This document summarizes a study on mainstreaming open educational practice at a research university. The study used interviews and frameworks of openness to examine academics' recognition of open values, the influence of disciplines and organizational culture on teaching practices, and what constitutes optimal engagement with open education. Key findings included that research-informed teaching was well-suited to open practices by openly sharing research outputs and insights. However, barriers included the privileging of research over teaching at research universities. The conclusion discussed balancing open outreach with use of open educational resources, reciprocity, and fitting open approaches to institutional objectives of equipping students for the future.

1. This
work
is
licensed
under
a
Crea2ve
Commons
A6ribu2on-­‐NonCommercial-­‐ShareAlike
4.0
Interna2onal
Licence.
Mainstreaming
Open
Educa2onal
Prac2ce
in
a
Research
University:
Prospects
and
Challenges
Liz
Masterman
OER15:
Mainstreaming
Open
Educa2on
14th
April
2015
CC
BY-­‐NC
Simon
Q
via
Flickr

2. Research
universi2es
• ‘High
concentra2on
of
talent’
• ‘Abundant
resources’
• Governance
structures
à
academic
autonomy
• Educa2on:
• Research-­‐informed
teaching
• ‘Curious,
driven,
responsible’
students
• Outreach
(Chirikov,
2013;
Spronken-­‐Smith
et
al.,
2014;
Mapstone
et
al.,
2014)

3. Context
of
the
study
CC
BY-­‐NC
Simon
Q
via
Flickr

4. Context
of
the
study

5. Context
of
the
study
CC
BY-­‐NC
Simon
Q
via
Flickr

6. Methodology:
research
ques2ons
1. To
what
extent
do
Oxford
academic
staff
recognise
…
values
and
prac2ces
that
are
associated
with
openness?
2. To
what
extent
is
their
current
teaching
prac2ce
shaped
by
• their
discipline,
• open
prac2ces
in
research
and
• Oxford’s
organisa2onal
structure
and
culture?
3. What
cons2tutes
op2mal
engagement
with
open
educa2onal
prac2ce
at
Oxford?

7. Methodology:
approach
• Semi-­‐structured
interviews
informed
by
literature
• 14
academic
staff
• 1
each
of:
learning
technologist,
staff
developer,
librarian

8. Methodology:
framework
of
OEP
‘…collabora2ve
prac2ce
in
which
resources
are
shared
by
making
them
openly
available,
and
pedagogical
prac2ces
are
employed
which
rely
on
social
interac2on,
knowledge
crea2on,
peer-­‐
learning,
and
shared
learning
prac2ces’
(Ehlers,
2011)
• Sharing
and
reusing
resources
• Characteris2cs
of
open
pedagogic
models
• Learning
in
an
open
world
• Sharing
educa2onal
knowledge
openly
• The
influence
of
openness
in
research

9. Methodology:
open
pedagogic
models
1. a.
The
teacher’s
role
changes
from
source
of
knowledge
to
learning
adviser.
b.
The
student
takes
responsibility
for
their
learning,
including
what
they
learn.
2. Knowledge
is
co-­‐constructed
through
mutual
interac2on
and
reflec2on
between
teacher
and
students.
3. The
development
of
knowledge
and
skills
required
for
tackling
and
solving
problems
has
priority
over
subject-­‐
centred
knowledge
transfer.
4. Students
learn
primarily
from
each
other,
as
a
community.

10. Research
universi2es
• ‘High
concentra2on
of
talent’
• ‘Abundant
resources’
• Governance
structures
à
academic
autonomy
• Educa2on:
• Research-­‐informed
teaching
• ‘Curious,
driven,
responsible’
students
• Outreach
(Chirikov,
2013;
Spronken-­‐Smith
et
al.,
2014;
Mapstone
et
al.,
2014)

11. Outreach
h6p://www.openspires.ox.ac.uk

12. Outreach
• Knowledge
as
a
public
good
and
freely
accessible
to
all;
sharing
• Sharing
(as
far
as
possible)
at
the
heart
of
the
academic
process
• Mo2va2on:
incl.
altruism,
knowledge
self-­‐
efficacy
(Van
Acker
et
al.,
2013)
• Barriers:
incl.
privileging
of
research
over
teaching
in
RUs

