The document summarizes findings from the Open Education Research Hub project conducted from 2013-2015. Some key findings include: OER were found to increase student satisfaction and engagement without necessarily improving grades; users adapted OER to fit their needs and educators used OER for inspiration; and OER were shown to help some learners transition into formal education programs while saving students money in other cases. The research involved collaborations across educational sectors and geographical regions to understand the impact of open educational practices.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
A project with the aim to standardize an RBM approach in clinical trials. It unites four companies and academic organizations, focuses on the evaluation and optimization of Risk-based Monitoring (RbM). For this purpose, PUEKS will use data available from past clinical studies to select substantiated key risk indicators (KRIs). Subsequently, the obtained data-driven KRIs will be tested in an ongoing trial. A comparative evaluation with historical data from past studies will be additionally performed to evaluate the power of the selected KRIs in terms of cost savings, enhanced quality, and risk mitigation. The project is aimed at delivering a robust RbM tool as well as an optimized procedure for the successful implementation of RbM.
This project (HA project no. 448/14-38) is funded in the framework of Hessen ModellProjekte, financed with funds of LOEWE – Landes-Offensive zur Entwicklung Wissenschaftlich-ökonomischer Exzellenz, Förderlinie 3: KMU-Verbundvorhaben (State Offensive for the Development of Scientific and Economic Excellence).
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
Traditional learning theories do not provide adequate explanations to derive such competencies as they are limited on closed learning environments. By contrast, theories of Bildung entail an additional dimension which can be regarded as the “ability to go beyond the present state of affairs and to transform the structures and prevailing rules of this form of life” (Peukert, 2003: 106). Our aim is to explore the extent to which Bildung can provide open education with a theoretical framework, and, conversely, the ways in which open education promotes a more holistic or progressive model of education. Our focus here will not be exclusive-ly on OER: it will be stressed that ‘openness’ in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011).
We argue (1) that there are significant potentials to elicit or encourage Bildung through the use of OER, such as throughproviding open access to a rich base of materials from various cultural contexts. In this process of engaging with multiple and complex resources it can be assumed that a transformation of the way in which the individual is approaching learning is likely to happen. The reflections of these experiences are education-al and a key factor for the theoretical underpinning of OER. We go on to suggest (2) that the beliefs and val-ues associated with Bildung – including autonomy, critical reflection, inclusivity and the rejection of univer-sal narratives – are suitable for providing a theoretical framework for OER as well as providing a critical lens through which to assess contemporary educational models in practice (e.g. Liessman, 2006).
Openness in Education: Technology, Pedagogy, CritiqueRobert Farrow
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education
typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
A project with the aim to standardize an RBM approach in clinical trials. It unites four companies and academic organizations, focuses on the evaluation and optimization of Risk-based Monitoring (RbM). For this purpose, PUEKS will use data available from past clinical studies to select substantiated key risk indicators (KRIs). Subsequently, the obtained data-driven KRIs will be tested in an ongoing trial. A comparative evaluation with historical data from past studies will be additionally performed to evaluate the power of the selected KRIs in terms of cost savings, enhanced quality, and risk mitigation. The project is aimed at delivering a robust RbM tool as well as an optimized procedure for the successful implementation of RbM.
This project (HA project no. 448/14-38) is funded in the framework of Hessen ModellProjekte, financed with funds of LOEWE – Landes-Offensive zur Entwicklung Wissenschaftlich-ökonomischer Exzellenz, Förderlinie 3: KMU-Verbundvorhaben (State Offensive for the Development of Scientific and Economic Excellence).
From theory to practice: can openness improve the quality of OER research?OER Hub
"From Theory to Practice..." was presented by Beck Pitt at OpenEd 2014, Washington DC, USA during November 2014.
This presentation was developed from the slide deck presented at CALRG 2014 at The Open University (UK) during Summer 2014.
Openness has been identified with many innovations in education and educational technology, but remains under-theorised. This presentation will argue that openness is best understood as a kind of absence of restriction or impediment. With a clear connection to issues of freedom, integrity and autonomy openness introduces several layers of complexity to the ethics of teaching and learning. These will be described and explored through case studies, with practical approaches to dealing with the risks of openness outlined.
