Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
"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
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
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"
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/
"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
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
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"
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 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.
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
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
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.
Librarians as researchers: doing research in your day jobEmma Coonan
A one-hour presentation and workshop for library staff engaged in, or thinking about engaging in, research. We draw on our experience as former Arcadia Research Fellows and authors of ANCIL (A New Curriculum for Information Literacy) as well as the practical aspects of 'doing research in your day job'. The presentation was accompanied by a worksheet and action plan for participants.
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
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.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open 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.
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
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
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.
Librarians as researchers: doing research in your day jobEmma Coonan
A one-hour presentation and workshop for library staff engaged in, or thinking about engaging in, research. We draw on our experience as former Arcadia Research Fellows and authors of ANCIL (A New Curriculum for Information Literacy) as well as the practical aspects of 'doing research in your day job'. The presentation was accompanied by a worksheet and action plan for participants.
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
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.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
The adoption and impact of OEP and OER in the Global South: Theoretical, conc...ROER4D
The adoption and impact of OEP and OER in the Global South: Theoretical, conceptual & methodological framework for the ROER4D project meta-synthesis
Presentation at Open Education Global 2017
Cheryl Hodgkinson-Williams
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/
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.
Slides of the OpenMed Webinar "Open Educational Practices" delivered on December 5, 2017 by Catherine Cronin, Centre for Excellence in Learning & Teaching (CELT), National University of Ireland, Galway
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
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.
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Overview on Edible Vaccine: Pros & Cons with Mechanism
Openness and praxis (#SRHE)
1. Openness and praxis:
Exploring the use of
open educational practices
in higher education
Catherine Cronin
CELT, NUI Galway
@catherinecronin
slideshare.net/cicronin
Society for Research into Higher Education
Digital University Network
18-Nov-2016 #SRHE
Image: CC0 1.0 cogdog
6. Much is published about benefits of and barriers to
openness, as well as interpretations of openness
Relatively few studies use a critical approach to
openness; relatively few empirical studies
Theoretical context for this study: openness as a
sociocultural phenomenon
Openness and open education
7. • Context
• Research Questions
• Key Literature
• Methodology
• Findings & Analysis
• Preliminary Conclusions
& Questions
8. 1. In what ways do academic staff use
open educational practices (OEP) for teaching?
2. Why do/don’t academic staff use
open educational practices (OEP) for teaching?
3. What practices, values and/or strategies are
shared by open educators, if any?
4. [Phase 2] How do open educators and students
enact and negotiate their digital identities in the
open online spaces where they interact?
Research questions
9. • Context
• Research Questions
• Key Literature
• Methodology
• Findings & Analysis
• Preliminary Conclusions
& Questions
10. 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)
11. 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…
Licensed for reuse
for use, adaptation &
redistribution by others
13. collaborative practices which include the creation,
use and reuse of OER, and pedagogical practices
employing participatory technologies and social
networks for interaction, peer-learning, knowledge
creation and sharing, and empowerment of learners.
References:
Beetham, et al. (2012)
Ehlers (2011)
Havemann, Atenas & Stroud (2014)
my scope:
open educational practices (OEP)
for teaching
14. 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
15. 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.
