My presentation at the ALT-C Conference 2014. Notes are in a separate document.

1. Should
openness
be
the
default
approach
in
higher
educa2on?
This
work
is
licensed
under
a
Crea2ve
Commons
A6ribu2on-­‐NonCommercial-­‐ShareAlike
4.0
Interna2onal
Licence.
Liz
Masterman
ALT-­‐C
2014:
Riding
Giants
3rd
September
2014
CC
BY
Liz
Masterman

2. Why
should
openness
be
the
default?
“The
world’s
knowledge
is
a
public
good”
(Atkins,
Brown
&
Hammond,
2007)
…and
all
people
should
have
free
access
to
it.
“‘Open’
…
op2mizes
the
possibili2es
for
the
advancement
of
knowledge
…
necessary
to
tackle
the
increasing
complexity
and
scale
of
the
world’s
ques2ons
for
Research.”
(Van
der
Vaart
et
al.,
n.d.)

3. Areas
of
focus
in
the
study
• Sharing
and
reusing
resources
• Characteris2cs
of
open
pedagogic
models
• Learning
in
an
open
world
• Sharing
educa2onal
knowledge
openly
• The
influence
of
openness
in
research
Semi-­‐structured
interviews
informed
by
literature
14
academic
staff
1
each
of:
learning
technologist,
staff
developer,
librarian

4. Sharing
and
reusing
resources
Images
accessed
from
h6p://ww1centenary.oucs.ox.ac.uk;
CC
BY-­‐NC-­‐SA
University
of
Oxford

5. Open
pedagogic
models
“social
interac2on,
knowledge
crea2on,
peer-­‐learning,
and
shared
learning
prac2ces.”
(Ehlers,
2011)
CC
BY-­‐NC-­‐SA
Jennifer
Kontax
via
Flickr
Public
domain

6. Open
pedagogic
models
1. a.
The
teacher’s
role
changes
from
source
of
knowledge
to
learning
adviser.
b.
The
student
takes
responsibility
for
their
learning,
including
what
they
learn.
2. Knowledge
is
co-­‐constructed
through
mutual
interac2on
and
reflec2on
between
teacher
and
students.
3. The
development
of
knowledge
and
skills
required
for
tackling
and
solving
problems
has
priority
over
subject-­‐
centred
knowledge
transfer.
4. Students
learn
primarily
from
each
other,
as
a
community.

7. Open
resources
as
outputs
from
learning
ac2vi2es
CC
BY
Liz
Masterman

8. Professional
learning
through
open
educa2onal
knowledge
CC
BY-­‐NC-­‐SA
University
of
Oxford

9. The
influence
of
open
prac2ces
in
research
CC
BY
David
Grémillet
via
Wikimedia
Commons

10. Making
openness
the
default
in
learning
and
teaching
in
Higher
Educa2on
h6p://dic2onary.cambridge.org

11. A
metaphor
for
openness
as
the
default…
CC
BY
Liz
Masterman

12. CC
BY
Liz
Masterman
*
liz.masterman@it.ox.ac.uk

www.it.ox.ac.uk/eet
@dotEliza
@ltgoxford
With
acknowledgements
to
Dr
Chris
Davies
(PI)
Jennifer
Allen,
Steve
Albury
and
Jessica
Chan
(research
assistants)

13. References
Atkins,
D.
E.,
Brown,
J.
S.,
&
Hammond,
A.
L.
(2007).
A
Review
of
the
Open
Educa9onal
Resources
(OER)
Movement:
Achievements,
Challenges,
and
new
Opportuni9es.
Menlo
Park,
CA:
The
William
and
Flora
Hewle6
Founda2on.
Beetham
et
al.
(2012):
Beetham,
H.,
Falconer,
I.,
McGill,
L.
and
Li6lejohn,
A.
Open
Prac9ces:
Briefing
Paper.
JISC.
Ehlers,
U.-­‐D.
(2011).
Extending
the
territory:
From
open
educa2onal
resources
to
open
educa2onal
prac2ces.
Journal
of
Open,
Flexible
and
Distance
Learning,
15(2):
1–10.
Van
Acker,
F.,
Van
Buuren,
H.,
Kreijns,
K.
&
Vermeulen,
M.
(2013).
Why
Teachers
Share
Educa2onal
Resources:
A
Social
Exchange
Perspec2ve,
in
R.
McGreal,
W.
Kinuthia
&
S.
Marshall
(eds.),
Open
Educa9onal
Resources:
Innova9on,
Research
and
Prac9ce
(pp.
177–191).
Vancouver:
Commonwealth
of
Learning
and
Athabasca
University.
Van
der
Vaart,
L.,
van
Berchum,
M.,
Bruce,
R.,
Burgess,
M.,
Hanganu,
G.,
Jacobs,
N.,
…
Stokes,
P.
(n.d.).
“Open”
as
the
default
modus
operandi
for
research
and
higher
educa9on.
n.p.:
e-­‐InfraNet.