13. Pedagogy:
research-­‐informed
teaching
CC
BY-­‐NC-­‐SA
University
of
Oxford

14. Pedagogy:
research-­‐informed
teaching
• Research-­‐led
• ‘the
teaching
is
driven
by
research
and
…
they’re
coming
to
par2cipate
in
that’
• Research-­‐oriented
• ‘guiding
a
student
through
your
own
interpreta2on
of
a
discipline
in
order
to
help
them
learn
their
own
techniques’
• Research-­‐based
• ‘learning
to
be
a
good
learner
is
learning
how
to
do
research’
• Research-­‐tutored
• ‘the
student
leaves
the
tutorial
with
a
different
perspec2ve
on
the
essay
which
they
brought
to
it’
(Spronken-­‐Smith,
Mirosa
&
Darrou,
2014,
based
on
Healey
&
Jenkins,
2009)

15. OER
for
research-­‐informed
teaching…
?

16. OER
for
research-­‐informed
teaching…
• Research-­‐led
• open
access
journal
ar2cles;
openly
licensed
project
reports
• Research-­‐oriented
• insights
into
the
research
process
eg
through
w-­‐i-­‐p
blogs
• open
source
tools
for
research
• Research-­‐based
• access
to
OER
collec2ons
• OER/courses
in
research
skills
• coaching
in
open
science
methods
• Research-­‐tutored
• OER/courses
in
academic
wri2ng
skills
• blog
posts
instead
of
essays

17. Governance
Public
domain:
h6p://pixabay.com/en/books-­‐library-­‐lexicon-­‐read-­‐learn-­‐584999/

18. Governance:
subsidiarity
and
openness
• Subsidiarity:
‘deciding
what
to
research
is
a
ma6er
for
individuals
and,
where
relevant,
research
groups’
• Openness
at
the
ins2tu2onal
level:
• Core
philosophy
• Global
responsibility
• Inherent
in
charitable
status

19. Conclusion
• Outreach
• ‘Globally
available
resources’
vs
OER
• Reciprocity
• Teaching
and
learning
• Awareness
of
legi2mate
use
• Fit
to
ins2tu2onal
objec2ves,
recast
in
an
open
world:
• Equip
‘ci2zens
of
tomorrow’
• Prepare
for
academic
prac2ce
• Governance
• Making
OER
for
teaching
and
learning
‘a
ma6er
for
…
the
University
as
a
whole’

20. Conclusion
• Hidden
slide
–
created
to
hold
overspill
of
notes
from
the
previous
one.

21. CC
BY
Liz
Masterman
*
liz.masterman@it.ox.ac.uk
!
www.it.ox.ac.uk/eet
@dotEliza
@ltgoxford
With
acknowledgements
to
Dr
Chris
Davies
(PI)
Jennifer
Allen,
Steve
Albury
and
Jessica
Chan
(research
assistants)

22. References
Chirikov,
I.
(2013):
Research
universi2es
as
knowledge
networks:
the
role
of
ins2tu2onal
research,
Studies
in
Higher
Educa1on,
38:
456-­‐469.
dos
Santos,
A.
I.
(2008).
The
Discourses
of
OERs:
how
flat
is
this
world ?
Journal
of
Interac1ve
Media
in
Educa1on.
h6p://jime.open.ac.uk/2008/11.
Ehlers,
U.-­‐D.
(2011).
Extending
the
territory:
From
open
educa2onal
resources
to
open
educa2onal
prac2ces.
Journal
of
Open,
Flexible
and
Distance
Learning,
15(2):
1–10.
Mapstone,
S.,
Buitendijk,
S.,
&
Wiberg,
E.
(2014).
Online
learning
at
research-­‐intensive
universi2es.
Leuven,
Belgium:
LERU.
h6p://www.leru.org/files/publica2ons/
LERU_AP16__Online_Learning_at_RIUs_final.pdf
Spronken-­‐Smith,
R.,
Mirosa,
R.
&
Darrou,
M.
(2013).
‘Learning
is
an
endless
journey
for
anyone’:
undergraduate
awareness,
experiences
and
percep2ons
of
the
research
culture
in
a
research-­‐intensive
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Higher
Educa1on
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355-­‐371.
Van
Acker,
F.,
Van
Buuren,
H.,
Kreijns,
K.
&
Vermeulen,
M.
(2013).
Why
Teachers
Share
Educa2onal
Resources:
A
Social
Exchange
Perspec2ve,
in
R.
McGreal,
W.
Kinuthia
&
S.
Marshall
(eds.),
Open
Educa1onal
Resources:
Innova1on,
Research
and
Prac1ce
(pp.
177–191).
Vancouver:
Commonwealth
of
Learning
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Athabasca
University.