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![Gardner Campbell – Ecologies of Yearning
youtube.com/watch?v=kIzA4ItynYw
Openness [is] process, not product after all. It’s not so much the
what we learn but the how and the who with and the why we do so…
it’s not so much about “open” as an adjective to describe education;
rather it’s “opening” as a verb to describe what we must do. What
we want students, learners, all of us, to do.
Audrey Watters (2012)
“](https://image.slidesharecdn.com/huddersfieldkeynote-slideshare-150612050128-lva1-app6891/75/Openness-in-HE-Choosing-our-paths-55-2048.jpg)
![“I don’t think
education is about
centralized instruction
anymore; rather, it is
the process [of]
establishing oneself
as a node in a broad
network of distributed
creativity.”
– Joi Ito @joi
Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink](https://image.slidesharecdn.com/huddersfieldkeynote-slideshare-150612050128-lva1-app6891/75/Openness-in-HE-Choosing-our-paths-59-2048.jpg)
Uploaded byCatherine Cronin
Openness in HE: Choosing our paths
The document discusses the importance of openness in higher education, emphasizing the need for institutions to adopt open educational practices and to support learners in navigating informal and formal learning spaces. It outlines strategies for developing digital literacies, encouraging collaboration among diverse learner communities, and promoting a shift from traditional educational structures towards more networked and participatory forms of learning. The presented ideas advocate for a transformative approach to education that values the process of learning and the connections made through digital technologies.
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Similar to Openness in HE: Choosing our paths
Openness in HE: Choosing our paths
- 1. OPENNESS IN HIGHEREDUCATION: Choosing Our Paths Catherine Cronin @catherinecronin NUI Galway #tlfest15 12th June 2015
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- 3. Image: CC BY2.0 dlofink
- 4. Social Networks Internet Mobile Networked Individualism Rainie, L.& Wellman, B.(2012) Networked: The New Social Operating System
- 5. 2005 2013 Source: PewResearch Center’s Internet & American Life Project, 2005-2013
- 6. Image: CC BY-NC-SA2.0 Alec Couros Networked Teacher
- 7. What is your NETWORK? (digital& otherwise)
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- 9. Participatory Culture: Henry Jenkins @henryjenkins henryjenkins.org lowbarriers to artistic expression & civic engagement strong support for creating & sharing social connection members believe their contributions matter informal mentorship
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- 22. multimodal multimedia ✓ voice/ choice networked ✓ topic / content social ✓ genre / tone purposeful ✓ space / place collaborative ✓ time / duration agentic Participatory Culture literacy practices
- 23. Image:CCBY2.0DeeAshley a divide betweenformal and informal learning: students navigate the dissonance between these – WITH or WITHOUT our support
- 24. V&R Framework 15/07/2014 Evaluating onlinebehaviours | A visitors and residents approach 24 (White and Le Cornu 2011) #vandr Visitors and Residents resources http://goo.gl/vxUMRD by Lynne Connaway, David White & Donna Lanclos http://www.slideshare.net/oclcr/evaluating-online-behaviours-a-visitors-and-residents-approach
- 25. …furtive thinking andbehaviour around open-web resources such as Wikipedia masks the level of use of non-traditional resources and also masks the methods learners use to increase their understanding of subjects, creating what we have called The Learning Black Market. The point at which learning takes place is often not being discussed because either explicitly or implicitly learners are being told by their educational intuitions or perceive that the educational institutions view that their information-seeking practices are not legitimate. David White, Lynn S. Connaway, Donna Lanclos, Erin M. Hood & Carrie Vass Evaluating digital services: a Visitors and Residents approach, JISC InfoNet “
- 26. Seamus Heaney Lighteningsviii - video by Eoghan Kidney vimeo.com/4831035
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- 28. #1develop, model &embed digital literacies #2 choose open where possible & appropriate #3 connect across boundaries
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- 31. A learning space not THElearning space
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- 35. Image: CC BYNC-SA 2.0 catherinecronin
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- 39. We’re now lookingat the ‘tag-team model’ of education: the projects never end, as there is always a cohort to carry on, and lead into the next group, and when they overlap that’s great – that’s where the genuine collaboration happens. Traditionally, we deliver modules/courses, neatly chunked into 12 weeks, with units of assessment, leading to grades etc. and that’s the way things are (generally) done. I’m not saying scrap all of that, but I do think that modules are best served as springboards to other things. Increasingly, students are connecting across levels and cohorts through Twitter and now we have ex-students getting together with current students, undergrads coming to postgrad classes (and vice versa) as they’ve connected online and have a genuine interest in getting involved in other groups/further curricula outside of their taught modules.” #icollab Helen Keegan (2012) @heloukee “
- 40. #icollab TAGSExplorer thanks to@mhawksey
- 41. Individuals, students andeducators, can be nodes in a network. Groups and learning communities also can be nodes, e.g. via #hashtags.
