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Deakin University CRICOS Provider Code: 00113B
A 2 phase PhD study by Sarah Lambert
CRADLE, Arts and Education
Open Education as
Social Justice

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Deakin University CRICOS Provider Code: 00113B
“The demographics of massive open online course
(MOOC) analytics show that the great majority of
learners are highly qualified professionals, and
not, as originally envisaged, the global community
of disadvantaged learners who have no access to
good higher education” (Laurillard, 2016, p. 1)
The problem
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Deakin University CRICOS Provider Code: 00113B
RQ 2016: How can Open
Education programs contribute
to the student equity and social
Inclusion of learners in
Australian Higher education?
Research Question
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4.
Deakin University CRICOS Provider Code: 00113B
• Feb: move to
Melbourne, full
time with CRADLE
• PhD scholarship
• Confirmation Nov
Planning - 2016
Phases and outputs 2016-2019
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5.
Deakin University CRICOS Provider Code: 00113B
• Global systematic
review, free open
education
programs
• 6 sub RQs
• 25K words data
collected and
analysed (biggest
challenge, biggest
learn)
Phase 1 Study - 2017
• Feb: move to
Melbourne, full
time with CRADLE
• PhD scholarship
• Confirmation Nov
Planning - 2016
Phases and outputs 2016-2019
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6.
Deakin University CRICOS Provider Code: 00113B
• Writing exposes gaps,
lack of definitions,
“openness
determinism”
• 5 papers drafted, 4
submitted, 1 published,
1 resubmitted
• Present at The Inclusive
Ed Summitt (TIES)
• Definition paper
published in Nov
• Phase 2 Study July-Nov
• Data collection for
Australia case study
(Phase 2)
• Global systematic
review, free open
education
programs
• 6 sub RQs
• 25K words data
collected and
analysed (biggest
challenge, biggest
learn)
Phase 1 Study - 2017
• Feb: move to
Melbourne, full
time with CRADLE
• PhD scholarship
• Confirmation Nov
Planning - 2016
Phases and outputs 2016-2019
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Phase 1 writing- 2018

7.
Deakin University CRICOS Provider Code: 00113B
• Writing exposes gaps,
lack of definitions,
“openness
determinism”
• 5 papers drafted, 4
submitted, 1 published,
1 resubmitted
• Present at The Inclusive
Ed Summitt (TIES)
• Definition paper
published in Nov
• Phase 2 Study July-Nov
• Data collection for
Australia case study
(Phase 2)
• Global systematic
review, free open
education
programs
• 6 sub RQs
• 25K words data
collected and
analysed (biggest
challenge, biggest
learn)
Phase 1 Study - 2017
• Move to
Melbourne, full
time with CRADLE
• PhD scholarship
• Confirmation Nov
Planning - 2016
Phases and outputs 2016-2019
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Phase 1 writing- 2018Feb: Start new job at Deakin
4 dpw
Phd to part-time

8.
Deakin University CRICOS Provider Code: 00113B
• Writing exposes gaps,
lack of definitions,
“openness
determinism”
• 5 papers drafted, 4
submitted, 1 published,
1 resubmitted
• Present at The Inclusive
Ed Summitt (TIES)
• Definition paper
published in Nov
• Phase 2 Study July-Nov
• Data collection for
Australia case study
(Phase 2)
• Global systematic
review, free open
education
programs
• 6 sub RQs
• 25K words data
collected and
analysed (biggest
challenge, biggest
learn)
Phase 1 Study - 2017
• Move to
Melbourne, full
time with CRADLE
• PhD scholarship
• Confirmation Nov
Planning - 2016
Phases and outputs 2016-2019
8
• Confirm PhD by publication format
• Phase 1 paper revisions and
capstone book chapter (TIES)
• Twitter response to paper; shared
at Paris OER leaders forum; OER19
presentation; international collabs
on OER19 (Galway) workshop;
journal special edition editing;
invitation to review for Pan-
CommForum (PCF9)
• Phase 2 writing: UniSTARS
paper/presentation, Conceptual
model journal paper, EPHEA
paper/presentation
• June-July: write the 40K “golden
thread”
Write, present, share - 2019
Phase 1 writing- 2018
Submit 2019

9.
Deakin University CRICOS Provider Code: 00113B
Changing our (Dis)Course: A
Distinctive Social Justice Aligned
Definition of Open Education
Paper 1
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Journal of Learning for Development

