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"
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
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"
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
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
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.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
A brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
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
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.
Communities of Practice and virtual learning communities: benefits, barriers ...eLearning Papers
Authors:Patricia Margaret Gannon-Leary, Elsa Fontainha.
A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.
This poster provides an overview of my DPhil thesis.
Francis, R.J. (2007) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning. Available online from Oxford Research Archive (June 2008) <http: />
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
A brief review of critical approaches to Open EducationSara Mörtsell
This is a brief review of a special issue of Learning, Media and Technology on Critical approaches to Open Education from 2015.
Presented at https://www.nera2019.com/
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
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Social Media Lecture 6 Wikipedia and knowledge managementMarcus Leaning
This lecture is part of a t course on social media at the University of Winchester. It examines wikipedia and the idea of knowledge management. It looks at the underlying rationality of collaborative knowledge creation and some of the critical issues such as whether crowds are better than experts and what kinds of knoiwledge management wikipedia is actually good for.
ELPUB 2018 Feminist Open Science workshopLeslie Chan
This was the slides for the workshop on Feminist Open Science presented at ELPUB2018 in Toronto. Notes for the session is available here: https://docs.google.com/document/d/1zr51nZ4VRjVNLixeRc_4SPa-liSALADLTbJ1RUJYcpo/edit
"This workshop will centre on how current discourse around Open Science has tended to focus on the creation of new technological platforms and tools to facilitate sharing and reuse of a wide range of research outputs, but has largely avoided tackling many important issues related to inclusion of a diversity of perspectives in science. We believe a feminist perspective can help to surface these issues, particularly with regard to the need for inclusive infrastructure, which are especially important as Open Science increasingly becomes part of government agendas and policies. We expect that researchers, practitioners and policy makers interested in Open Science will benefit from this workshop to think about issues of inclusivity in Open Science that are not receiving sufficient attention. We expect participants who attend this workshop will gain awareness about relevant resources and work that has been done by feminist technoscience scholars to expand the perspectives of Open Science. We hope that participants will take away new possibilities for their work that they may not have considered before. For policy makers, this workshop will be particularly relevant to help think about how evidence for Open Science should be assessed from a more feminist inclusive standpoint. The workshop will also present results from a two-day workshop on Feminist Open Science that will take place prior to the ELPUB workshop, with the intent of soliciting feedback and collaboration."
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Open knowledge across boundaries –A case-study on controversies
1. OPEN KNOWLEDGE ACROSS BOUNDARIES
–
A CASE-STUDY ON CONTROVERSIES
ANNE ALGERS, SENIOR LECTURER
2. Academia’s responsibility in times of fake news and
knowledge resistance
DEPARTMENT OF EDUCATION,
COMMUNICATION AND LEARNING
• Providers of un-biased knowledge
• Critical voice in societal debate
• Ballance discussions in social media
Photo: Designed by Freepik
3. Changing role of academia
Education of the privileged
Education of the masses Collaboration with society
4.
5.
6. Used to be clear boundaries
GAP
Academia Society
8. Boundaries
Boundaries are social constructions
that define who are included and
excluded from interactions
(Edwards & Kinti, 2010).
9. What is boundary crossing?
Boundary crossing can be seen as horizontal movements
of knowledge between multiple parallel activity contexts
(Engeström et al., 1995).
Photo: Alex Marsh
10. What is a boundary object?
• An object that is introduced to achieve boundary
activities and to connect actors from different worlds
(Star & Griesemer, 1989)
• An object that is generated through a process of
boundary activities (Engeström et al., 1995)
Photo: Baruch
11. How can OER be used as boundary objects?
• For knowledge sharing within and across disciplinary and
organizational boundaries
• For sharing of knowledge and values across nations or cultures
• For sharing of knowledge that used to be unrecognized or non-
transperant with society
• For dealing with tensions?
Photo: OER_CC0 Public Domain
13. Controversial aspects
• Photos and video footage showing slaughter
is not uncontroversial as such pictures can be
perceived as aversive by some.
• The umbrella organizations for slaughter
houses feared that such pictures would be
used by animal rights groups to discredit
abattoirs.
• Hence, threat was used to place the material
behind passwords!
14. Controversial aspects
The OER is available at http://disa.slu.se
and can be accessed and used by anyone,
including various course organizers.