If you want a teaser for the presentation, please watch this short video where Robert talks about openness and ethics:
https://www.youtube.com/watch?v=wZHNSdUzDHc
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
Despite the recent increases of interest in Open Education (notably in the Massive Open Online Courses (MOOC; Fini, 2009) it has been continuously asserted that Open Education lacks a theoretical foundation such as the Herbartian steps of education in traditional educational approaches (Vandenberg, 1975). Similar accusations have been made with respect to distance education, which some have identified as being slow to engage with critical debates in theory and research (Evans & Nation, 1992). And further: “practitioners, re-searchers and theorists in open and distance education need to be aware of the broad range of theories avail-able to them in educational theory and social theory more generally” (p. 10). In a similar vein, Danaher, Wyer and Bartlett (1998) claim that “ researchers in open and distance learning have tended to focus on too narrow a range of theoretical resources in addressing the much broader range of problems and contexts that characterise this area of contemporary research” (p. 9). Given the considerable rise of Open Education over the last years, these critical appraisals urge us to expand theoretical approaches to refine our understanding of evolving pedagogical and technological relations (cf. Bell, 2011).
In this paper, we contribute to debates surrounding open education and open educational resources by intro-ducing the concept of Bildung (self-cultivation; self-realization) as a powerful reflective tool. We will elabo-rate on the potentials of Bildung by reviewing Wilhelm von Humboldt’s classical conception. Humboldt em-phasizes unrestrained interplay between the individual and the world, an exchange through which the indi-vidual relates to the world in the most comprehensive, lively and freest way possible. Bildung thus conceived is not an adaptation to an external order but rather a cultivation of the inner life: a reflective, creative form of self-realization or self-cultivation.
Openness in Education: Technology, Pedagogy and CritiqueOER Hub
Critical theorists subscribe to the Hegelian view that philosophical or critical reflection is retrospective, and for fear of becoming uncritical are generally against the idea that particular worldviews or ideologies should be propagated through formal education. This can make it difficult for the critical theorist to be anything other than negative about education, and perhaps with good reason: modern education is undergoing seismic changes which often manifest themselves as crises of commodification, corporatization, or the intrusion of extreme forms of technological modernity into educational institutions. Yet technological innovation raises pedagogical possibilities – many of them outside the academy – which are distinctly critical.
In this presentation I assess the state of the art in educational technology, focusing on approaches which identify as ‘open’. The kind of technological interventions in education typical of the last fifty years have often been centrally led and imposed, and thus representative of the encroachment of system imperatives into educational lifeworlds. However, recent technologies present new possibilities for a less linear and more lateral approach to education. While optimism about the pedagogical potential of new technologies must of course be tempered by remaining attentive to the dubious strategies and ideologies being employed by education policymakers. I focus on the case of open education to show how technological change is bringing about opportunities both for new and inclusive pedagogies, and for social critique. I appeal to Dewey, Freire and Illich to indicate some of the ways in which a radically democratic pedagogy rooted in information and communication technologies might stand as a bulwark to neo-liberal interventions in education, concluding with the suggestion that critical theorists should consider significant engagement with the design of learning system and communication technologies.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
“OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to
knowledge.”
-The William and Flora Hewlett Foundation
CCCOER OER Research Open Textbooks and LibrariansUna Daly
Have you been asked by your college administration or colleagues about open textbook usage and perceptions? Recent studies have shown that awareness and usage of OER by faculty is not yet mainstream. Come and hear results of surveys conducted by the OER Research Hub on open textbook usage by faculty and librarians including understanding of open licenses, quality, and how librarians can inform open textbook adoptions. In addition, we will hear from the SPARC organization about the direct connection between open access and open education and the important role that libraries have in curating and promoting open educational resources adoption in the classroom.
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar and a chance to ask questions of our two expert speakers.
