Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
Interactive idea generation presentation given at TAACCCT-ON in Topeka Kansas 24-Sep-2015. Engages TAACCCT grantees in discussion of current plans and recommendations for long term strategies for legacy building and maximizing impact and ROI of TAACCCT.
Slides delivered at the Prosect Union Learn event in Manchester on 21st November 2012.
Covers Digital Learning, Social Media and Learning Pool e-learning
Creative Commons Open Business Models, Case Studies, & FindingsPaul_Stacey
Presentation given at Open Education Conference 2015 in Vancouver British Columbia, November 19, 2015.
Description: In March of 2015, with support from the Hewlett Foundation, Creative Commons launched an open business model initiative aimed squarely at showing how Creative Commons licenses can, and are, used by business, nonprofits and governments. This initiative emerged out of a need to show how organizations and creators can produce OER and other Creative Commons licensed works in a way that generates social good in sustainable and financially sound ways.
Creative Commons open business model initiative is being done in an interactive community-based way using an open business model canvas and an online community for sharing and discussion. Creative Commons directly collaborates with organizations using a process that supports both autonomous and collaborative design, development of open business model designs, and ensuing analysis of the results.
In this panel presentation, organizations who worked with Creative Commons to generate an open business model will share their experience. They will describe their motivations, explain how they engaged in the Creative Commons open business model process, outline what they learned, and reveal new opportunities and directions they took as a result.
Creative Commons will describe the tools and processes it used and how those tools and processes evolved and changed through community interaction. Latest versions of tools and process will be compared to starting ones and made available to all participants. Analysis insights from both panel organizations and Creative Commons will be shared.
Creative Commons will outline open business models lessons learned, the types and categories of open business models that emerged, and summarize key findings. Next steps, opportunities for participation and future plans will be described.
Attendees of this session will gain:
- an understanding of the open business model initiative and process
- hands on access to the open business model canvas and other tools they can use to develop their own open business model
- knowledge and insights into how open business models work
- strategies and tactics they can incorporate into their own open business model initiative
- the opportunity to get involved in the initiative in an open and collaborative way
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
Interactive idea generation presentation given at TAACCCT-ON in Topeka Kansas 24-Sep-2015. Engages TAACCCT grantees in discussion of current plans and recommendations for long term strategies for legacy building and maximizing impact and ROI of TAACCCT.
Slides delivered at the Prosect Union Learn event in Manchester on 21st November 2012.
Covers Digital Learning, Social Media and Learning Pool e-learning
Creative Commons Open Business Models, Case Studies, & FindingsPaul_Stacey
Presentation given at Open Education Conference 2015 in Vancouver British Columbia, November 19, 2015.
Description: In March of 2015, with support from the Hewlett Foundation, Creative Commons launched an open business model initiative aimed squarely at showing how Creative Commons licenses can, and are, used by business, nonprofits and governments. This initiative emerged out of a need to show how organizations and creators can produce OER and other Creative Commons licensed works in a way that generates social good in sustainable and financially sound ways.
Creative Commons open business model initiative is being done in an interactive community-based way using an open business model canvas and an online community for sharing and discussion. Creative Commons directly collaborates with organizations using a process that supports both autonomous and collaborative design, development of open business model designs, and ensuing analysis of the results.
In this panel presentation, organizations who worked with Creative Commons to generate an open business model will share their experience. They will describe their motivations, explain how they engaged in the Creative Commons open business model process, outline what they learned, and reveal new opportunities and directions they took as a result.
Creative Commons will describe the tools and processes it used and how those tools and processes evolved and changed through community interaction. Latest versions of tools and process will be compared to starting ones and made available to all participants. Analysis insights from both panel organizations and Creative Commons will be shared.
Creative Commons will outline open business models lessons learned, the types and categories of open business models that emerged, and summarize key findings. Next steps, opportunities for participation and future plans will be described.
