This document discusses open education and open pedagogy. It begins by asking what open means, how to practice it, and why we should build around it. It notes that only 29% of faculty are aware of open educational resources (OER). It promotes switching the message from cost to access, and lists ways of increasing access to knowledge through various open programs and resources. It discusses creating open works and owning one's own domain to take responsibility for learning. It advocates for open architectures and learner-designed systems. It promotes open pedagogy that leverages open licenses and enables learner contributions. It argues that higher education should be publicly funded, supported by public infrastructure, committed to broad access, collaborative, develop learners and faculty

1. Opening
Higher Ed
Robin DeRosa
@actualham

2. What is open?
How do we practice it?
Why should we build around it?
What is open?
Image: CCBYND Becky McCray https://flic.kr/p/d6A7HQ

4. Image: The Economist

6. Pipe? Check
Tweed? Check
Assess course costs? Whatever

7. Only 29% of faculty
are aware of OER
Stat and graph: CCBY Babson Survey Research Group
http://www.onlinelearningsurvey.com/oer.html

8. Switch the Message
It’s not about COST
It’s about ACCESS

9. Access to Knowledge

10. 2016

11. OER
OpenStax Books

12. Cost of Books
Access to Knowledge
• All OER
• Food pantry
• Veteran’s Contracts
• Ride Co-op
• Childcare Co-op
• Evening & Hybrid Classes
• Laptop Checkout Program
• Greenlight Grading
• Drop-in Help Center
• Technology
• Advising
• Writing

13. Access to Knowledge Creation

16. No, It’s Not Just for Public Domain Literature
Interdisciplinary Studies:
A Connected Learning Approach
Opensem: A Student-Generated
Handbook for the First Year of College

24. What architectures do we need for learning?
Who should build them?

26. Domain of One’s Own
• Drag ’n Drop → Design
• Digital consumer → Digital
creator
• Data mining → Data control
• Audience of 1 → Public impact
• Web as broadcast station →
Web as open lab
• Work attached to course →
Work attached to student
• ePortfolio → ePort
http://kayleighbennett.com/

27. IDS taught me to be responsible for my learning and growth. You
learn to expand your returns. We do not post our “homework”
to a hidden, school controlled website. We share our work for all
of the world to see. This idea of owning your own domain allows
you to be confident in your work and take responsibility for
what you are learning, how you make connections in the world,
and how you share your knowledge. To me, this style of learning
and sharing is a good idea for Interdisciplinary Studies and all
other majors. Academic settings need to work on sharing each
other’s work, and being engaged in the world outside of
classroom walls.
madisongroberge.plymouthcreate.net
from I’m not graduating
“on time” & that is OK.

32. Cost of Books
OER
Access to Knowledge
Access to Knowledge
Creation
Open Pedagogy

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

35. • Create and submit an
assignment
• Complete an assignment
and share your work
• Help someone else do the
assignment by creating a
tutorial

36. Digital redlining &
the digital divide
are real and insidious.
Open is not
the opposite of private.
EdTech is
selling something.
Open is
a process,
not a panacea.

37. Open Pedagogy
• Opens gates to learning
• Centers access in design
• Connects learners to their
communities of practice
• Thrives in learner-designed
architectures
• Leverages the open license
• Enables learner contributions
to the knowledge commons
• Approaches tools and
technologies critically, with a
focus on privacy
• Builds toward a publics-
oriented vision for Higher Ed

38. public higher education should

39. be sustainably funded with public dollars

40. be supported by public infrastructures

41. be committed to broad access

42. transcend academic and institutional borders

43. expect collaboration rather than competition
between public institutions

44. develop learners as citizen contributors
to the knowledge commons

45. develop faculty as agents of the public good in
teaching, scholarship, and service

46. expect administrators to speak the language of public
and support public approaches to our work

47. question/
open
Robin DeRosa @actualham