/BYZANTIUMBOOKS/145071 91708 SHARED UNDER A CREATIVE COMMONS (BY)
  13. 13. Questions/Tensions Influence of digital vs. open Meaning of open—beyond pragmatism Reasons to be open—and not Assumptions re: privilege and cultural assumptions Considered advocacy 13
  14. 14. Please get in touch! idevries@tru.ca, @irwindev mharrison@tru.ca, @mkinchina 14
  15. 15. REFERENCES 15 Attwell, G., & Pumilia, P. M. (2007). The new pedagogy of open content: bringing together production, knowledge, development, and learning. Data Science Journal, 6, S211-S219. Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open practices: briefing paper. online], Jisc, https://oer-synth. pbworks. com/w/file/58444186/Open Practices briefing paper. pdf. Ehlers, U., & Conole, G. (2010, May). Open educational practices: Unleashing the power of OER. In UNESCO Workshop on OER in Namibia. Hogan, P., Carlson, B. R., & Kirk, C. (2015). Open Educational Practices' Models using Open Educational Resources. Hegarty, Bronwyn. "Attributes of Open Pedagogy: A Model for Using Open Educational Resources." Educational Technology (2015): 4. Piedra, N., Chicaiza, J., López, J., Tovar, E., & Martínez, O. (2009, June). Open educational practices and resources based on social software, UTPL experience. In Proceedings of the 2009 Euro American Conference on Telematics and Information Systems: New opportunities to increase digital citizenship (p. 34). ACM. Porter, D. A. (2013). Exploring the practices of educators using open educational resources (OER) in the British Columbia higher education system (Doctoral dissertation, Education: Faculty of Education). Weller, M. (2014). Battle for Open: How openness won and why it doesn't feel like victory (p. 232). Ubiquity Press.

Editor's Notes

  • Michelle to do - side ways bar graph….multiple
  • Teeter/totter view (balancing image) weigh scale

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