Attendees of this session will gain:
- an understanding of the open business model initiative and process
- hands on access to the open business model canvas and other tools they can use to develop their own open business model
- knowledge and insights into how open business models work
- strategies and tactics they can incorporate into their own open business model initiative
- the opportunity to get involved in the initiative in an open and collaborative way
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Growing a whole institution culture of commitment to student engagementJisc
As the student engagement agenda has gained momentum in UK higher and further education, there are numerous interesting and complex issues that arise and seemingly prevent a whole institutional commitment to working with students as partners.
Issues such as departmental autonomy, traditional hierarchies and power dynamics, and lack of time invested in innovative student engagement all contribute to a landscape where engaging students remains a project rather than a culture, and something done in a few departments rather than across a whole institution.
Find out more at https://www.jisc.ac.uk/events/growing-a-whole-institution-culture-of-commitment-to-student-engagement-20-jan-2016
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
Digital student skills workshop - 17 February 2016Jisc
As part of our digital student project, this series of consultation events will help inform our digital student: skills sector study. We are exploring the technology expectations and experiences of different learners’ including adult and community learners, work based learners, apprentices and offender learners.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
MADLaT 2016 Open Badges - Making Learning Visible Don Presant
Open Badges are gaining acceptance as eCredentials by educators, professional bodies and employers around the world because they enable better ways to map, recognize and share learning, including informal learning. Quality Open Badges are trustable tokens of skills and achievements that can be shared in e-portfolios, talent pipelines and social media. Open Badges are modular and “stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and learning transfer.
This fast-paced presentation lores global practices in Open Badge systems using living examples and case studies, inside and outside formal education.
Learning Innovation in Public Employment Servicesbarbarak
The EmployID project is a major EU-funded four-year project which aims to support staff in Public Employment Services (PES) to develop appropriate competences that address the need for integration and activation of job seekers in fast changing labour markets. It builds upon career adaptability in practice, including career management skills and quality as well as evidence-based frameworks, for enhanced organisational learning. It also supports the learning process of PES practitioners and managers in their professional identity development by supporting the efficient use of technologies to provide advanced coaching, reflection, networking and learning support services. The project focuses on scalable and cost effective technological developments that empower individuals and organisations to engage in transformative learning practices, assisting their capability to adapt to rapidly changing pressures and demands.
This presentation describes the concept of facilitation in terms of different facilitation support. It also reports from the first insights into contextual exploration and derives important contextual challenges for the implementation of learning innovations in Public Employment Services.
ePortfolios for Adults (and Other Humans) Don Presant
ePortfolios for lifelong learning in formal, nonformal and informal contexts. Used for PLAR/RPL, employability and continuing professional development. Based on the open source Mahara platform.
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
Digital student skills workshop - 17 February 2016Jisc
As part of our digital student project, this series of consultation events will help inform our digital student: skills sector study. We are exploring the technology expectations and experiences of different learners’ including adult and community learners, work based learners, apprentices and offender learners.
Bruggen, geen barrières: flexibel onderwijs ondersteunen met open badges - Ri...SURF Events
Soms creëren we onbedoeld barrières voor potentiële studenten door de manier waarop we het onderwijs organiseren. Met opkomende technologieën hebben we echter de mogelijkheid om in plaats daarvan bruggen te slaan naar nieuwe leermogelijkheden. Open microcredentials, of open badges, zijn een potentiële kans om zulke nieuwe bruggen voor het leren te creëren. Rick West, associate professor aan de Brigham Young University in Utah (VS), werkt sinds 2012 aan het concept van educatieve badges. In deze presentatie laat hij je zien hoe open badges voor studenten meer flexibiliteit mogelijk maken in hoe, wanneer, wat en waarom ze leren. Daarvan zal hij een aantal goede voorbeelden laten zien. Tijdens zijn sabbatical begin 2019 was hij in Nederland en bezocht hij de pilotprojecten van het SURF edubadges-project. In deze sessie deelt hij ook de inzichten die hij hier heeft opgedaan en geeft aanbevelingen mee aan de Nederlandse instellingen.
MADLaT 2016 Open Badges - Making Learning Visible Don Presant
Open Badges are gaining acceptance as eCredentials by educators, professional bodies and employers around the world because they enable better ways to map, recognize and share learning, including informal learning. Quality Open Badges are trustable tokens of skills and achievements that can be shared in e-portfolios, talent pipelines and social media. Open Badges are modular and “stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and learning transfer.
