This document summarizes a presentation on open culture, open education, and open questions. It discusses different interpretations and levels of openness, from open educational resources to open pedagogies and practices. It also addresses questions around balancing openness with privacy and issues of power and privilege. Openness is presented as complex and contextual, requiring digital skills and agency. A critical discourse on openness and how to move toward equity and justice is advocated.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation at #dLRN Conference at Stanford University - October 17, 2015. DLRN Presentation on OER, Postmodernism, Pragmatism and Futures of Higher Education
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation at #dLRN Conference at Stanford University - October 17, 2015. DLRN Presentation on OER, Postmodernism, Pragmatism and Futures of Higher Education
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
NLC2016 legitimising non-peripheral participation 4x3Mike Johnson
PowerPoint slide deck used at the 10th Networked Learning Conference 2016, Lancaster University, UK - May 2016
Full paper at http://www.networkedlearningconference.org.uk/
Dialogue. Trust. Creativity. Growth. These are all a result of Resource Interactive's dedication to a culture of openness. In this session, Nancy Kramer, Founder and CEO of Resource Interactive, will discuss how she created our winning culture that supports collaboration, personal development, creativity and business growth.
All I Really Need to Know About Teaching Online I Learned as a StudentMichelle Moore
There's nothing like being a student in an online course to help you become a more effective online instructor! In this presentation, I highlight a variety of online course design and facilitation tips and strategies based on the experiences of online students.
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
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
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
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).
Open Educational Resources and the School LibraryKaren Malbon
Open Educational Resources and the School Library. Presented at EduTech, Future Libraries Congress, Sydney, Australia, 7 June 2018. Teacher Librarians can play a vital role in finding, selecting, curating and promoting Open Educational Resources (OER) to their school communities. Gain an understanding of OER and the issues surrounding OER for K-12 teacher librarians and teachers. Discover a variety of OER and Open Access (OA) repositories and sources suited to K-12 education. Examine strategies and tools employed by teacher librarians to manage and encourage OER use.
Open Scholarship: Social Media, Participation, and Online NetworksGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 3: Open Scholarship: Social Media, Participation, and Online Networks
Beyond practices: Values, challenges, and tensions associated with using OEPCatherine Cronin
Presentation at Open Education Global Conference, April 26th, 2018. Summary of PhD research study on the use of open educational practices #OEP by academic staff in higher education.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
This short slide presentation was prepared for a short "lightning talk" at the Rails Girls Galway workshop, 21st June 2014. The presentation explores the reasons for the under-representation of women in STEM and some of the initiatives which have been tried to redress this gender imbalance. The presentation concludes by advocating a holistic approach including not just initiatives to support and advocate for girls and women, but initiatives to change IT and STEM culture -- in schools, universities, labs, community & maker spaces, and workplaces.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
3. open
Allowing access or view
Not closed, blocked, or covered
Freely available or accessible; unrestricted
Unfolded or spread out
Not concealing one’s thoughts or feelings
Not finally settled; still admitting of debate
Admitting customers or visitors (business)
Allowed to vibrate along its whole length (musical string)
10. Participatory Culture:
low barriers to
artistic expression & civic engagement
strong support for
creating & sharing
informal mentorship
members believe their
contributions matter
social connection
Henry Jenkins, et al (2007)
Confronting the Challenges of a Participatory Culture
11. multimodal
multimedia ✓ voice / choice
networked ✓ topic / content
social ✓ genre / tone
purposeful ✓ space / place
collaborative ✓ time / duration
agentic
Participatory Culture
literacy practices
13. Image: CC BY-SA 2.0 Marcel Oosterwijk
…’open’ signals a broad, de-centralized constellation of
practices that skirt the institutional structures and roles by
which formal learning has been organized for generations.