Edwards (2015)
“
Critical approach to openness
Additional references:
Bayne, Knox & Ross (2015)
Cottom (2015)
Czerniewicz (2015)
Gourlay (2015)
Selwyn & Facer (2013)
singh (2015)
Watters (2014)
16. • Context
• Research Questions
• Key Literature
• Methodology
• Findings & Analysis
• Preliminary Conclusions
& Questions
17. Research approach
Constructivist grounded theory: inductive, comparative, emergent &
open-ended (Strauss & Corbin, 1990); also acknowledging social
context, subjectivity & interpretive understandings (Charmaz, 2014)
Research setting
One higher education institution in Ireland
Research method
Semi-structured interviews with 19 members of academic staff *
across multiple disciplines
Research methodology
* academic staff defined broadly as university staff whose responsibilities include teaching,
regardless of job title or terms of employment, e.g. full-time or part-time; permanent,
temporary or no contract
18. • Context
• Research Questions
• Key Literature
• Methodology
• Findings & Analysis
• Preliminary Conclusions
& Questions
19. Not using OEP
for teaching
Using OEP
for teaching
DIGITAL
NETWORKING
PRACTICES
Main digital identity is
university-based
Not using social media (or
personal use only)
Combine university
& open identities
Using social media
personal/prof (but
not teaching)
Main digital identity is
open
Using social media for
personal/professional
(including teaching)
DIGITAL
TEACHING
PRACTICES
Using VLE only
Using free resources, little
knowledge of
C or CC
Using VLE + open tools
Using & reusing OER
PERSONAL
VALUES
Strong attachment to
personal privacy
Strict boundaries
(P/P & S/T)
Some use of digital
natives discourse (but not
the term itself)
Valuing privacy &
openness; balance
Accepting porosity across
boundaries
Developing digital
literacies; self & stud.
increasing openness
20. • Many academic staff perceive potential risks
(for themselves & their students) in using OEP for teaching;
some perceive the benefits to outweigh the risks
• A minority of participants (8 of 19) used OEP for teaching
• 2 levels of ‘using OEP for teaching’:
(i) being open, and (ii) teaching openly
• 4 dimensions shared by open educators:
balancing privacy and openness
developing digital literacies (self & students)
valuing social learning
challenging traditional teaching role expectations
Findings
21. Balancing
privacy and openness
Developing
digital literacies
Valuing
social learning
Challenging traditional
teaching role expectations
inner circle
(2 dimensions)
Networked
Individuals
both circles
(4 dimensions)
Networked
Educators
4 dimensions shared by educators using OEP for teaching
22. “I don’t mind if students follow me
and if they find stuff that I’ve
written online. But I just don’t
encourage it as part of the
teaching, or their relationship
with me as their teacher.”
- participant (not using OEP)
23. “I don’t let students know I’m on
Twitter, they seem to figure it out.
It depends on what email account I
reply to them with. Depending on the
teaching or contractual situation in
any given year, sometimes the
[university] email account just
evaporates and I have to fall back
and use my own email account. My
personal email signature has my
Twitter name, my blog. The
[university] account just has the
department name.”
- participant (using OEP)
25. “There are no hard and fast rules.”
- participant (using OEP)
“I have personal rules for that.”
- participant (using OEP)
“You’re negotiating all the time.”
- participant (using OEP)
26. Balancing privacy and openness
will I share openly?
who will I share with? (context collapse)
who will I share as? (digital identity)
will I share this?
MACRO
MESO
MICRO
NANO
27. • Context
• Research Questions
• Key Literature
• Methodology
• Findings & Analysis
• Preliminary Conclusions
& Questions
28. “I should have my own web
presence, a comprehensive
presence. I just haven’t gotten
around to it – like 101 other things on
my list, you know?”
- participant (not using OEP)
“It’s not that I think people in the
quad are watching our every move or
anything like that. But occasionally
you do think, maybe I’ll be careful.”
- participant (not using OEP)
29. • Use of OEP by educators is complex, personal, contextual &
continuously negotiated
• Attention must be paid to the actual experiences & concerns
of academic staff & students (“state-of-the-actual”)
• HEIs require open education strategies & policies that
recognise the benefits, risks & complexities of openness
• HEIs should provide appropriate forms of support for
academic staff in 3 key areas:
digital identities; digital literacies; digital capabilities
navigating tensions between privacy & openness
reflecting on our roles as educators & researchers in
increasingly networked, participatory culture
Preliminary conclusions
31. all presentation references :
http://tinyurl.com/hdgjksa
blog post summary of presentation:
catherinecronin.wordpress.com/2016/11/28
/openness-and-praxis/
32. Apple, M. (1990). Foreword. In O’Malley, Rosen & Vogt (Eds.) Politics of Education: Essays from
Radical Teacher. State University of New York Press.
