This document provides a summary of a keynote presentation about redefining openness and a vision for open practices. The summary includes: 1) It discusses a vision for openness that focuses on open practices around the creation, use and management of open educational resources (OER) to improve quality and innovation in education. 2) It presents a model called the "OEP quality cube" which abstracts different dimensions of open educational practices along with their context and maturity. 3) It argues that embracing open practices has the potential to transform education and lead to improvements in social inclusion, quality and innovation.

1. Redefining openness: a vision for Open PracticesGráinne Conole,The Open University, UKKeynote, EFQUEL Conference, Lisbon, 9th September 2010

2. OrientationFocusSocial inclusionOpen, social and participatorymediaA vision of openness – Open PracticesDesigning and using OEROlnetOPALOpen Educational Resource Practices (OEP)DefinitionDerivationTheOPAL OEP quality cubeInnovationQuality

3. Open, social and participatory mediaNew tools/practices are leading to new forms of learning and teachingSharingMedia sharingWeb 2.0CommunicatingBlogs & wikisNetworkingSocial networkingInteractingVirtual worldsShift from:Web 1.0 – content repository and static informationWeb 2.0 – user generated content and social mediation

4. A typology of new technologies(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895

5. Redefining openness…DesignCourses design & shared openlyDeliveryUse of free tools & resourcesWhat is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching?Peer critiquingSharingRepurposingOpen practicesNetworkingInquiryCollectiveintelligenceEvaluationCritical reflectionResearchSharing of research dataAlso see Alex Couros, Edmedia, 2010

6. Digital skills (Jenkins, et al., 2008)PlayPerformanceVisualisationAppropriationNegotiationMulti-taskingSimulationNetworkingDistributed cognitionCollective intelligenceTransmedia navigationJudgment

7. Open Educational Resources (OER)Basic definitionThe open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)Broader definitionLearning resourcesCourseware, content modules, learning objects, learner support & assessment tools, online learning communitiesResources to support teachersTools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachersResources to assure the quality of education and educational practices (UNESCO 2004)

8. Pedagogically rich

9. Level of granularity‘Atomistic’: based around learning objects (Merlot)‘Holistic: aligned to course structures (MIT)FormatSimple, primarily text-basedRich multi-faceted multimediaPedagogyRelatively neutralEmbeddedOER models

10. A vision of transformationBeyond content – focus on activity and useLearners as self-directed and autonomousMore of a focus on sharing, refinement, iteration, critical reflectionOER as a potential catalyst to transforming educational practiceImprovements in social inclusion, quality and innovation

11. The reality gapParadoxesTechnologies not fully exploitedLittle evidence of use of OERPredominance of ‘old practices’Media sharingBlogs & wikisReasonsTechnical, pedagogical, organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”Solutions?Models and frameworksLearning designPedagogical patternsOpen Educational ResourcesVirtual worlds &online gamesSocial networking

12. Exploring/applying “openness”DesignCourses design & shared openlyDeliveryUse of free tools & resourcesOpenEvaluationCritical reflectionResearchSharing of research data

13. Open DesignOpen DeliveryOpen ResearchX-DeliaOpen Evaluation

14. CloudworksA space for sharing and discussing learning and teaching ideasApplication of web 2.0 practiceExamples for teachers & learners to share/discussA space for collaboration & communication Helps develop skills needed for engaging with new technologies’

15. TitleAuthorCoreTagsLocationDiscussionsImprovements

16. Olnet: Open Learning networkNetworkFrom producing open resources to use of open resourcesBuild capacity

17. Find evidence

18. Refine the issuesResearchFellowshipsConole, McAndrew & Demtriadis, Forthcoming

19. Learning analytics: gather & representing dataConference, Canada, February 2011

20. Making reuse possibleConole, McAndrew & Demtriadis, Forthcoming

21. Explicit design

22. Design, use, reuseDesignDesignUsesDepositsRepurposes & depositsUsesOEROERTeacher ALearner ALearner BTeacher BCreatesChoosesDepositsQuiz + beginners routeQuiz + advanced route

23. From resources to practices

24. The OPAL vision22Focus on the practice around OER rather than the resourcesBetter understanding will lead to improvements in the quality of OER and more innovationOpen Educational Resource PracticeOEP constitute the range of practices around the creation, use and management of OER with the intent to improve quality and innovate education.