– Bonnie Stewart (2015)
14. Image: CC BY-SA 2.0 Marcel Oosterwijk
OEP
(Open Educational
Practices)
OER
(Open Educational
Resources)
Free
Open Admission
(e.g. Open Universities)
INTERPRETATIONS
of ‘OPEN’
OER-focused
definitions:
produce, use, reuse OER
Broader definitions:
produce, use, reuse OER
+ open pedagogies; open
learning; open sharing of
teaching ideas
Licensed for reuse:
for use, adaptation &
redistribution by others
15. Image: CC BY-SA 2.0 Marcel Oosterwijk
INTERPRETATIONS
of ‘OPEN’
Policy/
Culture
Values
Practices
Activities
LEVELS of
OPENNESS
OEP
(Open Educational
Practices)
OER
(Open Educational
Resources)
Free
Open Admission
(e.g. Open Universities)
IndividualInstitutional
16. “If open is the
answer…
what is the question?”
Public domain image: New York Public Library
17. Ontology
Practices
Values
• Access text books
• Access publicly-funded
resources
• Learn, develop, reflect
& share
• Connect, collaborate &
debate
• Build & support digital
capability
• Empower learners &
educators in building
digital identities
• Serve the democratic
purpose of knowledge
construction
• Temper effects of
commercialisation
• Maintain academic
identity & integrity
• Consider ethics, power,
reflexivity, humanity
Resources
• What is ‘open’?
• Why not open?
catherinecronin.wordpress.com/2016/03/07/if-open-is-the-answer-what-is-the-question-oer16/
21. Openness is not the opposite of closed-ness,
nor is there simply a continuum between the two…
An important question becomes not simply whether
education is more or less open, but what forms
of openness are worthwhile and for whom;
openness alone is not an educational virtue.
Richard Edwards (2015)
@RichardEd1
“
22. The people calling for open are often in positions of
privilege, or have reaped the benefits of being
open early on – when the platform wasn’t as easily
used for abuse, and when we were privileged to
create the kinds of networks that included others
like us.
sava saheli singh (2015)
@savasavasava
https://savasavasava.wordpress.com/2015/06/27/the-fallacy-of-open/
“
24. Openness: it’s personal
Will I share / blog / tweet…?
Who will I share with?
Who will I share as?
Will I share this?
MACRO
MESO
MICRO
NANO
digital identity context collapse
“You’re negotiating all the time.”
25. Roadmap for Building Digital Capacity
@ForumTL
Digital Capability Model
@Jisc @helenbeetham
26. The barrier to participation is not the
technology but the kinds of privilege that
are often ignored in meritocratic
discourse.
dana boyd
@zephoria
Jenkins, Ito & boyd (2016)
Participatory Culture in a Networked Era
“
27. open
Not universally experienced
Complex & contextual
Requires digital capability & agency
Both descriptive & aspirational
Critical discourse is essential
“Move from access to equity & justice”
(McMillan Cottom, 2015)
29. References & Bibliography (1 of 2)
Beetham, Helen (2015) Revisiting digital capability for 2015. Jisc.
Beetham, Helen, I. Falconer, L. McGill, A. Littlejohn (2012) Open Practices: Briefing
Paper. Jisc.
Cottom, Tressie McMillan (2015) Open and Accessible to What and for Whom?
Blog.
Czerniewicz, L. (2015) Confronting inequitable power dynamics of global
knowledge production and exchange. Water Wheel 14(5), pp. 26-28.
Edwards, Richard (2015) Knowledge infrastructures and the inscrutability of
openness in education. Learning, Media and Technology 40(3), pp. 251-264.
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to
open educational practices. Journal of Open, Flexible, and Distance Learning,
15(2), pp. 1–10.
Hodgkinson-Williams, C. (2014) Degrees of ease: Adoption of OER, open
textbooks and MOOCs in the Global South. OER Asia Symposium.
Jenkins, Henry, et al. (2007). Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century. Chicago: MacArthur Foundation.
30. References & Bibliography (2 of 2)
Jenkins, Henry, Mizuko Ito & danah boyd (2016) Participatory Culture in a
Networked Era. Cambridge: Polity Press.