Bayne, S., Knox, J. & Ross, J. (2015). Open education: the need for a critical approach. Learning,
Media and Technology, 40(3), 247-250.
Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). Open Practices: Briefing Paper. Jisc.
Charmaz, K. (2014). Constructing grounded theory (2nd edition). London: Sage Publications.
Cottom, T. M. (2015). Open and accessible to what and for whom? tressiemc blog.
Czerniewicz, L. (2015). Confronting inequitable power dynamics of global knowledge production and
exchange. Water Wheel 14(5), 26-28.
DeRosa, R. & Robison, S. (2015). Pedagogy, technology, and the example of open educational
resources. EDUCAUSE Review.
Edwards, R. (2015). Knowledge infrastructures and the inscrutability of openness in education.
Learning, Media and Technology, 40(3), 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), 1–10.
Farrow, R. (2016). Open education and critical pedagogy. Learning, Media and Technology.
Gourlay, L. (2015). Open education as a “heterotopia of desire.” Learning, Media and Technology,
40(3), 310-327.
Havemann, L., Atenas, J. & Stroud, J. (2014). Breaking down barriers: Open educational practices as
an emerging academic literacy. Academic Practice & Technology conference, University of
Greenwich.
References (1 of 2)
33. Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources.
Educational Technology.
Rosen, J. R. & Smale, M. A. (2015). Open digital pedagogy = Critical pedagogy. Hybrid Pedagogy.
Selwyn, N. & Facer, K. (2013). The politics of education and technology: Conflicts, controversies, and
connections. Basingstoke: Palgrave Macmillan.
singh, s. (2015) The Fallacy of “Open”. savasavasava blog.
Stewart, B. (2015). Open to influence: What counts as academic influence in scholarly networked
Twitter participation. Learning, Media and Technology, 40(3), 1-23.
Stommel, J. (2014). Critical digital pedagogy: a definition. Hybrid Pedagogy.
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and
techniques (2nd edition). Newbury Park, CA: Sage Publications.
Veletsianos, G. & Kimmons, R. (2012a). Assumptions and challenges of open scholarship.
International Review of Online & Distributed Learning, 13(4), 166-189.
Veletsianos, G. & Kimmons, R. (2012b). Networked participatory scholarship: Emergent techno-
cultural pressures toward open and digital scholarship in online networks. Computers & Education,
58(2), 766–774.
Watters, A. (2014). From “open” to justice. Hack Education blog.
Weller, M. (2011). The Digital Scholar: How technology is transforming scholarly practice.
Basingstoke: Bloomsbury Academic.
Weller, M. (2014). The Battle for Open: How openness won and why it doesn’t feel like victory.
London: Ubiquity Press.
References (2 of 2)
Editor's Notes
I may be know to many of you not just as a researcher of open practices, but as an advocate of openness. Like many of us, I wear many hats.
In my practice, I have been an advocate of openness, though not uncritical openness.
I observed that despite the claims of open education practitioners and advocates, openness is unevenly Interpreted, Understood & Practiced within HE
I sought to understand this more deeply.
Q: How do individuals, actors within HE understand openness? What does it mean to them?
Q: How do individuals within HE practice openness?
Q: How might this greater understanding help us – as researchers, practitioners, leaders & policy makers in HE?
Our task as educators… requires:
criticism of what exists
restoring what is being lost
pointing towards possible futures
& sometimes being criticized ourselves, this being something we should yearn for, since it signifies the mutuality and shifting role of Teachers and Taught that we must enhance.
Exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why and how they use open educational practices for teaching.
The purpose is to understand how university educators conceive of, make sense of, and make use of OEP in their teaching, and to try to learn more about, and from, the practices and values of educators from across a broad continuum of ‘closed’ to open practices
OEP = ethos of sharing & transparency = practices which include the creation, use & reuse of OER; open learning; open/public pedagogies; open scholarship; open access publishing; and use of open technologies.