Date: Wed, December 10
Time: 10 am PST, 1:00 pm EST
Featured speakers:
Beck Pitt, PhD, OER Researcher, OER Research Hub, Open University UK, sharing research from surveys conducted with faculty who have adopted OpenStaxCollege textbooks and with librarian on perceptions and usage of OER.
Nicole Allen, Director of Open Education, SPARC sharing SPARC’s transition from an Open Access advocacy group to an Open Access and Open Education advocacy group that promotes librarians’ role in both of these important and intertwined initiatives.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. I. Constellations of Open
Forthcoming in Deimann, M. & Peters, S. (eds.) (2016). The Philosophy and
Theory of Open Education. New York: Peter Lang Publishing
7. History of open education
Peters and Deimann (2013) have demonstrated that the history of
openness can be understood to stretch back before the
institutionalization of education, even if the language of open was not
always used.
• Ancient knowledge transmission through apprenticeship
• Guttenberg printing press (1450s)
• Monastic tradition gave way to university institutions
• Emergence of the public sphere (Habermas, 1962) and public
university systems
8. History of open education
By the 1960s the open education movement had
begun to coalesce around the idea of
disestablishing cultural, economic and institutional
barriers to formal education. The Open University
in the UK was founded in 1969 to widen access to
higher education by disregarding the need for prior
academic qualification, and using the
communication technologies of the time to ‘open
up’ campus education though a “teaching system
to suit an individual working in a lighthouse off the
coast of Scotland” (Daniel et al., 2008).
load.wikimedia.org/wikipedia/commons/b/bf/Louisbourg_Lighthouse.jpg
9. History of open education
• Industrialisation brought the rise of popular literacy and establishment
of public libraries and distance education
• In the 20th century we have seen an extension of the belief that
education is a right that can be extended to all
• It is mistaken to see this as a linear historical progression: (Peters &
Deimann, 2013:12) observe that “historical forms of openness caution
us against assuming that particular configurations will prevail, or that
social aspects should be assumed as desired by default”.
10. History of open education
• Over the last decade – primarily in the form of Massively
Open Online Courses (MOOC) and Open Educational
Resources (OER) – the open education movement has further
expanded opportunities for education worldwide.
• Yet as opportunities for accessing educational materials
increases, so higher education (in the West, at least) has
increasingly seemed to be in a crisis of funding shortfalls,
massive student debt, and a lack of graduate employment.
This has led some to ask whether open education is the
saviour of traditional education, or the herald of its demise.
11. “Open approaches are featured in the mainstream
media. Millions of people are enhancing their
learning through open resources and open courses.
Put bluntly, it looks as though openness has won.
And yet you would be hard pressed to find any signs
of celebration amongst those original advocates.
They are despondent about the reinterpretation of
openness to mean ‘free’ or ‘online’ without some of
the reuse liberties they had envisaged. Concerns are
expressed about the commercial interests that are
now using openness as a marketing tool. Doubts are
raised regarding the benefits of some open models
for developing nations or learners who require
support. At this very moment of victory it seems
that the narrative around openness is being usurped
by others, and the consequences of this may not be
very open at all.” (Weller, 2014: 14)
12. • Contextualist, not essentialist
• Defines itself against a status quo that restricts some activity:
open lets you do X
• Fundamentally oriented towards freedom
• But what kind of freedom?
13. Negative Liberty: the absence of (external)
restrictions on activity; freedom from
interference
Positive Liberty: the capacity to act on the
basis of one’s free will; implies rational
agency, autonomy, active choice
Distinction made by Fromm (1941)
and Berlin (1958)
https://upload.wikimedia.org/wikipedia/commons/8/81/Statue_of_Liberty_from_ferry.JPG
14. Characteristics of Constellation Method
• Always reconstructive and historical
• Begins with actually existing examples of practice
• Intimately related to how language is used
• Move beyond binary judgements (e.g. open or not?)
