This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
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.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Critical issues in contemporary open education researchRobert Farrow
This presentation outlines some key considerations for researchers working in the fields of open education, OER and MOOC. Key lines of debate in the open education movement will be described and critically assessed. A reflective overview of the award-winning OER Research Hub project will be used to frame several key considerations around the methodology and purpose of OER research (including 'impact' and 'open practices'). These will be compared with results from a 2016 OER Hub consultation with key stakeholders in the open education movement on research priorities for the sector. The presentation will conclude with thoughts on the potential for openness to act as a disruptive force in higher education.
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.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Teaching presence for e-learn presentation in Barcelona may 2013Terry Anderson
I was asked to present on teaching presence in online environments for a small conference of teachers in the Masters of E-Elearning program at Universitat Oberta de Catalonia.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Color Blindness: Part of the Problem or Part the Solution?Terry Anderson
A review of controversy over the idea that race itself causes racism and that we would be better off returning to the ideal of a color blind approach to each other.
Slides from Around the World virtual conference at University of Alberta, May 2018. Mostly personal reflections on early developments and my publications on Virtual Conferences
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Embracing GenAI - A Strategic ImperativePeter 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.
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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.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Athabasca University,
Alberta, Canada
* Athabasca University
34,000 students, 700 courses
100% distance education
Graduate and
Undergraduate programs
Master & Doctorate
Distance Education
Only USA Regionally
Accredited University
in Canada
*Athabasca
University
3. Values
• We can (and must) continuously improve the
quality, effectiveness, appeal, cost and time
efficiency of the learning experience.
• Student control and freedom is integral to 21st
century life-long education and learning.
• Continuing education opportunity is a basic
human right.
4.
5. Presentation Overview
• Open Education Practices
– Open Educational Resources
– Open Texts
– Open Data
– Open Article Publishing
– Open Pedagogy
– Researching OE Practice
6. Definitions of Open on the Web
(From Google)
• affording unobstructed entrance and exit; not shut or
closed;
• affording free passage or access;
• open to or in view of all;
• accessible to all;
• assailable: not defended or capable of being defended
• loose: (of textures) full of small openings or gaps;
• start to operate or function
• not brought to a conclusion;
• not sealed or having been unsealed
7. BBB Definition of Open Access
By "open access" to this literature, we mean its free
availability on the public internet, permitting any users to
read, download, copy, distribute, print, search, or link to the
full texts of these articles, crawl them for indexing, pass
them as data to software, or use them for any other lawful
purpose, without financial, legal, or technical barriers other
than those inseparable from gaining access to the internet
itself. The only constraint on reproduction and distribution,
and the only role for copyright in this domain, should be to
give authors control over the integrity of their work and the
right to be properly acknowledged and cited.
http://legacy.earlham.edu/~peters/fos/newsletter/09-02-04.htm#progress
9. Open Scholars Create:
• A new type of education work maximizing:
– Social learning
– Media richness
– Participatory and connectivist pedagogies
– Ubiquity and persistence
– Transparency
– Open data collection and research process
– Open network Creation
10.
11.
12. ‘50% of Canada’s Scholarly Publications
will be out of business within two years
due to open access competition.’
Athabasca Pres. Frits Pannekoek, 2013
15. • “Eckhard Höffner believes
it was the chronically
weak book market that
caused England, the
colonial power, to fritter
away its head start within
the span of a century,
while the
underdeveloped, agrarian
state of Germany caught
up rapidly, becoming an
equally developed
industrial nation by 1900.”
• UK Copyright Law 1710
• Prussia - 1837
http://www.spiegel.de/international/zeitgeist/no-copyright-law-the-real-reason-for-germany-s-
industrial-expansion-a-710976.html
18. “He who receives an idea from me, receives
instruction himself without lessening mine;
as he who lights his taper at mine, receives
light without darkening me.”
Thomas Jefferson
19. Open Educational Practice
Developing and
applying
open/public
practices in
teaching, research
and service.
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
21. Open Scholars Use and Contribute
Open Educational Resources
Because it saves time!!!