National Forum for Teaching & Learning in Higher Education (2015) Developing a
Roadmap for Building Digital Capacity. National Forum Report.
sing, sava saheli (2015) The Fallacy of “Open”. savasavasava blog.
Stewart, Bonnie (2015) Open to influence: What counts as academic influence in
scholarly networked Twitter participation. Learning, Media and Technology 40(3),
pp. 1-23.
Veletsianos, George & Kimmons, Royce (2012) Networked participatory
scholarship: Emergent techno-cultural pressures toward open and digital
scholarship in online networks. Computers & Education, 58(2), pp. 766–774.
Editor's Notes
Good morning!
Warm thanks to all of you & especially to Lorna Campbell, Melissa Highton & OER16 team who invited me to be here.
I’m not exaggerating when I say that I’m in a room (physically & virtually) filled with many of the scholars I most admire, and from whom I have learned & continue to learn so much.
I look forward to so much of what are bringing here for these 2 days, I’m honoured to be able to share my work here also.
One more thanks: Edinburgh = city of Art & Architecture; Science & Technology; Literature & Poetry
We’ll hear from the wonderful Open GLAM folks here at OER16
Mary Somerville –eminent mathematician & scientist, Scotland 1780; widely honoured in her day– although not in many science history texts.
She will appear on a new 10 bank note in 2017 - do check out her Wikipedia page, enormous contributions by Melissa
And her portrait, THIS portrait, hangs in the Scottish National Portrait Gallery, Queen St.
@Scottish Poetry Library – even closer! They have the most wonderful web site & Twitter account daily dose of poetry (one of 1st accounts I followed 2009)
Line is from Patrick Geddes – pioneering work on city planning, much of it here in Edinburgh
Highlight these 2 definitions… hopefully describing us today (those participating here & virtually)
In that spirit of connecting & bridge building, and because we’re at the start of our 2-day programme.
I’m going to take a leaf out of Jonathan Worth’s book & ask you to say hello to someone near you – ideally someone you don’t know already.
You don’t need to get up, particularly if you’re all settled in, but please feel free to get up & move around & say hello to someone.
If you are online (livestream or Twitter), please say hello
2 MINUTES!!
I’m going to make my way to openness & open education via Participatory Culture…
One year ago today, this mural appeared on a gable wall on one of the busiest streets in Dublin, South Georges Street.
Created by Joe Caslin, artist & activist – in support of the referendum for Marriage Equality which took place in Ireland last May.
A 3-month campaign led up to the referendum, which was eventually passed.
This particular image garnered much attention – shared widely on social media.
So much so that it appeared then on front page of NY Times…
… the mural became the subject of other artwork, also shared online, particularly via social media.
Not only in urban spaces – a 2nd Joe Caslin mural was created on a castle in rural Galway.
More guerilla artwork happened as well in small spaces, particularly around Dublin…. blank walls, shop windows, etc.
Ivor Crotty, an Irish journalist, shared social media analytics – like this one from the day of the vote, to visualise those communications
We are witnessing a humanitarian crisis of enormous proportions right now with the REFUGEE CRISIS.
I’ve spent time recently exploring how open practices & social media are being used – not just in liking or sharing, which is common – but where individuals are acting together to try to effect positive change
>> NGOs, small companies, non-profit, collectives, etc.
Participation is the driving force in social change!
PC characterised by 5 features.
HOW successful are our educational institutions in meeting this goal?
HOW can we help every learner to develop their own voice & agency so they can contribute to the shared production of KNOWLEDGE & CULTURE ?
(Jenkins, Ito, boyd, 29)
Image that I have used for a couple of years to illustrate this…if ALL our teaching occurs in 1st 2 spaces, then we lose the opportunity to engage with students in openly networked spaces.
This is not simply a matter of ”going where students are”, i.e. let’s teach on Facebook. Much more fundamental. It’s about recognising the ubiquity of knowledge & networks– but also the imperative to facilitate not only LEARNING but empowerment, civic participation and capacity building.