• Anti-essentialist: “the constellation of moments is not to be
reduced to a singular essence; what is inherent in that
constellation is not an essence.” (Adorno, 1973:104)
• Recognises historical contingency without over-simplification
or relativism
• Constellation does not prohibit possibility of other
constellations, nor future re-interpretation
• Reflective open practice
15. Other work relating to this strand
• Deimann, M. & Farrow, R. (2013). Rethinking OER and their
use: Open Education as Bildung. International Review of
Online and Distance Learning 14(3).
http://www.irrodl.org/index.php/irrodl/article/view/1370/25
42
• Farrow, R. (2015). Open education and critical pedagogy.
Learning, Media and Technology. DOI:
10.1080/17439884.2016.1113991
• Farrow, R. (forthcoming 2016). Framework for an open ethics.
Open Praxis
16. II. Open Education Research Hub
Prof. Martin Weller
Dr. Rob Farrow
Dr. Bea de los Arcos
Dr. Beck Pitt
Natalie Egglestone
17. • Research project 2013-2015 at The Open University (UK)
• Funded by William & Flora Hewlett Foundation
• Tasked with building the most comprehensive picture of OER impact
• Organised by eleven research hypotheses
• Collaboration model works across different educational sectors
• Global reach but with a USA focus
• Openness in practice: methods, data, dissemination
OER Research Hub
oerresearchhub.org oerhub.net
18. Keyword Hypothesis
Performance OER improve student performance/satisfaction
Openness People use OER differently from other online materials
Access OER widen participation in education
Retention OER can help at-risk learners to finish their studies
Reflection OER use leads educators to reflect on their practice
Finance OER adoption brings financial benefits for students/institutions
Indicators Informal learners use a variety of indicators when selecting OER
Support Informal learners develop their own forms of study support
Transition OER support informal learners in moving to formal study
Policy OER use encourages institutions to change their policies
Assessment Informal assessments motivate learners using OER
20. • Research instruments applied
consistently across collaborations:
surveys, interview questions,
focus groups, etc.
• Supplemented by integration of
secondary research
• ‘Agile’ research, sprinting
• Thematic and methodological
cohesion provided by research
hypotheses
Research Process
25. • 37.6% of educators and 55.7% of formal learners agree or strongly
agree that OER use increases student satisfaction
• 27.5% of educators and 31.9% of formal learners agree or strongly
agree that OER use improves student grades
• Impact appears to be greater for non-grade related aspects:
- 36.2% (n=254) OER improves student engagement ✓
- 36.2% (n=254) OER promotes new ways of learning ✓
- 35.2% (n=256) OER increases student interest in subject ✓
- 35% (n=249) OER leads to student self-reliance ✓
26. • 55.7% (n=370) of formal students agree or strongly agree that OER
increases student satisfaction
• Formal learners reported that increased interest in subject was the
main outcome from using OER (60.1% n=398)
• Others included increased experimentation (49.4% n=398) and
gaining confidence (48.6% n=322)
• For some cohorts (e.g. Saylor Academy) more than half of learners
believed that they grew more confident, became interested in a
wider range of subjects and felt their learning experiences improved
27. • 79.4% of OER users adapt resources to fit their needs
• 79.5% of educators use OER to get new ideas and inspiration
• Videos are the most common type of OER used
• 88.4% of learners say that the opportunity to study at no cost
influenced their decision to use OER
• 40.9% of all formal learners in our sample believe that OER have a
positive impact in helping them complete their course of study
28. • 79.6% of formal students think they save money by using OER
• 31.5% of non-formal learners say that their interest in using OER is a
chance to try university-level content before signing up for a paid-for
course
• Informal learners choose OER that are relevant to their particular
needs, have a good description of learning objectives and outcomes,
and are easy to find and download
• 31.3% say their use of OER influenced their decision to register for
their current course
29. Impact of OER repository on likelihood of future study
Repository More likely to study formally Less likely to study formally
Saylor
(n=1858)
19.8% 19.9%
OpenLearn
(n=583)
31.4% 13.9%
iTunesU
(n=94)
23.4% 25.5%
30. iTunesU channel users were much
more likely to be younger and were
mostly male. They are often in full
time education and use OER on an
informal basis outside of their
formal studies to pursue interest in
a wide range of subjects
31. Saylor Academy users are more
likely to be in employment and
already in possession of a degree.