This fast-paced presentation lores global practices in Open Badge systems using living examples and case studies, inside and outside formal education.
Learning Innovation in Public Employment Servicesbarbarak
The EmployID project is a major EU-funded four-year project which aims to support staff in Public Employment Services (PES) to develop appropriate competences that address the need for integration and activation of job seekers in fast changing labour markets. It builds upon career adaptability in practice, including career management skills and quality as well as evidence-based frameworks, for enhanced organisational learning. It also supports the learning process of PES practitioners and managers in their professional identity development by supporting the efficient use of technologies to provide advanced coaching, reflection, networking and learning support services. The project focuses on scalable and cost effective technological developments that empower individuals and organisations to engage in transformative learning practices, assisting their capability to adapt to rapidly changing pressures and demands.
This presentation describes the concept of facilitation in terms of different facilitation support. It also reports from the first insights into contextual exploration and derives important contextual challenges for the implementation of learning innovations in Public Employment Services.
Exploring Value and Values through Openness: Third Sector Partnerships approa...Ronald Macintyre
This paper explores a partnership between a Scottish Government programme to raise awareness and develop capacity in the creation and use of free open online education materials (OER), Open Educational Practices Scotland (OEPS), and Parkinson’s UK a Third Sector organisation which works to improve the lives of people with Parkinson’s. The partnership has designed and produced a series of badged open online courses aimed at Health and Social Care (HSC) staff. The paper focuses on one created for front line staff, sharing what we learnt about what design based approaches can contribute as explorers of “Public Value” (e.g. Moore 1995).
Those accessing OER tend to be the educational haves, in addressing this OEPS has applied “what works” in Widening Participation (WP), seeking partnership with organisations who are “trusted sources of support” with “shared values” to explore the OER role in creating learning journeys for those distanced from education (Macintyre and Cannell 2017). Parkinson’s UK have online and face to face programmes. However, as demand outstripped capacity, they wanted to use OER as a way to explore whether and how people would engage with open online learning. We suggest the creation of OER to outside formal curriculum suggests an absence, structural holes which are being filled by a values led organisation.
Influenced by work on participatory design, and design thinking approaches which focus on value (Dorst 2011) the partners treated these questions as a complex adaptive problem. Through workshops we looked at the value we wanted to create for the learners, for the people the learners cared for, and how this created values of each partner. In the paper we look at what this meant on a practical level, exploring the role of design based approaches in shaping our exploration of Public Value. In particular, we reflect on the use of a Public Value models as heuristics devices to frame messy real world problems. Suggesting this would provide a useful avenue for future research
References
Cannell P. Macintyre R. (2017) Free open online resources in workplace and community settings – a case study in overcoming barriers, Widening Participation and Lifelong Learning, 19(1), pp.111-12
Dorst, K. (2011). The core of “design thinking” and its application. Design Studies, 32(6), pp.521–532.
Moore M. H. (1995) Creating Public Value: Strategic Management in Government, Harvard University Press: London
Building an ePortfolio and eLearning experience that rocks is anything but trivial: having a good
learning design approach and a good command of ePortfolio methodology is essential. After three
years of helping companies and educational institutions in their Mahara projects, I have become
convinced that Open Badges are the key to fostering better learning design.
In my talk, I will explain how Open Badges can help to reshape the learning design to foster learners’
engagement and attainment. I will briefly outline the Open Badge architecture; and then present the
framework I am using to implement Mahara and Moodle in schools and in the work place.