IDENTITY:
>> Ascribed, role – institutional structures
>> Chosen, created – networked culture
Openness is a complex phenomenon… it is Technical, Social, Cultural, Economic
2 ways to think about OPENNESS IN EDUCATION in order to engage in any conversation about openness.
OEP = transform practice, i.e. the “live practice” of open education
changes the relationship between T’s & L’s; dialogic; K is co-created & facilitated through mutual interaction & reflection
(i.e. preparation for participation in networked, participatory culture)
2-way arrow! Little use of OER in my study!
OEP = OER-focused (Conole & Ehlers, 2010 and Armellini & Nie, 2013)
OEP = OER + inc access to K; develop/strengthen CoP; promote innovative pedagogies (Andrade et al, 2011 in Havemann et al 2014)
OEP = OER + promote innovative pedagogies; respect & empower L’s as co-producers (Ehlers, 2011)
OEP = OER + open pedagogies; open learning; open scholarship; open sharing of teaching; open technologies (Beetham et al, JISC, 2012)
Your answers to the question “Why Open”…
Asked this question on Twitter & in my blog – got 29 comments.
Your answers to the question “Why Open”… depend on your vantage point, your values, your goals.
RESOURCES – Get access for self & provide access for students
PRACTICES – How to be a better educator, researcher, teacher… and help students/staff to develop open practices as well
VALUES – Equity or Social Justice vision of education… (what Paul Prinsloo calls “designing hope”)
DEFINITION – How is open defined? Why isn’t open the default?!
Obviously some people touched on more than one aspect, or even all 4.
Much depends on your vantage point – both individually & institutionally:
Most of my respondents were in education sector – responding as educator, researcher, manager, etc.
What might responses by from cultural sector? From libraries?
Section on MAPPING METHODOLOGIES… tools that people have used to work with groups, within institutions,
To explore openness, determine the current level of open practice, see what’s possible re: going further.
We know very much about the potential advantages of openness, and we are good at communicating these.
Potential for openness to do just the opposite of what may be intended – and to create inequalities.
Students and staff who are already marginalised… structurally or otherwise… can feel pressured to take on open scholarship, but may be disadvantaged by it.
It is clear that OPEN is not a binary: open/closed.
Neither it is a binary OPEN = GOOD; closed = bad.
OPEN tends to bias those already privileged. This can be hard to SEE, first of all -- and takes effort to address.
But having a critical, reflexive approach – and listening to those who are doing work in this vein – are two ways forward.
sava is here to discuss this work! Please look for her in the programme.
I note that there is a strong strand of critical work in the OER16 programme this year:
Other scholars: Jeremy Knox, Vivien Rolfe, Suzan Koseoglu, Sheila MacNeill, Christian Friedrich, Leo Havemann & Javiera Atenas; Andrew Midleton & Kathrine Jensen
We need critical research! We also need empirical research.
Qualitative research study of academic staff practices at one HE institution without any Open Education policies.
I interviewed 19 academic staff across all disciplines– full-time & part-time; permanent, temporary, no contracts.
>> little use of OER… OER & OEP use was emergent
>> great tension between Privacy & Openness
>> primacy of identity
Individual – Complex – Contextual
Individual – Complex – Contextual
Some academic staff have a fierce attachment to privacy. Open practitioners & researchers can be quite critical of such individuals at times.
Some staff described prior experiences of bullying, harassment & stalking – personally or in families.
Openness entails negotiating new forms of risk. Anyone can have a voice/contribute: new kinds of boundaries & status hierarchies (“new elite”)
Some staff perceived greater risks: (1) surveillance culture; (2) female staff, for example, or those marginalised in other ways – with regard to online shaming & abuse,
“If we truly value participatory culture & openness, we must recognize the right of individuals to choose to not participate.” (Jenkins)
We need to be sensitive to the needs of others
What is the role for the University here?
Digital Identities / Literacies / Capability
We mustn’t shy away from critical discourse
We must hold ourselves, our peers, our students to high ethical standards
Support one another
Work collaboratively & cooperatively on the ongoing project of open education, open & participatory culture