They tended to be middle aged and
primarily motivated by professiona
development.
32. OpenLearn users were more likely to be older, retired, and
female, and had a higher proportion of users who were
motivated mainly by personal interest (though 40% are in
full time employment).
37. Summary of General Findings
• There was a high degree of satisfaction with OER across all types of
user, with a large percentage willing to access further OER and to
recommend them
• However, OER brand recognition was weak compared with other
popular resource sites, and finding appropriate OER was a major
obstacle
• Use of OER increases satisfaction and engagement with learning and is
seen as saving students money
• Users look for relevance, reputation and clear learning outcomes
when selecting OER
38. Summary of General Findings
• OER (in English) is not confined to one or two disciplines, with all
subjects well represented, and a range of formats are accessed,
although video remains the most significant
• An under-reported benefit for educators is the manner in which OER
cause them to reflect on their own practice, and to broaden their
teaching approaches
• Similarly underreported is the idea that the benefits may not be cost
savings and improved performance but recruitment and retention of
students
43. • Research into open education and strategies for building
worldwide open education research capacity
• Available for research & consultancy (short & long term)
• Current projects include:
Open Education Research Hub
44. • Research into open education and strategies for building
worldwide open education research capacity
• Available for research & consultancy (short & long term)
• Current projects include:
46. The Opening Educational Practices in Scotland
project aims to facilitate best practice in open
education in Scotland through:
• the development of a peer support network
• an online hub and awareness raising
activities
• collecting evidence of effective practice
oepscotland.org
49. • Research into open education and strategies for building
worldwide open education research capacity
• Available for research & consultancy (short & long term)
• Current projects include:
What can OER do for me? Evaluating the claims for OER
Who are the open learners?
What difference is openness making? Nb ethics paper
Open Research Course
Researcher Toolkit
Openness (freedom) as supposition of moral responsibility
What can OER do for me? Evaluating the claims for OER
Who are the open learners?
What difference is openness making? Nb ethics paper
Open Research Course
Researcher Toolkit
Openness (freedom) as supposition of moral responsibility
What can OER do for me? Evaluating the claims for OER
Who are the open learners?
What difference is openness making? Nb ethics paper
Open Research Course
Researcher Toolkit
Openness (freedom) as supposition of moral responsibility
TWO WAYS: 1. Disregard previous experience/qualification. 2. Use technologies
As far back as the 1970s the argument was being made that ‘open education’ was a somewhat vague and nebulous phrase (Denton, 1975; Hyland, 1979).
The point is that openness is not a teleological progression
Pick up on this idea of open education as saviour/apocalypse later, perhaps in connection with colonization
These aren’t necessarily all to do with openness, but form a set of co-ordinates that may help us to understand where openness makes a difference
These aren’t necessarily all to do with openness, but form a set of co-ordinates that may help us to understand where openness makes a difference
Open Access publication: making peer reviewed research available free of charge and with minimal restrictions on copyright and other licensing restrictions (Suber, 2012)
Probably best known
Open Data – releasing data for others to use
Open-source software (OSS) is computer software with its source code made available with a license in which the copyright holder provides the rights to study, change, and distribute the software to anyone and for any purpose. Open-source software may be developed in a collaborative public manner.
Open Educational Resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.
Open Pedagogy is defined by Wiley (2013) as “that set of teaching and learning practices only possible in the context of the free access and [the] permissions characteristic of open educational resources”.
http://opencontent.org/blog/archives/2975
Open Educational Practices include a whole life cycle of OER production and use, institutional strategies, empowering informal learners, creating environments that supports learning, and empowering individuals (Ehlers, 2013:89-97).
As Bayne & Ross (2014:21-22) note, we are starting to see a move away from the cMOOC/xMOOC binary and greater recognition of more diverse forms of open online course, including DOCC (Distributed Open Collaborative Course); POOC (Participatory Open Online Course); LOOC (Local open online course); BOOC (Big/Boutique Open Online Course); and even a non-open variant – SPOC (Small Private Online Course).
