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Beyond Practices:
Values, challenges &
tensions associated
with using OEP
Catherine Cronin
CELT, NUI Galway
@catherinecronin
#OEGlobal18 #go_gn
Image:CC0bycogdog
Catherine Cronin
open educator, open resercher
CELT, National University of Ireland, Galway
@catherinecronin  catherinecronin.net
all sources and references available at:
bit.ly/OEGlobal18_Cronin
open
Both descriptive & aspirational
Not universally experienced
Complex & contextual
Requires digital capability & agency
Critical discourse is essential
“Move from access to equity & justice”
McMillan Cottom, 2015
Openness is not the opposite of closed-ness,
nor is there simply a continuum between the two…
An important question becomes not simply whether
education is more or less open, but what forms
of openness are worthwhile and for whom;
openness alone is not an educational virtue.
Richard Edwards (2015)
@RichardEd1
Knowledge infrastructures and the inscrutability of openness in education
Learning, Media and Technology 40(3)
“
I began with a question:
In academic settings in which the use of OEP is not
required, requested, expected, or specifically supported,
WHY do some educators, and not others, choose to
use Open Educational Practices?
(...and then what happens?)
Openness and praxis:
A situated study of academic staff
meaning-making & decision-making with respect to openness
and
use of open educational practices
in higher education
PhD research study completed April 2018
Image:CC0bySakshamGangwar
DIGITAL IDENTITY
DIGITAL NETWORKING
DIGITAL TOOLS FOR
TEACHING
USE OF OER
less open more open
digital practices
Institutional, role-based
identity
DIGITAL IDENTITY Open, networked, ‘Resident’
identity
Not using social media, or
personal use only
DIGITAL NETWORKING Using social media
personally & professionally
Using VLE & email only DIGITAL TOOLS FOR
TEACHING
Using VLE & email
as well as open tools &
social media
Not intentionally using OER USE OF OER Intentionally using OER
less open more open
digital practices
Using OEP
4 dimensions shared by open educators
inner circle
(2 dimensions)
Networked
Individuals
both circles
(4 dimensions)
Networked
Educators
Balancing privacy & openness
Image:CCBY2.0woodleywonderworks
Balancing privacy and openness
will I share openly?
whom will I share with? (context collapse)
who will I share as? (digital identity)
will I share this?
MACRO
MESO
MICRO
NANO
If we truly value participatory culture,
we must recognize the right of individuals
to choose not to participate.
Henry Jenkins (2013)
“
We must rebuild institutions that value humans’
minds and lives and integrity and safety.
Audrey Watters (2017)
“
Image:CCBY-NC2.0carnagenyc
The use of OEP, practicing openness, is:
 complex
 personal
 contextual
 continually negotiated
Le spectre de la rose Jerome Robbins Dance Division
from the New York Public Library (public domain)
To hope is to give
yourself to the future,
and that commitment
to the future
makes the present
inhabitable.
Rebecca Solnit (2004)
Hope in the Dark
“
Le spectre de la rose Jerome Robbins Dance Division
from the New York Public Library (public domain)
Thank You!
Catherine Cronin
@catherinecronin
catherinecronin.net
all sources and references available at:
bit.ly/OEGlobal18_ Cronin

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Beyond practices: Values, challenges, and tensions associated with using OEP

  • 1. Beyond Practices: Values, challenges & tensions associated with using OEP Catherine Cronin CELT, NUI Galway @catherinecronin #OEGlobal18 #go_gn Image:CC0bycogdog
  • 2. Catherine Cronin open educator, open resercher CELT, National University of Ireland, Galway @catherinecronin  catherinecronin.net
  • 3. all sources and references available at: bit.ly/OEGlobal18_Cronin
  • 4. open Both descriptive & aspirational Not universally experienced Complex & contextual Requires digital capability & agency Critical discourse is essential “Move from access to equity & justice” McMillan Cottom, 2015
  • 5. Openness is not the opposite of closed-ness, nor is there simply a continuum between the two… An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue. Richard Edwards (2015) @RichardEd1 Knowledge infrastructures and the inscrutability of openness in education Learning, Media and Technology 40(3) “
  • 6. I began with a question: In academic settings in which the use of OEP is not required, requested, expected, or specifically supported, WHY do some educators, and not others, choose to use Open Educational Practices? (...and then what happens?)
  • 7. Openness and praxis: A situated study of academic staff meaning-making & decision-making with respect to openness and use of open educational practices in higher education PhD research study completed April 2018
  • 9. DIGITAL IDENTITY DIGITAL NETWORKING DIGITAL TOOLS FOR TEACHING USE OF OER less open more open digital practices
  • 10. Institutional, role-based identity DIGITAL IDENTITY Open, networked, ‘Resident’ identity Not using social media, or personal use only DIGITAL NETWORKING Using social media personally & professionally Using VLE & email only DIGITAL TOOLS FOR TEACHING Using VLE & email as well as open tools & social media Not intentionally using OER USE OF OER Intentionally using OER less open more open digital practices Using OEP
  • 11. 4 dimensions shared by open educators inner circle (2 dimensions) Networked Individuals both circles (4 dimensions) Networked Educators
  • 12. Balancing privacy & openness Image:CCBY2.0woodleywonderworks
  • 13. Balancing privacy and openness will I share openly? whom will I share with? (context collapse) who will I share as? (digital identity) will I share this? MACRO MESO MICRO NANO
  • 14. If we truly value participatory culture, we must recognize the right of individuals to choose not to participate. Henry Jenkins (2013) “
  • 15. We must rebuild institutions that value humans’ minds and lives and integrity and safety. Audrey Watters (2017) “ Image:CCBY-NC2.0carnagenyc
  • 16. The use of OEP, practicing openness, is:  complex  personal  contextual  continually negotiated
  • 17. Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain) To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable. Rebecca Solnit (2004) Hope in the Dark “
  • 18. Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain) Thank You! Catherine Cronin @catherinecronin catherinecronin.net
  • 19. all sources and references available at: bit.ly/OEGlobal18_ Cronin