Bonnie Stewart captures this beautifully… and her recent work explores this from the perspective of academics.
But what about our students?
MESSAGE: what we do here is separate from all else we do Formal learning divorced from rather than integrated with Informal learning practices & literacies.
Students feel: (OEP+R – OLCOS Roadmap 2012 “powered down” “deflated by lack of connectedness” “an audience of ONE”
Q: How can we help students Navigate this Boundary… indeed work towards making that boundary much more permeable? Q: To what extent can “openness” & OEP help us do this?
“connected learning” (Connected Learning Research Network) advocates for broadened access to learning that is socially embedded, interest-driven & oriented toward educational, economic, or political opportunity.
K-12, USA/North American Connected Courses MOOC (2014)
Networked students & Networked educators meet in HE learning spaces
Q: How can we… enable OPEN / NETWORKED / CONNECTED learning in HE?
Open Educational Practices… Open Online Spaces share In/Out and Out/In (share our networks)
But we must be prepared to theorise OPENNESS robustly purpose of my research
Image: CC BY-NC 2.0 carnagenyc
…’open’ signals a broad, de-centralized constellation of
practices that skirt the institutional structures and roles by
which formal learning has been organized for generations.
– Bonnie Stewart (2015)
a divide between formal and informal learning:
students navigate the dissonance between these –
with or without our support
an agenda for research & design (2012)
eds. Mizuko Ito, et al.
Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
‘Open’ is a continuous, not binary, construct.
A door can be wide open, completely shut, or
open part way. So can a window. So can a
faucet. So can your eyes. Our common-
sense, every day experience teaches us that
‘open’ is continuous.
David Wiley (2009)
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)
my PhD research:
open educational practices (OEP)
in higher education
1. Why and how do academic staff in higher
education use online tools and spaces,
both bounded and open, for research,
learning and teaching?
2. Why and how do students and staff
interact in open online spaces in higher
education, and how do they negotiate their
digital identities in these spaces?
pedagogy & practices
Rosen & Smale (2015) Open digital pedagogy = critical pedagogy
A critical approach allows researchers and
writers to address questions of how digital
technologies (re)produce social relations, in
whose interests they serve, and identify sites
for resisting and unsettling such relations.
Neil Selwyn & Keri Facer (2013)
I welcome your ideas & feedback…
Image: CC BY 2.0 visualpanic
Edwards, Richard (2015, February 3). Knowledge infrastructures and the inscrutability of
openness in education. Learning, Media and Technology.
Guntrum, Geser (Ed.) (2012). Open Educational Practices and Resources: OLCOS
Roadmap 2012. Salzburg Research EduMedia Group.
Ito, Mizuko, et al. (2012). Connected Learning: An Agenda for Research and Design.
Digital Media & Learning (DML) Research Hub.
Rosen, Jody R. & Maura A. Smale (2015, January 7). Open digital pedagogy = critical
pedagogy. Hybrid Pedagogy. [blog].
Selwyn, Neil & Keri Facer (2013). The Politics of Education and Technology: Conflicts,
Controversies, and Connections. Palgrave MacMillan.
Stewart, Bonnie (2015). Open to influence: What counts as academic influence in
scholarly networked Twitter participation. Learning, Media and Technology 40(3), pp 1-
Wiley, David. (2009, November 16). Defining “Open”. iterating toward openness. [blog].