Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

The Revolution is Now

115 views

Published on

Open Education and struggling with how to standup, show leadership, stick your neck out.

Published in: Education
  • Download The Complete Lean Belly Breakthrough Program with Special Discount. ♣♣♣ https://tinyurl.com/bkfitness4u
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Download The Complete Lean Belly Breakthrough Program with Special Discount. ◆◆◆ https://tinyurl.com/y6qaaou7
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

The Revolution is Now

  1. 1. OpenEdWeek 2019 at Brock Jess Mitchell Sr. Mgr. Research + Design @jesshmitchell jmitchell@ocadu.ca Happy open education week everyone. I’m really honoured to be here at Brock today to talk to you. Thank you for giving me the opportunity… When I was thinking about what to talk about today I wandered through a lot of potential topics: I thought, I could talk to you about the power of open resources to break down barriers to learners — to meet their learning needs and preferences rather than expecting them to fit into a one-size-fits-all education, but I decided not to. If you’d like to learn more about that, let me know and I’ll share some links to previous talks and to resources https://floeproject.org that will help you on that quest. I decided to dig in a different direction today — so if you’ll humour me…
  2. 2. The Revolution is Now Jess Mitchell Sr. Mgr. Research + Design @jesshmitchell jmitchell@ocadu.ca Turns out we’re all in the middle of a revolution. I know, you might say, but I just had a tuna fish sandwich for lunch yesterday — that doesn’t feel like something you’d do in the middle of a revolution. Nonetheless, here we are. You may say, look, I’m not senior enough to have an impact. Or I have power, but I’m not sure how to rock the boat in a responsible and professional way. I want to speak to you both: If you have power, I want to ask you… as a leader, are you doing work to help those behind you not only take over where you leave off, but also progress beyond where you have been? Are you comfortable with them passing you? Are your goals built around this as an expected outcome, an inevitability, a must-have? What will your legacy be? If you aren’t in a position of power, leadership becomes even harder — that’s right, I’m saying that managers (especially senior managers) have it easier… showing leadership when you aren’t in a position of power means sticking your neck out — standing up, standing out, stepping up — and there are plenty of times and plenty of environments where that isn’t valued or is actively punished. Seeing something that isn’t working and fixing it; seeing someone that is struggling and helping them. And doing it not because it’s part of your JD, but because it’s the right thing to do. When I hear folks talking about this kind of leadership, they’re usually worried that what they did is going to be upsetting to someone and that they’ll lose their job or they’ll get in trouble or they’ll get sued.
  3. 3. OPEN Who? What? Why? How? What does this have to do with Open you might ask? Well, Open is our Revolution. We are engaged in a battle to make information, the quest for knowledge, and all the many benefits from both available to anyone. And in this quest, we are taking a holistic approach: So, is it just the 5 Rs (David Wiley) Retain Reuse Revise Remix Redistribute , no, some contend that’s not enough — that just speaks to content. And open is much more. The Care framework? By Lisa Petrides, Douglas Levin, and C. Edward Watson Contribute: OER stewards actively contribute to efforts, whether financially or via in-kind contributions, to advance the awareness, improvement, and distribution of OER; and Attribute: OER stewards practice conspicuous attribution, ensuring that all who create or remix OER are properly and clearly credited for their contributions; and Release: OER stewards ensure OER can be released and used beyond the course and platform in which it was created or delivered; and Empower: OER stewards are inclusive and strive to meet the diverse needs of all learners, including by supporting the participation of new and non-traditional voices in OER creation and adoption. What does it mean to feed a commons and what does it mean to take food from the commons? How many of you are furiously trying to remember Kant and J.S. Mills
  4. 4. Places to Inject Open • OER • Open-Access Publishing • Open Textbooks • Open Science • Open Pedagogy • *Open Assessments • *Open Dialogue • Minds These are all the spaces and places where this revolution is focusing effort: OER Open-Access Publishing Open Textbooks Open Science Open Pedagogy *Open Assessments *Open Dialogue Minds And so, when you scratch at the surface of this work…
  5. 5. This is Social Justice • Food or Books? • Who creates knowledge? • Who has access to knowledge? • Who gets learning opportunities? • Who has a voice? You get to the social justice issues it aims to address. I spoke to some of this in my OpenEd keynote from last year — when we gathered near here in Niagara. Many others speak to this in their work too. At OpenCon last year, Leslie Chan joined others on a panel to speak about inclusion. He mentioned a term his colleague uses to speak about the killing off of ways of knowing rather than embracing diversity.