I will also demonstrate tools that support the Open Badges process, from brainstorming and creating
new badges to the issuing of the badge by the institution, and the badge’s storage and use by the
student.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
Design and Design Thinking has been business and management for some time, with influential thinkers like Roger Martin at Harvard, and Tim Brown of IDEO promoting the approach as a way to address complex problems in the public and the private sector (Brown and Martin 2015). Part of the interest relates to the way design tools have been used in the digital economy to create artefacts and systems, the success of these things leading to the sense that the design is an approach to problem solving that can be applied in a number of contexts. This paper is an attempt to make sense of design based approaches as a research tool. It is based on my own interest in, and experience of, using these approaches in work with Third Sector organisations as they explore and develop their engagement with the digital world. Influenced by Dorst and Cross (2001) my own work places the focus on the organisation, and on how values are articulated, explored, contested and narrated through design, production and use of digital media. Even a simplistic account of design practice recognises it as a creative inquiry. However, in order to develop a more sophisticated understanding of design practice as research practice there is a need to look at the mode of inquiries used within design. In particular, what kinds of questions can design based approaches address. The paper will report on the insights that a design approach to action research can bring by focussing on Voluntary Organisations and value.
A presentation based on a case study of working in partnership which looks at how research and practice on the learner experience shapes process in developing learning journeys.
This was presented as part of a MOOC on the EMMA platform
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
This paper explores how “the public” is understood and imagined, by government and policy makers who are increasingly interested in design as a way to develop and deliver public services. The papers looks to provide public administration practitioners and scholars with a better understanding of the role of publics in design, and academics and practitioners in design a better understanding of how the publics are understood in public administration.
Public Administration has dominated Public Value since the 1990’s, therefore the paper focuses on this area, from Moore’s pragmatism authorising environment (Moore 2014), to Bozeman normative accounts of universal values (Bozeman and Johnson 2014). While there is no consensual view, they suggest a tendency to see a public as: “out there”; arriving at a settled view; ignoring the way it is shaped and contested by different interest groups.
The paper asks how tendencies might shape our understanding of the complex sets of organisations operating in this space. Here the narrative draws on Fraser (2007) who asks, what accounts of what a functioning democracy should be, make seem normal. In doing so the narrative draws in work that destabilises notions of the public, in favour of the plurality of “counter publics” (Negt and Kluge [1993] 2016; Warner 2002), suggesting a need to move away from seeing the public as “out there waiting”, to a reading of publics as being addressed and brought into being (Hauser and Beniot-Barne 2002).
Finally the paper suggests we need to investigate how the public as imagined in Public Value shapes the use of design. Suggesting a need to look at how design brings its publics into being, in particular how participatory design, critical design (Di Salvo 2012) can make a contribution to developing a pluralistic and participatory understanding of the public. The paper closes with the suggesting contradictions are useful, as speculations on real and imagined publics are a crucial part of designerly way of knowing.
Based on Raymond Carver's story "What we talk about when we talk about love", where we often talk about anything but love, the short presentation was used to stimulate discussion at workshop. It was part of #RIPFOOL The OU Open Online Courses Special Interest Group on the 31st of March 2017
Learning for Sustainability and Open Educational Practices Scotland WorkshopRonald Macintyre
A workshop exploring the values of openness and sustainability. The workshop first looked at the opportunities and challenges associated with free open online and how to align the values of openness to the values of organisations. Then it explored values in sustainability, and teased out what it means to "mind". After some themed discussion on the overlapping sets of values the workshop then broke into Open Space.
Exploring Opportunities and Challenges in Open and Online Content in the Thir...Ronald Macintyre
A workshop at the SCVO "The Gathering" in February 2017 run with Parkinson's UK where we explored the opportunties and challenges for Third Sector organisation as they develop digital learning journeys to support their clients
Open Education as Disruption: Lessons for Open and Distance Learning from Ope...Ronald Macintyre
This paper reflects on what Open and Distance Learning providers might learn from the Open Educational Resources/Practices (OER/OEP) and Massive Open Online Courses (MOOCs). It is based on experiences working on OER and OEP first at the OU in Scotland (OUiS) and more recently under the auspices of the Scottish Funding Council (SFC) funded Open Educational Practices Scotland (OEPS) programme hosted by OUiS. The paper by exploring the disruptive potential of MOOCs and OER within Higher Education. While it acknowledges lessons for HE it argues the focus on access and scale has obscured other lessons ODL might learn from opening up educational practices. Much of our work has centred on OEP and partnership with organisations outside the formal education sector. As such it has taken the possibilities offered by openness as an invitation to look at the relationship between the formal and the informal. The paper traces OEPS journey as it explores less apparent but no less important lessons around designing and creating open content through partnership in a way that is cost effective and context relevant
Full paper here http://oro.open.ac.uk/id/eprint/46658
Abstract
This paper explores the use of participatory design methods in engaging older people in Citizen Science. Based on a pilot in a small Scottish town it looks at the application of designerly practices to bringing lay knowledge into professional practices around biological recording. Charting our journey, our initial focus on enabling people to collect biological data, with a focus on participatory methods and design thinking, and its evolution into work about what collecting biological participants enabled for participants. It captures reflections on well-being, mobility, changing environments and communities, and a growing confidence in themselves as experts in their own lives. The paper closes with some personal reflections on what we learnt as facilitators about the use of participatory methods. In particular the role of our own (and participants) tacit assumptions in framing approaches, and the need to open and flexible, to frame and reframe as process and outcomes shift.