15. A focus group study about boundary practices
• Two focus groups (even gender distribution; representatives from academia,
NGO:s, authorities, and industry, 50% users of OER 50% non-users)
• Two hours discussions about OER and OEP in the subject area
• Video recorded discussions, transcribed in their fully length and analysed
• A scientific paper will be submitted for publication
Photo: Ivan Malkin, CC BY-NC-ND 2.0
19. Transparency – results from the focus group study
1. Inclusiveness
2. Establish a counterweight to commentaries by lay
3. Users perceive a quality stamp
4. One common source to go to for whole society
5. A way to increase trust in science
6. Change of attitudes
7. Manage conflicts/dealing with tensions
20. Transparency – some excerpts
-”Because this OER is very detailed it requires constant updating. We want to
have only one proper source to go to in case of conflict, and therefore it is
important that this OER is constantly updated and of high quality”
-”What a lot of people see online – they don’t think that what they see is legal.
When they get to know that this [handling of animals] is legal and that there is
science behind it, it can create conflicts”
-“How should one handle [the culture] dimension in a material like this?...
digging in a Swedish context is already a handful”
21. Participatory - results from the focus group study
1. The disputed nature of the knowledge produced
2. Creation of conflicts
3. Risk of mis-interpretations
4. Scarcity / small community
5. Time consuming to moderate polarised discussions
22. Participatory – some excerpts
-“It is important to have both citizens and scientist to inform each other
what is fair and what is cruel”
-”Since [the specific OER] only has few users we cannot rely on this
material to be self-repairing”
-”It is generally fairly difficult to achieve consensus with such an emotional
topic…and often that is what hampers a constructive discussion”
-”we do not actively guide the public to [the OER], since we do not want to
create conflict”.
23. OER for sharing secrets in the food industry across boundaries
seems to have the potential to both resolve and create
tensions!
DEPARTMENT OF EDUCATION,
COMMUNICATION AND LEARNING
Anne Algers, anne.algers@gu.se, @AlgersAnne
Editor's Notes
- challenges and responsibilities for academia
A large number of people access higher education and most universities – double helix
I say collaboration and not dissemination, because I argue that academia and the general public need to inform each other. Some areas are specially in need of this dialogue – Food Ethics
The recent sugar scandal shows that scientists have been biased and almost exclusively published
research in favour of the sugar industry (Mandrioli et al., 2016). Effect of sugar on conronary heat diseases has been turned down and researchers have been paid by the industry to only blame the fat (so that they could sell more low fat products)!
In the academy, boundary crossing is not only of importance for researchers when making their results relevant to society but also for teachers using OER to cross boundaries to other academic institutions and to society.
Develop this further
Boundary between two worlds that are relevant for each other are particularly important
It is an open and creative common licenced website with information about
how farm animals are slaughtered in commercial slaughterhouses and how this handling
influence the welfare of the animals before they lose consciousness. An English translation nearly finished and Chinese translation planned. Both the Jewish and the muslim community in Sweden have been involved in the creation.
Industry wanted to keep the information hidden behind passwords and tried to stop the openness by contacting the project leader, the vice chancellor at the university, the Swedish Board of Agriculture and the Ministry of Agriculture. After put under pressure by the industry the funder, the Swedish Board of Agriculture, suggested to disregard a signed contract and hide the information about how our farm animals are slaughtered behinds passwords. The lawyers at our university answered the scientific integrity always should be prioritised from commercial interests.
access to everybody to the knowledge we have today about animal welfare in relation to handling of animals at slaughter and killing and to support local efforts in improving animal welfare.
Bild på video
We suggest that open and social learning approaches are necessary in contested subject areas such as animal welfare at slaughter and killing.
1 Society feel included – also for vets (in many countries they are not allowed in slaughter houses so how should they learn?)
2 Establish a counterweight to commentaries by lay in social media and commercial interests
3 When academia is behind and information about different collaborators is shown
Give access to research-based information to the whole society (legislation and best practice)
And robustness of science
Create common understanding/knowledge in contested areas (dont show anything which is against the law)
Scarcity
New situation when the material is translated
1. Inform academia about the views in society
learners have difficulties to differentiate between reliable and innacurate,
biased or unsubstantiated information, academia need to argue
2+ 3. As we have just seen when people are given new information in such a controversial issue it can create conflicts,
4. How can the quality be guaranteed in such a controversial issue when the number if users is rather small?
5. The question is still if OER are good enough to deal with tensions…time consuming to moderate
I believe that the research on OER need to be strongly contextualised in order to be interesting. This is why I want to share with you the use OER as boundary objects about the secrets in the food industry.