  6. 6. His colleague called it ‘epistemicide’ Here Leslie says, “when we think about OpenScience, we have to be careful about whether we’re thinking of a monolithic concept. There should be many Open Sciences. Excluding other ways of knowing is to our detriment.”
  7. 7. Just yesterday Dr. Melissa Terras was quoted in a lecture she gave at The Turing Institute where she said, “All data is historical data: the product of a time. place, political, economic, technical, & social climate. If you are not considering why your data exists, and other data sets don’t, you are doing data science wrong.” Just this statement, that some of us take for granted, others disagree with altogether. But we are not having a conversation about this — and we need to! Melissa Terras is the Professor of Digital Cultural Heritage at the University of Edinburgh‘s College of Arts, Humanities, and Social Sciences, which she joined in October 2017, leading digital aspects of research within CAHSS at Edinburgh, as well as building digital capacity in the new Edinburgh Futures Institute. Her research focuses on the use of computational techniques to enable research in the arts, humanities, and wider cultural heritage and information environment that would otherwise be impossible. She is a Turing Institute Fellow 2018-2020.
  8. 8. Careful about relativism we’re warned! Don’t open this up too far. We still need RIGOUR, we still need academic QUALITY, we still need a mechanism for determining who is best… Not relativism folks — we can differentiate between law and supposition. We are capable of being transparent about the path of capital in our work (who paid for it), whether we have a Conflict of Interest, if we can be honest about our biases (if that is influencing our data collection), if it’s possible there is another yet undiscovered explanation for what we’re seeing… There’s a lot we can do! At this point many would stop… And Dr. Melissa Terras did not reply (as of just now March 7th).
  9. 9. Careful about relativism we’re warned! Don’t open this up too far. We still need RIGOUR, we still need academic QUALITY, we still need a mechanism for determining who is best… Not relativism folks — we can differentiate between law and supposition. We are capable of being transparent about the path of capital in our work (who paid for it), whether we have a Conflict of Interest, if we can be honest about our biases (if that is influencing our data collection), if it’s possible there is another yet undiscovered explanation for what we’re seeing… There’s a lot we can do! At this point many would stop… And Dr. Melissa Terras did not reply (as of just now March 7th).
  10. 10. I responded “Contextualizing need not lead to relativism; rather it is acknowledging the role of capital, context, and complex systems that make up our world.” By using good scientific practices: e.g. disclosing any COIs, using careful language as you do in the abstract (may provide, likelihood), that leave open yet undiscovered explanations. I believe in even a layperson's ability to differentiate btw. law (gravity) and supposition I wonder about something… what is with our fondness for correctness, for completion. What if we leave things incomplete and wonder?
  11. 11. It took a lot to get over my fear of saying something to someone so senior, so experienced, with many more credentials and much more expertise than I have. But I asked myself, if I’m scared to stand up and say what I think, how can I ask others to?
  12. 12. I wonder about something… what is with our fondness for correctness, for completion. What if we leave things incomplete and wonder?
  13. 13. Good Science is Good No question; science should stick to those things it knows. And good science should continue to not know… “They found that foxes strongly prefer to jump in a north-easterly direction, around 20 degrees off from magnetic north. This fixed heading was important for their success as hunters. They were more likely to make a kill if they jumped along their preferred axis, particularly if their prey was hidden by high cover or snow. If they pounced to the north-east, they killed on 73% of their attacks; if they jumped in the opposite direction, they success rate stayed at 60%. In all other directions, only 18% of their pounces were successful. John Philips, who studies magnetic senses at Virginia Tech, says “The challenge (and the fun) for anyone interested is to come up with [another] explanation that can explain the data. The strength of the authors’ conclusions are only as good as the inability of anyone else to come up with an alternative hypothesis.” Roswitha Wiltschko, one of the pioneers who deciphered the magnetic sense of birds, says, “The findings are really astonishing.” But she also thinks that they’re speculative. “This explanation… has plausibility only because there’s hardly any other mechanism that indicates directions.”” You can’t turn off magnetic north. We can’t eliminate it to see if the foxes still exhibit this behaviour. Can’t we be really REALLY excited about that? http://blogs.discovermagazine.com/notrocketscience/2011/01/11/foxes-use-the-earths-magnetic-field-as-a-targeting-system/#.XIA1h9FybOQ
  14. 14. Good Science is Good Discovery & Innovation come from • failure • questioning • curiosity • speculating and then trying to disprove — a hypothesis What if there’s something else to explain this phenomenon? Discovery & Innovation come from failure questioning curiosity speculating and then trying to disprove — a hypothesis How much of our education or our educational institutions are set up to enable Failure Questioning Curiosity Speculation and the push to disprove it?
