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Open Educational Practices

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Slides of the OpenMed Webinar "Open Educational Practices" delivered on December 5, 2017 by Catherine Cronin, Centre for Excellence in Learning & Teaching (CELT), National University of Ireland, Galway

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Open Educational Practices

  1. 1. Open Educational Practices #OEP Catherine Cronin #OpenMed webinar  5th December 2017 Image: Joshua Tree National Park (Flickr, public domain)
  2. 2. Catherine Cronin @catherinecronin  catherinecronin.net CELT, National University of Ireland, Galway
  3. 3. 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 “
  4. 4. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Image: CC BY-SA 2.0 Catherine Cronin, built on Networked Teacher image CC BY-NC-SA 2.0 Alec Couros higher education
  5. 5. 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 OEP? (...and then what happens?)
  6. 6. Openness and praxis: Exploring the use of open educational practices (OEP) in higher education 4 years later, completing my PhD research
  7. 7. • Open educational practices (OEP) (Beetham et al., 2012; Ehlers, 2011; Geser, 2007; Hodgkinson-Williams, 2014 ) • Open teaching (Couros, 2010; Couros & Hildebrandt, 2016) • Open pedagogy (DeRosa & Robison, 2017; Hegarty, 2015; Weller, 2014) • Critical (digital) pedagogy (Farrow, 2016; Rosen & Smale, 2015; Stommel, 2014) • Open scholarship (Veletsianos & Kimmons, 2012b; Weller, 2011) • Networked participatory scholarship (Veletsianos & Kimmons, 2012a; Stewart, 2015) literature: OEP and related concepts
  8. 8. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners and also: open learning, open publishing, use of open tools (Beetham et al., 2012; Czerniewicz et al., 2016; Ehlers, 2011; Geser, 2007; Hodgkinson-Williams, 2014) OER open pedagogy
  9. 9. 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) “ critical approaches to openness A roaming autodidact is a self-motivated, able learner that is simultaneously embedded in technocratic futures and disembedded from place, cultural, history, and markets... As a result of designing for the roaming autodidact, we end up with a platform that understands learners as white and male, measuring learners’ task efficiencies against an unarticulated norm of western male whiteness. “ Tressie McMillan Cottom (2015)
  10. 10. RESEARCH QUESTIONS: 1. In what ways do academic staff use OEP for teaching? 2. Why do/don’t academic staff use OEP for teaching? 3. What practices, values and/or strategies are shared by open educators, if any? RESEARCH SETTING: One higher education institution in Ireland, without OER/OEP policy. RESEARCH APPROACH: Interpretivist, critical, empirical METHODOLOGY/METHODS: Constructivist grounded theory (Charmaz, 2014); semi-structured interviews with 19 members of academic staff across multiple disciplines & all ranges of practice – plus a broader survey. research study
  11. 11. Image: CC0 photo by Saksham Gangwar
  12. 12. 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 OER Intentionally using OER less open more open i) digital practices
  13. 13. 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 OER Intentionally using OER less open more open i) digital practices Using OEP
  14. 14. ii) categories related to OEP Strong attachment to privacy, focus on risks PRIVACY Balancing privacy & openness, valuing both Using ‘digital natives’ discourse DIGITAL LITERACIES Developing digital literacies (self & students) Valuing knowledge/information transfer PHILOSOPHY OF TEACHING & LEARNING Valuing social learning Accepting traditional teaching role expectations CONCEPTION OF SELF AS TEACHER Challenging traditional teaching role expectations less open more open
  15. 15. ii) categories related to OEP Strong attachment to privacy, focus on risks PRIVACY Balancing privacy & openness, valuing both Using ‘digital natives’ discourse DIGITAL LITERACIES Developing digital literacies (self & students) Valuing knowledge/information transfer PHILOSOPHY OF TEACHING & LEARNING Valuing social learning Accepting traditional teaching role expectations CONCEPTION OF SELF AS TEACHER Challenging traditional teaching role expectations less open more open Dimensions shared by open educators (i.e. those using OEP)
  16. 16. Balancing privacy and openness Developing digital literacies Valuing social learning Challenging traditional teaching role expectations inner circle (2 dimensions) Networked Individuals both circles (4 dimensions) Networked Educators 4 dimensions shared by open educators
  17. 17. Balancing privacy & openness Image: CC BY 2.0 woodleywonderworks
  18. 18. 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
  19. 19. Practicing openness is:  complex  personal  contextual  continually negotiated
  20. 20. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogywell-established link
  21. 21. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogy emerging in situated studies of OER/OEP well-established link this study: Cronin, 2017 see also Beetham et al., 2012; Czerniewicz et al., 2016, 2017
  22. 22. We must rebuild institutions that value humans’ minds and lives and integrity and safety. Audrey Watters (2017) “ Image: CC BY-NC 2.0 carnagenyc
  23. 23. Thank You! Catherine Cronin @catherinecronin catherinecronin.net Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain)
  24. 24. All of the references cites in this presentation, and a fuller discussion of the research findings can be found in the following paper: Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open & Distributed Learning, 18(5).

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