Presented at the Designs for Learning Conference in Copenhagen 18th of May 2016, see here http://www.designsforlearning2016.aau.dk/
Full paper here http://oro.open.ac.uk/id/eprint/46337
This paper explores the promise of that Open Educational Resources (OER) would democratise access to education and ennui of many within the movement as the revolution is always just around the corner. It develops from earlier work which asked whether OER is a challenge to, or a product of, neoliberalism within education, which questioned the reification of the self in OER and the focus on particular types of content which seemed to create open education in the image of the academy. The paper uses the idea of digital labour to explore digital inclusion, who does digital labour, who has the skills to perform digital labour and who and how do people benefit from digital labour. It suggests seeing education as an exchange of labour and reward makes visible the hidden aspects of work, in particular it highlights the skills required to do education as digital labour and the unequal access and distribution of those skills contributes to unequal access to education, even when it is freely available and openly licensed online. Uncovering the hidden tariff within OER allows us to see where and how might address these inequities. In particular how we can learn from older traditions of open education which see it as a common good. Developing models of Open Educational Practice (OEP) to overcome the visible and hidden barriers and realise the benefits of open education
Reflecting on Open Educational Practices in ScotlandRonald Macintyre
This paper reflects on the work of Open Educational Practices Scotland (OEPS) a Scottish Funding Councils (SFC) programme to promote the development and use of free and open online educational resources within the informal and formal education sectors in Scotland. Hosted by the Open University (OU) in Scotland (OUiS) it leverages OU experience of Open Educational Resources (OER) in relation to the OUiS long history of working in partnership.
OEPS joins two distinct but overlapping open traditions. Work on OER on the affordances of free and open online content, considerations of licence, platform functionality and the designing digital learning objects in for and through Open Educational Practices (OEP). With approaches from older traditions of open education, based on education as a common good and narratives on equity and social justice. For OEPS the merging of these discourses is based on a decade of OUiS work engaging in a series of diverse partnerships with employers, formal and informal education providers to support those diverse needs.
The paper introduces examples of what this means in for and through practice. Exploring work we have done with Parkinsons UK to develop a series of OER focused on neglected area of curriculum Then looks at the work have done with the Scottish Union Learn (SUL) to promote use of free and open resources by learners in the workplace. Through these examples we explore possibilities of partnerships to bring new voices into the academy, to create supportive structures based on shared values and trust to support uncertain learners. It is our sense this approach allow the benefits of openness to be shared in a just and equitable manner. It then reflects on the issues that arise when you work in-between two senses of open.