  15. 15. Open it isn’t just for instructors to choose • Students as producers • Question banks • Intellectual property Some who are eager to revolutionize are remaining critical and questioning assumptions we’ve all made. Students deliver homework that is disposable. Professors design assessments as a way to weed out haves and have nots. Concerns about IP focus the researcher (not the researched, for example…) Indigenous stories gathered by well-meaning PhDs.
  16. 16. Open: a community of practice • Support each other • Share Support and sharing. Not many of us experienced either of those in undergraduate or graduate schools. It was competition, protecting information, and publishing before someone scooped you.
  17. 17. Resources: it isn’t just books • Wikipedia • Open Music: Wikimedia Commons (sound), Free Music Archive (FMA), SoundCloud, Dig CC Mixter, incompetech.com, MusOpen, Pond5, International Music Score Library Project (IMSLP) • Open Art + images of art: NY Public Library, Metropolitan Museum of Art, Cleveland Art Museum, • Open Photos: Pexels, Pixabay, and Unsplash We are all capable of open. There isn’t an industry or a discipline that wouldn’t benefit from open. Wikipedia Open Music: Wikimedia Commons (sound), Free Music Archive (FMA), SoundCloud, Dig CC Mixter, incompetech.com, MusOpen, Pond5, International Music Score Library Project (IMSLP) Open Art + images of art: NY Public Library, Metropolitan Museum of Art, Cleveland Art Museum, Open Photos: Pexels, Pixabay, and Unsplash
  18. 18. Resources it isn’t just books “Mozilla crowdsources the largest dataset of human voices available for use, including 18 different languages, adding up to almost 1,400 hours of recorded voice data from more than 42,000 contributors. As a community-driven project, people around the world who care about having a voice dataset in their language have been responsible for each new launch — some are passionate volunteers, some are doing this as part of their day jobs as linguists or technologists. Each of these efforts require translating the website to allow contributions and adding sentences to be read.” https://blog.mozilla.org/blog/2019/02/28/sharing-our-common-voices-mozilla-releases-the-largest-to-date-public-domain-transcribed-voice-dataset/
  19. 19. Places to Inject Open • OER • Open-Access Publishing • Open Textbooks • Open Science • Open Pedagogy • *Open Assessments • *Open Dialogue • Minds So we just did a bit of who and what… do you see yourselves in this slide?
  20. 20. This is Social Justice • Food or Books? • Who creates knowledge? • Who has access to knowledge? • Who gets learning opportunities? • Who has a voice? Food or Books? Who creates knowledge? Who has access to knowledge? Who gets learning opportunities? Who has a voice? Do you see where you can provide leadership in this slide?
  21. 21. Nothing is neutral We may say we aren’t political, we aren’t an activist and those things can all be true. What is also true is that nothing we do or say is neutral. It is embedded in our experiences and our context. We make choices (and I’ll call them design choices) all the time.
  22. 22. Nothing is neutral we are all designers we are all part of the revolution 
 …or else the status quo Nothing is neutral, we are all designers, and we are all part of the revolution… or else the status quo
  23. 23. “Taxonomy is not just a neutral means to organize knowledge, but inevitably serves as a means to establish and naturalize hierarchic structures.” We experience this when we create our own taxonomies… Raccoon or Capybara Packing and the misc. box Whenever you create buckets you get something that doesn’t quite fit… and then what do you do? Who has the power to create a new bucket? What is the process? http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199372362.001.0001/acprof-9780199372362-chapter-9
  24. 24. Publishing is not neutral Paywalls create haves and have nots. Where is the capital? Who serves to benefit? Who is left out or left behind?
 Who does not have access?
  25. 25. Textbooks are not neutral Textbook costs versus inflation from Nicole Allen with SPARC Textbooks at 600% while inflation is at 100% on the chart
  26. 26. Syllabi are not neutral We say to students that we want them to be creative and then we give them a syllabus that lays out exactly what we want to see from them. Follow the path, don’t deviate We should be creating only as much structure as is absolutely needed to move thinking forward and no more. We need to design the syllabus so anyone can “walk through it” and inject it with creativity and curiosity and questioning and failure and speculation https://www.slideshare.net/Sciencer/soc-101-syllabus-introductionto-sociology-queens-college-fall2012
  27. 27. Classrooms are not neutral We need to create teaching and learning environments that are focused on the goals and notions of success of the learners. Who does this layout benefit? Who doesn’t benefit from this? Who gets left behind? https://www.slideshare.net/Sciencer/soc-101-syllabus-introductionto-sociology-queens-college-fall2012
  28. 28. My sisters: a case study in birthday cakes We know reality is messy, wonderfully complex, intersectional, yet to be discovered… but what do we do with it? We inflict formality by codifying structure around creativity.