22. Why Create OERs?
• Students as prosumers
• Teaches:
– Production skills
– Planning, network literacy
– Collaboration
– Altruism
– Participatory technologies
– Net presence
Pedagogy, Technology and Student as
Producer
23. Who Should Own Copyright on
Text Books?
• Faculty?
• Institution?
• Both – “Tragedy of the Anti-Commons”
“economic value may disappear into the ‘black hole’ of
resource underutilization” (Buchanan and Yoon 2000).”
In recent years, economic modeling of the anticommons
has become quite sophisticated.
• Everyone
24. Do Students Like Open Texts?
“We aggressively marketed the course as "textbook free"
and designed a survey to measure the impact of this
variable on student motivation to enroll and the overall
engagement level. The results were telling:
• 90 percent of our students found the course's digital
content "more engaging" than a traditional textbook.
• 25 percent said that the "no required textbook"
advertising was an incentive to enroll.
• 50 percent said that textbook costs had been an
academic barrier in the past.”
OneClick Digital and the Medrano Project: OER
as Content, OER as Pedagogy
26. • Finding 1: High textbook costs continue to
deter students from purchasing their assigned
materials – despite concern for their own
grades.
• In this survey, 65% of all respondents said that
they had decided against buying a textbook
because it was too expensive.
2014 CALPRIG Study http://bit.ly/1pZN0Gx
27.
28.
29. We can’t afford textbooks
• Textbook prices skyrocketed 82% between 2002
and 2012,
• average student budget for books and supplies
has grown to $1,207 annually (USA figures).
• Current Bill to support open texts across US, goal
of reducing costs by 80%
• Washington State program since 2010 has saved
students $5.4 million versus State cost of less
than $1.8 Million
• All students get open text books!
http://www.sparc.arl.org/advocacy/national/act
31. DRM (Digital Rights Management)
You CANNOT
• Copy & paste, annotate, highlight
• Text to speech
• Format change
• Move material
• Print out
• Move geographically
• Use after expiry date
• Resell
Slide credit Rory McGreal
34. Components of ‘Open Pedagogy’
• Student ownership and control
• Artifact Persistence
• Open to participation globally
• Creation and curation of open artifacts
• Affordable – the educational “digital dividend”
Innovating Pedagogy,
2013 Open University
35. Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Use of Open Source technologies
36. If it is not licensed,
it is not open.
Image Nino Barbieri
40. Challenges to Adoption of Open
1. Institutional impotence –“resistance
manifested itself as both an active form of change
blocking and in more passive forms of
intransigence that become a form of institutional
impotence both institutionally and at an academic
and student level.”
2 Governance -“Governance itself became an
activity rather than a means to implement
activity”
3 Commercial social media
4 Staff engagement – no time
Bryant, P., Coombs, A., Pazio, M., & Walker, S. ((2014). Disruption,
destruction, construction or transformation? Open Praxis
41. Open Data
• Sharing not only research results and reports,
but the data that generated those results.
44. Open Data Can generate $3-5 Trillion
http://tinyurl.com/kj93vku
45. Learning Analytics
• for individual learners to reflect on their achievements
and patterns of behaviour in relation to others;
• as predictors of students requiring extra support and
attention;
• to help teachers and support staff plan supporting
interventions with individuals and groups;
• for functional groups such as course team seeking to
improve current courses or develop new curriculum
offerings; and
• for institutional administrators taking decisions on
matters such as marketing and recruitment or
efficiency and effectiveness measures.”
Powell, S. &MacNeil.S. Institutional Readiness for Analytics A Briefing Paper.
CETIS Analytics Series. JISC CETIS, December 2012..
46. “Big data and personal information are converging to shape the
Internet’s most powerful and surprising consumer products. They’ll
predict your needs, store your memories, and improve your life—if you
let them.” - MIT Technology Review
47. Big Data & Education
1) Technology: maximizing computation power and
algorithmic accuracy to gather, analyze, link, and
compare large data sets.
2) Analysis: drawing on large data sets to identify
patterns in order to make economic, social, technical,
and legal claims and design interventions.