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Deakin University CRICOS Provider Code: 00113B
This paper investigates the degree to
which recent digital Open Education
literature is aligned to social justice
principles, starting with the first
UNESCO definition of Open Educational
Resources (OER). A critical analysis of 19
texts was undertaken to track dominant
and alternative ideas shaping the
development of Open Education since
2002 as it broadened and developed
from OER to Open Educational Practices
(OEP). The paper begins by outlining the
method of texts selection, including
defining the three principles of social
justice (redistributive, recognitive and
representational justice) used as an
analytical lens.
Next the paper sets out findings which
show where and how the principles of
social justice became lost within the
details of texts, or in other digital
agendas and technological determinist
debates. Finally, a new social justice
aligned definition for Open Education is
offered.
The aim of the new definition is to
provide new language and a strong
theoretical framework for equitable
education, as well as to clearly
distinguish the field of Open Education
from mainstream constructivist
eLearning.
Abstract
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11.
Deakin University CRICOS Provider Code: 00113B
Do MOOCs contribute to equity and
social inclusion?: a global
systematic review
2014-2017
Short answer: yes!
Paper 2
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Deakin University CRICOS Provider Code: 00113B
• The review concludes that MOOCs which aim to
widen participation in education are an alternative
global practice that exists alongside more commercial
MOOC offerings
• 48 studies and reports were examined, representing
diverse global programs reaching over 200,000
disadvantaged learners in both distance and blended
learning settings.
• Most programs aimed to achieve student equity
(enrolled or tertiary preparation learners) and/or
social inclusion (community learners) outcomes and
were designed for learners with low-skills, low
confidence, and/or low levels of previous education.
• New finding: A flourishing of multi-lingual and
Languages other than English (LOTE) programs and
those addressing regional socio-economic
disadvantage (this finding is different to existing
literature).
• New finding re blended support: Most cases
involved MOOCs and free online resources combined
with additional forms of support, including face-to-
face study groups.
• New finding re Intentional design: Contrary to the
existing debate in the open education literature, the
review also found that the legal status of the learning
materials (copyright or openly licenced) was of little
consequence so long as it was free to the end user.
What seemed to matter most was the intentional and
collaborative design for disadvantaged cohorts.
• New finding re Community partnerships: Successful
design collaborations often featured learner-centred,
non-technical partnerships with community groups
which increased the understanding of the needs of
particular marginalised learners, while also providing
more sustainable and distributed learner support.
.
Summary of findings
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13.
Deakin University CRICOS Provider Code: 00113B
Conceptual model paper: “Six critical
dimensions of open, online education”
Paper 3
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3MT 2018

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6 critical dimensions: verified, modified
COURSE
PURPOSE
Enables groups of
learners
OR
Enables learning
a particular topic
online
AND
Foundation topic
of interest
TECHNOLOGY
Amplifies other
dimensions
OR
Enables access
via free hardware
LEARNING
MATERIALS
range of media;
coherent
sequences;
choice and
feedback;
authentic and
diverse expertise;
and empowering
diversity
LEARNER
SUPPORT
Study companions
(face-to-face and/or
online, staff and/or
peers) enable
academic, social,
technical and
motivational
support
AND
Overcome constraints;
agency
AUTONOMY
Enables choice
and agency in
assessment, and
application to
own life/projects
LEARNER SKILLS
Skills
development is
the whole focus
of the program
(eg Learning to
Learn)
OR
scaffolds from a
“low threshold”
assumption
Conceptual clarifications from Phase 1
DiMaggio, P., & Hargittai, E. (2001). From the “Digital Divide” to “Digital Inequality”: Studying Internet use as Penetration Increases. Center
for Arts and Cultural Policy Studies, Princeton University, 15, 1–23. http://doi.org/10.1002/bem.20484

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Deakin University CRICOS Provider Code: 00113B
Siyavula Case Study: Digital, collaborative text-book
authoring to address educational disadvantage and
resource shortage in South African schools
Paper 4
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17.
Deakin University CRICOS Provider Code: 00113B
Social justice
(redistributive and
representational justice) in
action.
“The case study analysis
identifies the success
factors might be replicated
in other contexts.”
Free digital texts were created for
grades 4-6 and 10-12: workbook &
teacher guide book, in both English and
Afrikaans.
In 2013 the government sponsored the
printing and distribution of c500K copies
of the Year 10 books, saving the
government approximately USD$83.5
Million.
Siyavula – pioneers of free (OER) maths
and science textbooks in South Africa
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18.
Deakin University CRICOS Provider Code: 00113B
Assets not risks: regional, mature
age students in an Australian
online enabling program
Paper 6
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19.
Deakin University CRICOS Provider Code: 00113B
This study adds to the limited literature
that explores how regional students
(adults) from low-socioeconomic
backgrounds enact successful
preparation and transition to higher
education in Australia.
Mezirow’s transformational learning
framework is used to analyse 11 student
interviews about their motivations and
learning supports as they undertake an
online enabling program.
The study found that each student had a
powerful ‘disorienting dilemma’ (step 1
of Mezirow’s framework) that propelled
them through the highs and lows of the
enabling program and in some case to
higher education enrolment.
It also found that the enabling program
cohort did not act as a Community of
Practice for the cognitive apprenticeship
of study skills and higher education
readiness.
Instead, most students had informally
assembled a small but powerful
personal support team within their
regional home communities to support
their learning journey.
It concludes that regional learners and
communities can be reconceptualised as
assets to tertiary learning.
Abstract
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20.
Deakin University CRICOS Provider Code: 00113B
“Don’t write me off!” 2 older women:
have put off studying until children were
no longer dependant and who seek to
gain recognition for their skills and build
on them so they can have greater control
over their work and careers.
“My old life is over, what now?” - The 3 working
men: major career changes after years of working.
Two had major life-threatening crises (suicide,
broken neck) which had forced them out of their
jobs. 2 not working and studying on campus. One
studying part time while working, a long term
project to extract himself from unfulfilling work.
“Enough worrying, let’s do this!” The 3
young women: aged 19-21who have packed
a lot of living in a short time and all seeking
to overcome major disruptions to their
schooling not of their making. All preferred
to study on campus as much as possible.
“Who am I, and what am I good at? - The 3
mums: in their 30s with school age children in a
period of re-evaluating life goals, seeking to shift
identity from primary carer to learner and then
professional worker. All studied fully online while
their kids were at school and could not get to
classes
Disorienting dilemmas and transformational learning of regional learners
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21.
Deakin University CRICOS Provider Code: 00113B
Sarah.Lambert@deakin.edu.au
PhD candidate, and
Manager, HEPPP, Diversity and Inclusion
Thank you!
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