25. Abstracting dimensions of PracticeApproach60+ case studies of OER collectedDimensions of OEP derivedDerivation of the OEP cube modelValidationSpotlight on OER on CloudworksEDEN workshopOER activity on CloudworksOngoing online consultation processhttp://cloudworks.ac.uk/cloudscape/view/2105

26. Validation: OER activity on Cloudworks27 Cloudscapes and 13 Clouds evaluatedKinds of activitiesReviews, events, debates, otherIntentional, practical, socialTypes of CloudsInstructional, informational, archival Notes, resource aggregator, project descriptions, discussion & debate spaces, interviewsAlevizou et al. 2010

27. Emergent issues from OER researchMotivations for sharing and incentives for participation Financial sustainability and licensing jurisdictions OER tracking, usage patterns and users motivations Quality and credentialsEffectiveness metrics Types of research and dissemination of empirical results Linking research with policy and practice

28. The OEP cube modelTHE DIMENSION: What?Strategies and PoliciesBarriers and Success FactorsTools and Tool PracticesSkills Development and SupportTHE CONTEXT: Where?Macro level (society)Meso level (organisation)Micro level (individuals)MATURITY: How well is it established?Initial (not yet started)ManagedDefinedOptimizing (embedded / advanced)CONTEXTMATURITYDIMENSION26

29. Refining the dimension27QA modelsPartnership ModelsStrategies & PoliciesBusiness ModelsCONTEXTSustainability StrategiesBarriersBarriers and Success FactorsSuccess FactorsMATURITYToolsDIMENSIONTools & tool practicesTool Practices12 skills of evolving digital literacyHenry JenkinsCYBERLEARNING REPORTDigital LiteracySkills Development & SupportSupport structures and processes

30. Maturity ViewINITIAL (not yet started): Process unpredictable, poorly controlled and reactiveMANAGED: Process characterized for projects and is often reactive.DEFINED: Process characterized for the organisation and is proactive (Projects tailor their process from the organisation’s standard)OPTIMIZING (embedded / advanced): Process is measured and controlled, the focus on process improvement28CONTEXTMATURITYDIMENSION

31. The cube model291AX1BX1AX1BX1BX1BX1AY1BXLevels1BY1BX1BY3AXMacro-level: SocietalMeso-level: OrganisationMicro-level: Individual2AX1BY3BX2BX3CX2AX2BX3DX2BX2BX2AY2BX2BY2BX2BY2AX3AX2BY2BX3BX2CX3AX3BX2DX3BX3BX3AY3BX3BY3BX3BY1AX3BY1BXStrategies & policiesBarriers & successfactorsTools & toolpracticesSkillsDev &Support1CX1DXLevel of maturityOptimizingDefinedManagedInitialDimensionsOER embedded in strategyInstitutional OER repositoryAdapted from diagram by T. Koskinen

32. Uses and benefitsThree usesBenchmarkingGuidanceReflection and comparisonBenefitsGuides users in understanding how to think about the key issues.Flexible enough to cover the multiple stakeholdersSub-cubes provide practical illustrative examplesUseful as a mechanism for institutions to self-benchmark30

33. Mapping the case studies31

34. Final thoughtsA vision of OEP for inclusion, innovation & qualityLearning and the context of learning have changedWe need new approaches to learning and teachingHow can we harness increasingly sophisticated tools and OERs?How can we support innovation in the use and reuse of OER?Will openness enable or restrict social inclusion?What are the quality implications in an increasingly open context?How can we ensure research better informs policy and practice?

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