3) Mythology: the widespread belief that large data sets
offer a higher form of intelligence and knowledge that
can generate insights that were previously impossible,
with the aura of truth, objectivity, and accuracy.
Boyd, d. & Crawford, K. (2013). Critical Questions for Big Data: Provocations
for a Cultural, Technological, and Scholarly Phenomenon
48. Adaptation of Course Content by Type
of Learner
Hermans, H., Jansse, J., Vogten, H., & Koper, R.
(2015). Flexible Provisioning Adult Learners.
Journal of Universal Computer Science 21(2)
openness
53. Networks add diversity to learning
“People who live in
the intersection of
social worlds are at
higher risk of having
good ideas” Burt,
2005, p. 90
Edge effects, estuary learning
54. aupress.ca
www.irrodl.org
Open Scholars Write and Read
Open Access Books and publish
in Open Access Journals
Teaching in Blended Learning
Environments: Creating and
Sustaining Communities of Inquiry
Vaughan, Cleveland-Innes,
& Garrison
55. A Tale of 3 Books
Open Access -
100,000 + downloads &
Individual chapters
Translations
Over 1600 hardcopies sold
@ $40 Can
Commercial publisher
934 copies sold at $52.00
Buy at Amazon!!
E-Learning for the 21st
Century 1st Ed.
Commercial Pub.
1200 sold @ $135.00
2,000 copies in Arabic
Translation @ $8.
56. Predatory Open Access Journals
“those that unprofessionally exploit the author-pays model of
open-access publishing (Gold OA) for their own profit”.
Typically, these publishers:
• spam professional email lists,
• broadly soliciting article submissions for the clear purpose
of gaining income.
• operate essentially as vanity presses,
• typically have a low article acceptance threshold,
• Have a false-front or non-existent peer review process.
– Jeff Beall
http://scholarlyoa.com/publishers/
61. The Battle for Assessing and
Credentialing Open Learning
• “open learning models have not
yet reckoned with the question of
assessment and its corollary
challenges of portability and
recognition” Dianne Conrad, 2013
• Prior Learning Assessment
and Recognition (PLAR)
.
63. Tallinn University Studia Generalia – a
broader view of the world
Studia Generalia is a series of lectures that consists of
public lectures delivered by the teachers, researchers and
visiting lecturers of Tallinn University. Anyone who enters
the University building can listen to what prominent
thinkers have to say on current topics that affect the
society, and also participate in the discussion. Anyone from
or outside of Tallinn University is welcome to participate.
Students can obtain two credits upon hearing the whole
series. Participation is free of charge.
!
64. Is everyone (anyone) an
auto-didactic?
• “open processes” is proposed, involving the
active engagement of learners in participation
and dialogue, as well as further critical
explorations of the relationships between
technology and education”
.
Knox, J. (2013). The Limitations of Access
Alone: moving towards open processes in
education technology. Open Praxis, 5(1), 21-29
65. Battle for Interaction
“There is a risk of assuming
that all learners require, or
even prefer to be part of a
larger community.” Peter and
Deimann, 2013
“According to constructivist theories,
learning is a social advancement that
involves language, real world
situations, and interaction and
collaboration among learners”
Ozar, 2004 Constructivism in Piaget and
Vygotsky
67. Boundless Opportunities for
• Unanticipated consequences
• Challenges of net privacy/presence
• Emergent adaptation by students and
teachers
• Misuse and exploitation
68. Openness is a Spiral of Growth… but
you have to start somewhere
69.
70. Available for Free download
Teaching Crowds: Learning and Social Media
http://www.aupress.ca/
Online Distance Education:
Towards a Research Agenda
71. Battle For Openness
• Big business
• Large profits
• Deep resistance
Versus
• Compelling advantages
• Increased Equality
• Empowerment
http://theswordbearer.org/
72. Tänan teid väga!~
Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org
Twitter: terguy
Your comments and questions
most welcomed!
Slides available at
73. Walled Gardens (with windows)
• Connectivist learning thrives in safe learning
spaces with windows allowing randomness,
external participation and public presentation