OEP = inclusive of but more than open content: learners & teachers share the processes of knowledge creation, i.e. broadest interpretation of open education
This is not a study of the practices of OPEN educators/researcher, there are relatively few of these!
This is a study of the practices of a broad range of educators – what factors contribute to educators choosing open practices.
Signposts…
One way to consider context is this image…
Alec Couros – Networked Educators (10 years ago)
+ Networked Students
3 learning spaces…
Typically, educators are not asked/required to teach in OOS. It is a *choice*
It is this choice that I want to explore... Why/why not? What encourages/repels? What happens in OOS?
While both individual & systemic motivators are drivers of openness, I want to explore the role of individual agency re: how open practices are used in HE
Much literature re: benefits of openness, some re: barriers to openness.
Few empirical studies, particularly in natural settings – i.e. university settings in which openness is not the agenda or the purpose of the research.
Much more literature about OER and MOOCs than OEP.
More recently, researchers are theorising openness, using a critical approach to openness. Explore this in the presentation
“Educators can shape and/or be shaped by openness” – Veletsianos.
Openness is a complex phenomenon… it is Technical, Social, Cultural, Economic
Stewart –
Weller – open is so broad, best used as an umbrella term
Watters – multivalence can be a strength… “so widely applied that it is rendered meaningless”
OEP = OER + open pedagogies; open learning; open scholarship; open sharing of teaching; open technologies (Beetham et al, JISC, 2012)
OEP = OER + promote innovative pedagogies; respect & empower L’s as co-producers (Ehlers, 2011)
OEP = OER + inc access to K; develop/strengthen CoP; promote innovative pedagogies (Havemann et al 2014)
OEP = not just the artefacts/content… but the “live practice” of open education
POLICY: OER + OEP initiatives MUST BE linked to university’s strategic drivers… otherwise, unsustainable.
Terrain of my reseach = …
OPEN tends to bias those already privileged. But having a critical, reflexive approach – and listening to those who are doing work in this vein – are two ways forward.
Ethnography was considered, as was using networked, participatory technologies to conduct the research.
However, wanted to understand the choices re: openness of a diverse range of academics (Closed to Open).
One university
Broad definition of academic staff.
No clear boundary between academic staff who DO and DO NOT use OEP.
Continuum of practices and values, ranging from closed to open.
Complex picture of broad range of educators… some open, some not... some moving towards openness, some not... but all thinking deeply about their digical & pedagogical decisions.
ALL Open educators:
“being open” i.e. visible to students, interacting & sharing beyond the VLE/email
A FEW Open educators:
Teaching openly, i.e. creating learning/assessment activities in OOS (Twitter, WP, public FB, etc.)
Pedagogical & Practical concern!
RISKS = uncertain of ped value; S’s overuse of SM; overwhelming workloads; excessive noise in SM; context collapse
BENEFITS = S’s feeling more connected; connect course to field; S’s share work openly w/ authentic audience; become part of future prof community
4 dimensions…
Valuing social learning…
Challenging trad role definition:
Teachers as well as learners; humility as a teacher; commitment to democratic practices, e.g. openness not just as practice but Ethos, Way of being.
Often goes hand-in-hand with Valuing Social Learning, but not always.
Participants spoke about Privacy & Openness – their interpretations of these and the relationship between them – more than any other aspect of using OEP.
Academic staff make that determination based on personal values & experiences, their own digital literacies, context, awareness of current sociotech issues – etc.
P’s described making individual decisions appropriate to their own contexts, weighing up the Benefits & Risks for themselves and their students.
Left with a sense of the complexity of this issue… and that academic staff are on their own dealing with these issues. Reactions to these challenges include acknowleding the tension, feeling overwhelmed, feeling exposed and at risk, all the way to feelings of anxiety.
Left with a sense of the complexity of this issue… and that academic staff are on their own dealing with these issues. Reactions to these challenges include acknowleding the tension, feeling overwhelmed, feeling exposed and at risk, all the way to feelings of anxiety.