Download to read offline
Uploaded byOpenMed Project
Open Educational Practices
Catherine Cronin's presentation discusses the use of Open Educational Practices (OEP) in higher education, particularly in a context where such practices are not mandated or promoted. The research explores various dimensions of OEP, including digital identity, teaching practices, and the balance between privacy and openness, based on semi-structured interviews and a broader survey within a single Irish institution. Key questions focus on how and why academic staff engage with OEP, revealing complexities in adopting open practices amidst traditional educational frameworks.
More Related Content
Similar to Open Educational Practices
Open Educational Practices
- 1. Open Educational Practices #OEP CatherineCronin #OpenMed webinar 5th December 2017 Image: Joshua Tree National Park (Flickr, public domain)
- 2. Catherine Cronin @catherinecronin catherinecronin.net CELT, National University of Ireland, Galway
- 3. Le spectre dela rose Jerome Robbins Dance Division from the New York Public Library (public domain) To hope is to give yourself to the future, and that commitment to the future makes the present inhabitable. Rebecca Solnit (2004) Hope in the Dark “
- 4. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Image: CC BY-SA2.0 Catherine Cronin, built on Networked Teacher image CC BY-NC-SA 2.0 Alec Couros higher education
- 5. I began witha question: In academic settings in which the use of OEP is not required, requested, expected, or specifically supported, why do some educators, and not others, choose to use OEP? (...and then what happens?)
- 6. Openness and praxis: Exploringthe use of open educational practices (OEP) in higher education 4 years later, completing my PhD research
- 7. • Open educationalpractices (OEP) (Beetham et al., 2012; Ehlers, 2011; Geser, 2007; Hodgkinson-Williams, 2014 ) • Open teaching (Couros, 2010; Couros & Hildebrandt, 2016) • Open pedagogy (DeRosa & Robison, 2017; Hegarty, 2015; Weller, 2014) • Critical (digital) pedagogy (Farrow, 2016; Rosen & Smale, 2015; Stommel, 2014) • Open scholarship (Veletsianos & Kimmons, 2012b; Weller, 2011) • Networked participatory scholarship (Veletsianos & Kimmons, 2012a; Stewart, 2015) literature: OEP and related concepts
- 8. Open Educational Practices(OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners and also: open learning, open publishing, use of open tools (Beetham et al., 2012; Czerniewicz et al., 2016; Ehlers, 2011; Geser, 2007; Hodgkinson-Williams, 2014) OER open pedagogy
- 9. An important questionbecomes 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) “ critical approaches to openness A roaming autodidact is a self-motivated, able learner that is simultaneously embedded in technocratic futures and disembedded from place, cultural, history, and markets... As a result of designing for the roaming autodidact, we end up with a platform that understands learners as white and male, measuring learners’ task efficiencies against an unarticulated norm of western male whiteness. “ Tressie McMillan Cottom (2015)
- 10. RESEARCH QUESTIONS: 1. Inwhat ways do academic staff use OEP for teaching? 2. Why do/don’t academic staff use OEP for teaching? 3. What practices, values and/or strategies are shared by open educators, if any? RESEARCH SETTING: One higher education institution in Ireland, without OER/OEP policy. RESEARCH APPROACH: Interpretivist, critical, empirical METHODOLOGY/METHODS: Constructivist grounded theory (Charmaz, 2014); semi-structured interviews with 19 members of academic staff across multiple disciplines & all ranges of practice – plus a broader survey. research study
- 11. Image: CC0 photoby Saksham Gangwar
- 12. Institutional, role-based identityDIGITAL IDENTITY Open, networked, ‘Resident’ identity Not using social media, or personal use only DIGITAL NETWORKING Using social media personally & professionally Using VLE & email only DIGITAL TOOLS FOR TEACHING Using VLE & email as well as open tools & social media Not intentionally using OER OER Intentionally using OER less open more open i) digital practices
- 13. Institutional, role-based identityDIGITAL IDENTITY Open, networked, ‘Resident’ identity Not using social media, or personal use only DIGITAL NETWORKING Using social media personally & professionally Using VLE & email only DIGITAL TOOLS FOR TEACHING Using VLE & email as well as open tools & social media Not intentionally using OER OER Intentionally using OER less open more open i) digital practices Using OEP
- 14. ii) categories relatedto OEP Strong attachment to privacy, focus on risks PRIVACY Balancing privacy & openness, valuing both Using ‘digital natives’ discourse DIGITAL LITERACIES Developing digital literacies (self & students) Valuing knowledge/information transfer PHILOSOPHY OF TEACHING & LEARNING Valuing social learning Accepting traditional teaching role expectations CONCEPTION OF SELF AS TEACHER Challenging traditional teaching role expectations less open more open
- 15. ii) categories relatedto OEP Strong attachment to privacy, focus on risks PRIVACY Balancing privacy & openness, valuing both Using ‘digital natives’ discourse DIGITAL LITERACIES Developing digital literacies (self & students) Valuing knowledge/information transfer PHILOSOPHY OF TEACHING & LEARNING Valuing social learning Accepting traditional teaching role expectations CONCEPTION OF SELF AS TEACHER Challenging traditional teaching role expectations less open more open Dimensions shared by open educators (i.e. those using OEP)
- 16. Balancing privacy and openness Developing digitalliteracies Valuing social learning Challenging traditional teaching role expectations inner circle (2 dimensions) Networked Individuals both circles (4 dimensions) Networked Educators 4 dimensions shared by open educators
- 17. Balancing privacy &openness Image: CC BY 2.0 woodleywonderworks
- 18. Balancing privacy andopenness will I share openly? whom will I share with? (context collapse) who will I share as? (digital identity) will I share this? MACRO MESO MICRO NANO
- 19. Practicing openness is: complex personal contextual continually negotiated
- 20. Open Educational Practices(OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogywell-established link
- 21. Open Educational Practices(OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogy emerging in situated studies of OER/OEP well-established link this study: Cronin, 2017 see also Beetham et al., 2012; Czerniewicz et al., 2016, 2017
- 22. We must rebuildinstitutions that value humans’ minds and lives and integrity and safety. Audrey Watters (2017) “ Image: CC BY-NC 2.0 carnagenyc
- 23. Thank You! Catherine Cronin @catherinecronin catherinecronin.net Lespectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain)
- 24. All of thereferences cites in this presentation, and a fuller discussion of the research findings can be found in the following paper: Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open & Distributed Learning, 18(5).