  29. 29. a. Definitions (C. Blake / CCDI) i. Defining Diversity ii. Defining Inclusion iii. Defining Equity vs. Equality iv. … b. What is the Business Case for Diversity and Inclusion? (C. Blake / CCDI) c. Guiding Principles (C. Blake) i. How to Engage Collaboratively / Respectful Relationships ii. Accountability iii. Shared Authority iv. Making Time for Mindful Reflection d. Self-Assessments (C. Blake / R. Myers / CCDI) a. Core Questions (C. Blake) i. What are my lenses? ii. Am I just confirming my assumptions, or am I challenging them? iii. What details here are unfair? Unverified? Unused? iv. What’s here that I designed for me? What’s here that I designed for other people? v. Who might be impact by what I’m developing? vi. Is my audience open to change? vii. What am I challenging as I create this? viii. Whose voice is here? Whose voice is missing? b. Case Studies (Catalyst / Advocate Teams) – as museums use the guide, opportunities to add case studies / stories to site i. *see Toronto Ward Museum mock-up for example (R. Myers / T. Pinkofsky) a. General Resources b. Training c. Consultants d. Community Organizations e. Employer Tools a. Blog / Forum i. Ask Questions ii. Create space for reflection and discussion iii. Address failures and access support (R. Myers) a. Webinars We flatten it and formalize it and seek to validate it! We comb its hair, put shiny shoes on it, and send it out to “make a good impression”.
  30. 30. Nothing is neutral This isn’t neutral. What gets lost when we do this?? What is the byproduct, the sawdust or waste that is created by our need to have neat, simple, exact corners (in education)? While we’re at it, and since we can now see this is a social justice issue… let us ask
  31. 31. What is Justice? Who determines this? Some will go to relativism again… but I don’t think we need to…
  32. 32. By 2030 SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ This is what we’re fighting for: Appeal to the UN: Justice is inclusive and equitable quality education and the promotion of lifelong learning opportunities for all
  33. 33. Some will say, it’s too much for me to take on… Some will scoff. Laugh this off as unattainable.
  34. 34. By 2030 SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ Aspirational Others will call it aspirational and find ways to move in that direction. Who is going to take this on? Are you working toward this? Rule #1: don’t panic.
  35. 35. Context matters — the context here was that Nicole and I had dinner together in Sydney last year and we wanted to address what it means to be a responsible leader in OPEN. It isn’t relativism folks — why can’t we do a sliding scale of responsibility? Do as much as you possibly can and more; especially if you have more resources. Nicole Allen The meaning of open is clear, and aspirational. In practice openness must be understood in context. Large actors have more resources, more power and therefore more responsibility. Small actors often are not structurally empowered to be radically open, but can still take meaningful steps. Open is a process, and we should focus on how open things are — and for whom — rather than just whether something is open or not.
  36. 36. What is Justice? Inclusive and equitable by 2030 that is justice.
  37. 37. So, what is the least we can do to achieve Justice? Let’s all remember this, shall we — which kids are the bad kids? Who decides? Based on what rule? Who made the rule? “I wish my teacher knew how smart some of the bad kids are”
  38. 38. What it means to StandUp Which brings me to standing up. Remember earlier If you aren’t in a position of power, leadership becomes even harder — because showing leadership when you aren’t in a position of power means sticking your neck out — standing up, standing out, stepping up — and there are plenty of times and plenty of environments where that isn’t valued or is actively punished. Seeing something that isn’t working and fixing it; seeing someone that is struggling and helping them. Because it’s the right thing to do, despite the consequences.