Openness can be seen as a matter of access, of licence, of publicity, of transparency, of pedagogical practice, or of policy; and yet it is not reducible to any one of these. Sometimes it seems to refer to processes, and sometimes to the outcomes of those processes.
Mostly it is context dependent: this makes it hard to extrapolate from one example to others, meaning that we don’t really get closer to a universal definition of openness
More vague = more open to commercial exploitation
Openness can be seen as a matter of access, of licence, of publicity, of transparency, of pedagogical practice, or of policy; and yet it is not reducible to any one of these. Sometimes it seems to refer to processes, and sometimes to the outcomes of those processes.
Mostly it is context dependent: this makes it hard to extrapolate from one example to others, meaning that we don’t really get closer to a universal definition of openness
Examples of open tend towards NEGATIVE LIBERTY: removal of barriers. This is well developed but doesn’t capture ‘thicker’ sense of freedom. Eg. Resource rich drug addict. Needed also is a sense of POSITIVE LIBERTY: what kinds of actions in this area can be endorsed by free, rational beings?
Deeper ‘ethic of care’
Vision of social justice
The ‘underlying ethos of openness’ (Atenas & Havemann, 2014)
WORKING ASSUMPTION: Open education has articulated the negative sense but less so the positive sense
So what does all this have to do with Constellations?
Constellations aren’t there. We imagine/interpret them
We are always looking into the past
GRAVITATIONAL WAVES
So what does all this have to do with Constellations?
Synergies between open education and critical theory. One key assumption is that ideologies
In one sense this is what all open education researchers are arguably doing, even if they don’t conceive of it this way.
Quotes like these may not be doing me any favours.
I didn’t just invent research!
So what does all this have to do with Constellations?
Bildung: Critical pedagogy:
What can OER do for me? Evaluating the claims for OER
Who are the open learners?
What difference is openness making? Nb ethics paper
Open Research Course
Researcher Toolkit
Openness (freedom) as supposition of moral responsibility
Most responses came from the USA (n=862) or the UK (n=473) though India (n=117) Canada (n=87) and Brazil (n=84) also contributed significant amounts of data. Most countries were represented and people from every continent contributed information. Excluding Africa, only Bolivia, French Guyana, Greenland, Kyrgyzstan, Suriname, Turkmenistan, Uzbekistan, and Venezuela were not represented. Most countries recorded between 5 and 40 responses.
Caveat – some stereotyping imminent
Caveat – some stereotyping imminent
Caveat – some stereotyping imminent
Caveat – some stereotyping imminent
The higher figure for OpenLearn may be explained by the existence of planned pathways between OpenLearn content and degree level content provided by The Open University (UK) which make it easier to move from non-formal to formal study.
NO FURTHER STUDY = LEARNING NEEDS MET?
Immediate and ongoing access to educational resources
For educators, the most important factors surrounding OER are relevance and quality.
Caveat – some stereotyping imminent
Caveat – some stereotyping imminent
Users of iTunesU showed a much lower average age profile with 71.8% of their users aged below 35. By contrast, OpenLearn users tended to be older, with 69% aged 35 or over and relatively few younger users. The pattern of user age profiles was closer to a standard deviation for Saylor users (perhaps reflective of a larger sample size).
YouTube is the most popular place to find open resources, with over 50% of each sample reporting that they used it to find OER. iTunesU and TED talks were also popular across the samples, as was Khan Academy (though less so with users of OpenLearn).
DON’T USE REPOSITORIES?!
Saylor users were much more likely than the other groups to be studying via MOOC platforms (41.7%, n=751). BUT Respondents showed a lack of understanding about the nature of an OER repository: between 9% and 20% of each sample said that they did not use any OER repositories despite the fact that they had only been offered the chance to participate in the survey specifically because of their OER repository use.
What is meant by adaptation is not always clear. We took it to mean remix behaviours but many reported activities along a spectrum of adaptation.
What can OER do for me? Evaluating the claims for OER
Who are the open learners?
What difference is openness making? Nb ethics paper
Open Research Course
Researcher Toolkit
Openness (freedom) as supposition of moral responsibility