This document summarizes Rajiv Jhangiani's views on open education. It contains 3 main points: 1. Higher education currently replicates and reinforces existing power structures by limiting access based on things like cost and access to resources. Open education aims to promote access, equity and agency. 2. The rising costs of higher education have prevented millions of qualified students from completing college degrees. Open educational resources can help reduce costs and barriers to access. 3. Open pedagogy moves beyond just open access to knowledge towards enabling students to participate in knowledge creation. It emphasizes student agency and challenges traditional power dynamics in education.

1. @thatpsychprof
Supporting ACCESS, EQUITY, & AGENCY
Special Advisor to the Provost on Open Education, Kwantlen Polytechnic University
Associate Editor, Psychology Learning and Teaching
Ambassador, Center for Open Science
Rajiv Jhangiani, Ph.D.
AN OPEN ATHENAEUM

2. Increasingly, I think the work of education
is activism not teaching
Jesse Stommel, July 30, 2017, Digital Pedagogy Lab Vancouver
My commitment to engaged pedagogy
is an expression of political activism
bell hooks, 1994, Teaching to Transgress: Education as the Practice of Freedom

3. Emergency services key box by Dennis van Zuijlekom, CC-BY-SA 2.0

4. Higher education
replicates and reinforces
existing power structures

6. The Advisory Committee on Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf
The cost barrier kept
2.4 million
low and moderate-income college-qualified
high school graduates from completing
college in the previous decade

7. http://www.sheeo.org
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016
US Higher Education Funding - $/FTE
State Funding Tuition Revenue

8. http://www.sheeo.org
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016
Colorado Higher Education Funding - $/FTE
State Funding Tuition Revenue

10. Cost of attendance = $23,450
at $10.20/hour (minimum wage)
= 2,299 hours
(44 hours/week)

11. Cost of attendance = $30,180
at $10.20/hour (minimum wage)
= 2,959 hours
(57 hours/week)

20. Untitled image by Aleksi Tappura, CC0

21. Turn Towards Open to Overcome the Control Valve by Alan Levine, CC0

24. 66.5% Do not purchase a req'd textbook
47.6% Take fewer courses
45.5% Do not register for a specific course
37.6% Earn a poor grade
26.1% Drop a course
19.8% Fail a course
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Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.

25. – University of Minnesota student
“I figured French hadn't
changed that much”

27. 1

28. “Inclusive access” is like
leasing fire extinguishers
from an arsonist

36. rijksmuseum.nl

37. ted.com
ed.ted.com

38. phet.colorado.edu

39. gutenberg.org

40. open.umn.edu/opentextbooks

46. I would not have bought the text book for
this course because it's an elective. I
would have possibly walked away with a
C, now I might actually get an A-
It is easily accessible and convenient.
Material is easy to understand and follow
I personally really like the convenience of having the
complete set of chapters on my computer and even
accessible from my phone if I need it. I like that I don't
have to lug around another text book
It's free and it's a great money saver

47. “OER improve end-of-course grades and decrease DFW rates for all students”
“They also improve course grades at greater rates and decrease DFW rates
at greater rates for Pell recipient students, part-time students,
and populations historically underserved by higher education.”

48. openedgroup.org/review

49. Awareness
& Discoverability
Practices
& Policies
Culture
& Norms
Collaboration
& Community
Photo by Markus Spiske on Unsplash

50. Adaptation of Remixable Thinkery by @visualthinkery is licenced under CC-BY-SA

51. Adaptation of Remixable Thinkery by @visualthinkery is licenced under CC-BY-SA

52. It’s not only about
equitable access
to knowledge.
It’s about
equitable access
to knowledge
creation.
Photo by Beatriz Pérez Moya on Unsplash

53. "France in 2000 year (XXI century). Future school." by Jean Marc Cote is in the Public Domain

54. …it turns them into ‘containers’ to be ‘filled’ by the teacher. The more
completely she fills the receptacles, the better a teacher she is. The more
meekly the receptacles permit themselves to be filled, the better students
they are.
Education thus becomes the act of depositing, in which the students are
the depositories and the teacher is the depositor.
In the banking concept of education, knowledge is a gift bestowed by
those who consider themselves knowledgeable upon those whom they
consider to know nothing.
Paulo Freire, 1970, Pedagogy of the Oppressed
Photo by john foust on Unsplash

55. Photo by Curtis MacNewton on Unsplash

56. The Open Web by @bryanMMathers is licenced under CC-BY-ND

57. "Recycling Water Bottles" by Mr.TinDC is licensed under CC BY-ND 2.0

58. Screenshot of http://www.capetowndeclaration.org/cpt10/open-pedagogy.html

59. Critical pedagogy asserts that students can
engage their own learning from a position of
agency . . .
[It] takes seriously the educational imperative
to encourage students to act on the
knowledge, values, and social relations they
acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy
Photo by Aashish R Gautam on Unsplash

68. PM4ID

70. Why have students
answer questions when
they can write them?

73. OpenPedagogy.org

75. An Open Athenaeum:
Creating an institutional home for open pedagogy
In A. Wesolek, A. Langley, & J. Lashley (Eds.),
OER: A Field Guide for Academic Librarians.
Pacific Grove: Pacific University Press.

77. "Open Textbook Summit 2015” by BCcampus_News is licensed under CC BY-SA 2.0

78. A CRITICAL MOVEMENT
IS A STRONGER MOVEMENT

80. “If we emphasize the consequences of differential access, we
see one facet of the digital divide; if we ask about how these
consequences are produced, we are asking about
digital redlining”
Chris Gilliard & Hugh Culik, 2016, Digital Redlining, Access, and Privacy
Photo by Robert Haverly on Unsplash

81. Photo by Markus Spiske on Unsplash
There is no such thing as harmless collection of data.
Or benevolent collection of data. Much of what we collect
could be used in ways we do not want it to be used, to harm
or imperil our students.
This disproportionately affects our most vulnerable students.
Low-income students, students of color, LGTBQ+ students,
students who are immigrants…their data are most at risk to
surveillance, discrimination. And many of our vulnerable
students are less likely to have experience with digital literacy
skills.
Amy Collier, 2017, Platforms in Education: A Need for Criticality and Hope

83. Expanding the public good and
promoting democratic social change
are at the very heart of critical education
and the precondition for global justice.
Henry Giroux, On Critical Pedagogy

84. "Robben Island" by Rajiv is licensed under CC B

85. Photo by Lina Trochez on Unsplash
rajiv@kpu.ca
@thatpsychprof
slideshare.net/thatpsychprof