Full paper here http://oro.open.ac.uk/id/eprint/46045
Open education and digital engagement through a widening participation lensRonald Macintyre
Learning takes place in a world that is permeated by digital technology. How well do we support the development of the basic skills that are required for participation in this world? How well do we understand the relationship between the skills for participation and the literacy skills required for effective learning in further and higher education?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Home assignment II on Spectroscopy 2024 Answers.pdf
Designing for Openness: Values Based Organisations Place in the Digital Landscape
1. Designing for Openness:
Values Based Organisations Place in the Digital Landscape
Ronald Macintyre
@roughbounds
Cite as: Macintyre R. (2017) “Designing for Openness: Values Based Organisations Place
in the Digital Landscape”, Online Education Social Learning – A Showcase, Dublin City
University, 8th of June, CC BY SA 4.0
2. Structure
• Design Based Approaches
• The Reality of Design Work
• Listening to Learners
• Values and Minding
• Some Broader Patterns
4. We Start with the value
you want to create for the
learner and/or your
organisation rather than
what you know (or think
learners ought to know)
and how you think we
ought to communicate
VALUE How What
5. Partnership, Co-Production: Designing in, for through
Partnership
• Starts with the Learner, use of
data to profile learner – e.g front
line care staff, possibly distanced
from education, unfamiliar with
learning online
• Build a journey based on their
needs, think about where they
are, their context, experience,
where they want to go
• Builds on the resources and
capabilities you bring and/or want
to develop – strategic and
operational alignment
What
Learners
Want
Resources
and
Capabilities
of the
Organisation
The
learner
Journey
6. Exploring Learners Journeys: Exercise 1
Think about the learner and think about the
value you want to create, the nature of the
transformation
• Draw out an “rich picture” of your “ideal”
[transitional/workplace] learner
• Draw out a “rich picture” of your “actual”
learner
Ideal
Learner
Actual
Learners
The
learner
Journey
7. Exploring Learning Journeys: Exercise 2
• The ideal learner tells us a great deal
about the resources and capabilities of
the organisation – it is often what they are
good at delivering
• The actual learner also tells us a great
deal about the resources and capabilities
• [often] both highlight the limits of our
knowledge about learners needs and
wants
Ideal
Learner
Actual
Learners
The
learner
Journey
8. Linked Phases of Content Production
• Know the Learner
• Map the Learners Journey
• Planning/Structure the Learning
Journey
Design Phase
• Collating
• CreatingWriting Phase
• Technical
ProductionProduction Phase
• Qualitative and QuantitativeEvaluation Phase
9. For example …
Live
Course
Production Authoring
Collating
and
Review
Designing
At least 2 design workshops
Diverse and consistent design team
Set homework between meetings
Clear design brief,
2 to 3 drafts,
Continuous Contact,
Shared Spaces,
(AV, IP & Assessment
can take longer)
Technical
production,
Minimal
changes,
11. Designing for Openness
Need to “know” your learners, but it is more than a simple
customer/consumer relationship
Value(s)
[personal,
professional,
organisational]
What is
Transformed
[Learners]
How it is to be
tranformed
[the learning
journey]
12. Designing for Openness
Past mistakes: earlier
iterations we had
focussed on the
transformation of the
learner, and in doing
not HOW, or the
implications for change,
or the relationship to
organisational values
Value(s)
[personal,
professional,
organisational]
What is
Transformed
[Learners]
How it is to be
transformed
[the learning
journey]
13. Designing for Openness
Accept the value even when you have tried to account for the
value for the learner, the value is learning comes into being
when enacted, it is uncertain.
Value(s)
[personal,
professional,
organisational]
What is
Transformed
[Learners]
How it is to be
tranformed
[the learning
journey]
16. Reflections on our Practice
Interview Themes
• Take care over the course
because they care about
people, course has high
retention;
• Seeing things in new ways –
better advocates, but not
always recognised;
• Asking difficult questions about
local support
17. Openness Technology and Change
• Lets not pretend its neat.
• You can use open online to reach people, but …
• Open online can be used strategically to colonise a
public space discourse – go to places
18. Openness Technology and Change
• Lets not pretend its easy
• Blurring the boundaries around an organisation creates
tensions at operational level
• Partnership asks questions at a strategic level,
organisation sense of self as site of knowledge
20. Scottish Union Learn
The Gap in provision ...
• Employer and funding pressure meant offer was
increasingly focussed on work related learning
• Why Mind ..