  39. 39. When Open Means Risking Everything • Aaron Swartz • Bassel Khartabil
  40. 40. Aaron Swartz - JSTOR “In 2011, Swartz was arrested by Massachusetts Institute of Technology (MIT) police on state breaking-and-entering charges, after connecting a computer to the MIT network in an unmarked and unlocked closet, and setting it to download academic journal articles systematically from JSTOR using a guest user account issued to him by MIT.[11][12] Federal prosecutors later charged him with two counts of wire fraud and eleven violations of the Computer Fraud and Abuse Act,[13] carrying a cumulative maximum penalty of $1 million in fines, 35 years in prison, asset forfeiture, restitution, and supervised release.[14] Swartz declined a plea bargain under which he would have served six months in federal prison. Two days after the prosecution rejected a counter-offer by Swartz, he was found dead in his Brooklyn apartment, where he had hanged himself.[15][16] “ By Sage Ross - Flickr, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=15853007
  41. 41. “Bassel Safadi was a Palestinian Syrian open-source software developer who was executed by the Syrian regime shortly after his disappearance in 2015.” By Joi Ito - https://www.flickr.com/photos/joi/4670781482, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=20155366
  42. 42. Never got Justice
  43. 43. Emmett Till By Source, Fair use, https://en.wikipedia.org/w/index.php?curid=3981740 Emmett Louis Till (July 25, 1941 – August 28, 1955) was a young African-American who was lynched in Mississippi in 1955 at the age of 14, after being accused of offending a white woman in her family's grocery store. The brutality of his murder and the fact that his killers were acquitted drew attention to the long history of violent persecution of African Americans in the United States.
  44. 44. A poster of 20 unarmed men, women, & children of color killed by law enforcement since 2012. https://i.pinimg.com/564x/db/30/5d/db305d3fe8a394a4ea226c331e9b0ea6.jpg
  45. 45. Suffered injustice
  46. 46. Malala Yousafzai By DFID - UK Department for International Development - Malala Yousafzai: Education for girls, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=4457782 She is known for human rights advocacy, especially the education of women and children in her native Swat Valley in Khyber Pakhtunkhwa, northwest Pakistan, where the local Taliban had at times banned girls from attending school. On 9 October 2012, while on a bus in the Swat District, after taking an exam, Yousafzai and two other girls were shot by a Taliban gunman in an assassination attempt in retaliation for her activism; the gunman fled the scene.
  47. 47. Still haven’t gotten justice
  48. 48. The young girls who have gone missing or have been found dead on the Highway of Tears The Highway of Tears is a series of murders and disappearances of more than 40 young girls along a 720-kilometre (450 mi) corridor of Highway 16 between Prince George and Prince Rupert, British Columbia, Canada, beginning in 1970.
  49. 49. Sometimes standing up means losing your job — so many of us fear this. How many times have you done something you felt was risky on a Friday afternoon and been convinced that by Monday you’d be fired? Kneeling during the Star Spangled Banner — Colin Kaepernick During a post-game interview, he explained his position stating, "I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color. To me, this is bigger than football and it would be selfish on my part to look the other way. There are bodies in the street and people getting paid leave and getting away with murder”, By Mike Morbeck - Flickr: Colin Kaepernick, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=30174119 https://i.etsystatic.com/16983100/d/il/c78b5e/1612178578/il_340x270.1612178578_9038.jpg?version=0
  50. 50. Enough is Enough • when do we stand up? • who gets to stand up? • standing up is f***ing hard Enough is enough: When do we stand up Who gets to stand up Standing up is f***ing hard Young woman in Africa who said she isn’t rich enough to stand up yet or to speak out. Her voice isn’t heard by any of us.
  51. 51. When Standing Up Means Taking Enormous Risks • Edward Snowden • Rosa Parks • Martin Luther King Jr. • Nelson Mandela When standing up means taking enormous risks: Edward Snowden Rosa parks Martin Luther king jr. Nelson Mandela
  52. 52. What risks will you take? When will you stand up and say enough is enough?
  53. 53. Enough is Enough University of California recently said enough is enough to Elsevier who was ultimately unwilling to meet UC’s key goal: securing universal open access to UC research, as stated in UC’s faculty-driven principles on scholarly communication
  54. 54. Anyone, anywhere in the world should have free, unhindered access to not just my research, but to the research of every great and enquiring mind across the spectrum of human understanding — Stephen Hawking Anyone, anywhere in the world should have free, unhindered access to not just my research, but to the research of every great and enquiring mind across the spectrum of human understanding — Stephen Hawking
  55. 55. The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge. — Stephen Hawking The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge. — Stephen Hawking
  56. 56. This is our revolution folks.
  57. 57. Cathy Davidson tweeted, with a hat tip to Audrey Watters a quote from James Baldwin: It is your responsibility to change society if you think of yourself as an educated person. “A talk to teachers”
  58. 58. Jess Mitchell Sr. Mgr. Research + Design @jesshmitchell jmitchell@ocadu.ca This image was created by art student Alex Bertulis-Fernandes. She produced it in response to a teacher suggesting that she ‘dial down the feminism.’ It went viral. She sells it now as a sticker, a poster, etc. And at least 10% of all of her earnings go to charities. So, I put myself on this side of the dial — the raging feminist. On there other side is ‘complicit in my own dehumanisation’ — which side are you on. It’s time to choose.

×