• Values of the organisation, focus on collective
models of learning and lifelong learning, beyond
instrumental values
Gathered as part of Open Educational Practices Scotland – see herehttps://oepscotland.org/2015/10/22/oeps-working-with-
scottish-union-learn-education-champions/
21. Scottish Union Learn
What difference did open make
• developing new education opportunities and support
digital participation
• The approach – built on organisational values, self
directed and social support, collective learning,
• Still digital challenges, employers attitude, capacity to
support those that are supporting others in the
workplace
Gathered as part of Open Educational Practices Scotland – see herehttps://oepscotland.org/2015/10/22/oeps-working-with-
scottish-union-learn-education-champions/
22. Emerging Patterns and Practices
Partnership with “trusted
sources” embedding
openness in context, it works,
Challenging notions of open
as only “self directed”
through social and collective
approaches
Macintyre R. (2015) Union Learning Workshop: Glasgow, CC BY NC SA 4.0Gathered as part of Open Educational Practices Scotland – see herehttps://oepscotland.org/2015/10/22/oeps-working-with-
scottish-union-learn-education-champions/
24. Reflection on Value(s)
• What is the relationship with the state and “Public
Value”?
• Third Sector organisations can act as spaces of
resistance to dominant/ing discourses from private and
public sector
• .. .while also getting funding to make things “freely
available”
25. Reflection on Value(s)
• For values based organisations values inform “the way
we do things around here”
• This means applying models with assumptions of about
value (e.g. shareholder), or the nature of the “customer”
interactions might not be appropriate
• Design based approaches need to be applied with care,
they have their own assumptions, esp. about needs
26. Minding the Gap
• Digression into what it
means to mind
• Common usage, to be
careful
• In Scots, to recall or
remember,
• e.g. Begbie on the
overnight bus to London
in Trainspotting, “Did
you mind the cards”
Bluewhale646 (2013) Francis Begbie,
http://villains.wikia.com/wiki/File:Francis_Begbie.jpg, CC BY SA
27. Minding
• Holes in Provision
• Work on failings of Public and Market suggest we read those
failing through their absent presence
• Work on Third Sector and on Values based organisations
suggests we see their role as filling structural holes
• A shared sense of “minding”, of concern, or caring about
the gaps in peoples learning journeys – remember to
care.
29. Emerging Patterns and PracticesGrowing Interest
from values based
organisations in
free open online
Agree Disagree
II would like to use free open online content to
support my clients
Gathered as part of Open Educational Practices Scotland – see here https://oepscotland.org/
Participants were asked to place a dot on an imaginary line between the two positions at the SCVO event “The Gathering”,
the largest Third Sector event in Europe, (n=52)
Emerging Patterns and Practices
30. Emerging Patterns and Practices
Growing Interest
from values based
organisations in
free open online
I am confident in my own ability to
use free open online content as
part of my role
Agree Disagree
Gathered as part of Open Educational Practices Scotland – see here https://oepscotland.org/
Participants were asked to place a dot on an imaginary line between the two positions at the SCVO event “The Gathering”,
the largest Third Sector event in Europe, (n=52)
31. Emerging Patterns and Practices
Concerns
Agree Disagree
I am worried if we move towards using too
many digital materials the people I support
will be excluded
Gathered as part of Open Educational Practices Scotland – see here https://oepscotland.org/
Participants were asked to place a dot on an imaginary line between the two positions at the SCVO event “The Gathering”,
the largest Third Sector event in Europe, (n=52)
32. Emerging Patterns and Practices
Concerns
Agree Disagree
I think my organisation is taking a
leadership role in the development and
use of online content
Gathered as part of Open Educational Practices Scotland – see here https://oepscotland.org/
Participants were asked to place a dot on an imaginary line between the two positions at the SCVO event “The Gathering”,
the largest Third Sector event in Europe, (n=52)
34. Acknowledgements
• Much of the work presented here would not have been possible
without funding from the Scottish Government for Open
Educational Practices Scotland (OEPS) a programme hosted by
the OU in Scotland, and special thanks to Pete Cannell the
Director of OEPS.
• The team at Parkinson’s UK, in particular Claire Hewitt who has
been an important influence on this work.
• The team at Scottish Union Learn, in particular Tommy Breslin for
helping me get close to and understand workplace learning.
35. Centre for Voluntary Sector Leadership
The Open University Business School
The Open University
Walton Hall
Milton Keynes
MK7 6AA
www.open.ac.uk