- 42. I learned alot more about writing to the public. Before this I would have been less likely to express my views to a group of people online whereas now I would not have a problem in doing so. By posting publicly it opened up our world to other academics or people who are just interested in the topic... I don’t think anyone would have thought that the author of one of the works we were researching would get involved. #studentvoice openness... “ “
- 43. Before studying it,I used Facebook and Twitter mainly just for keeping in contact with people, but since have discovered they both have much more to offer. They are places to discover new information and boost your knowledge. That both education and socialising can be rolled into one. #studentvoice social networks... “ “
- 44. #1develop, model &embed digital literacies #2 choose open where possible & appropriate #3 connect across boundaries
- 45. #1develop, model &embed digital literacies
- 46. Image: CC BY-NDBryan Mathers Ref: White, Connaway, Lanclos, Hood & Vass Evaluating digital services: a Visitors and Residents approach, JISC InfoNet
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- 48. Image: CC BY-NC-ND2.0 Frederic Poirot digital identity
- 49. CC BY-NC-SA 2.0Frank Wuestefeld privacy
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- 51. Image CC BY2.0 vramek #2 choose open where possible & appropriate
- 52. Image: CC BY-SA2.0 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)
- 53. Image: CC BY-SA2.0 Marcel Oosterwijk OEP (Open Educational Practices) OER (Open Educational Resources) Free Open Admission (e.g. Open University) DEFINITIONS of ‘OPEN’
- 54. Image: CC BY-SA2.0 Marcel Oosterwijk OEP (Open Educational Practices) OER (Open Educational Resources) Free Open Admission (e.g. Open University) DEFINITIONS of ‘OPEN’ Culture Values Practices Activities LEVELS of OPENNESS IndividualInstitutaional
- 55. Gardner Campbell –Ecologies of Yearning youtube.com/watch?v=kIzA4ItynYw Openness [is] process, not product after all. It’s not so much the what we learn but the how and the who with and the why we do so… it’s not so much about “open” as an adjective to describe education; rather it’s “opening” as a verb to describe what we must do. What we want students, learners, all of us, to do. Audrey Watters (2012) “
- 56. Reclaim Open Learning “Showcasesinnovation that brings together the best of truly open, online and networked learning in the wilds of the Internet, with the expertise represented by institutions of higher education.” http://open.media.mit.edu/
- 57. http://open.media.mit.edu/ Reclaim Open LearningChallenge 2013 digilitleic.com #DigiLitLeic phonar.org @phonar ds106.us #ds106 jaaga.in @jaagarnaut femtechnet.org @FemTechNet
- 58. Slide: CC-BY-SA catherinecroninImage: CC BY-NC-SA 2.0 yobink #3 connect across boundaries
- 59. “I don’t think educationis about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” – Joi Ito @joi Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink
- 60.
- 61. Learners need topractice and experiment with different ways of enacting their identities, and adopt subject positions through different social technologies and media. These opportunities can only be supported by academic staff who are themselves engaged in digital practices and questioning their own relationship with knowledge. - Keri Facer & Neil Selwyn (2010)
- 62. Bianca Ní Ghrógáin,RIP @bnighrogain rangbianca.com Mary Mulvihill, RIP @ingeniousie ingeniousireland.ie Dialogue cannot exist in the absence of a profound love for the world and its people. – Freire
- 63.
- 64. Recommended: @helenbeetham digital literacies;digital capabilities @dajbelshaw digital & web literacies @josiefraser #DigiLitLeic project @daveowhite #vandr Visitors & Residents @donnalanclos #vandr Visitors & Residents @gconole digital identity; learning design @bonstewart digital identity; social media @veletsianos networked & open scholarship @mweller open education @oerresearchhub open education (OER & OEP) @mizuko connected learning @jimgroom #ds106; Reclaim Your Domain @audreywatters critical issues in education/edtech
- 65. References Atkins, L., Fraser,J. and Hall, R. (2014) DigiLit Leicester: Project Activities Report, Leicester: Leicester City Council (CC BY-NC 3.0). Campbell, Gardner (2012). Ecologies of Yearning. Keynote - Open Ed Conference 2012. Cronin, Catherine (2014). Navigating the marvellous. Medium blog post & ALT Conference keynote. Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research. In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age. Routledge. Gutiérrez, Kris D. (2008). Developing a sociocritical literacy in the Third Space. Reading Research Quarterly, 43(2), 148-164. Heaney, Seamus (1991) Lightenings viii, Seeing Things. Faber and Faber. Ito, Joi (2011, December 5). In an open-source society, innovating by the seat of our pants. The New York Times. Jenkins, Henry. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation, Chicago Keegan, Helen (2012). A new academic year: global, connected, creative – and not (quite) a MOOC. Pew Research Internet Project (2013). Social Media Update 2013. Rainie, Lee & Wellman, Barry (2012). Networked: The new social operating system. MIT Press. Watters, Audrey (2012). Gardner Campbell, J. Alfred Prufock, and the Ecologies of Yearning. hackeducation Wenger, Etienne (2010). Knowledgeability in Landscapes of Practice SRHE Conference 2010. In deFreitas & Jameson, Eds. (2012) The e-Learning Reader. Williams, Bronwyn (2009). Shimmering Literacies: Popular Culture and Reading and Writing Online (New Literacies and Digital Epistemologies. Peter Lang Publishing.
Editor's Notes
- #2 Openness in HE… CHOICES… the myriad of choices we make as educators – what & how & where we learn, who we learn with, what tools we use, how we teach, how much choice students have in the environments we create for learning & teaching, etc. How might we use that agency to influence the choices made more broadly within our institutions.
- #4 OPENNESS IN HIGHER EDUCATION... What is the broader context within which to consider this Q? i.e. social/cultural What are the challenges for educators (and educ institutions)?
- #5 Rainie & Wellman: developed Castell’s concept of Networked Individualism - “morphology of contemporary societies is the network.” - previous sociological models defined by hierarchies and 1-to-many declining in importance. Info & Comm Ecologies strikingly different.. Social Networks – networks vs. groups INTERNET – baked-in ethic of openness & innovation MOBILE – affects our sense of Time & Place… + Presence CONTEXT = change info cycles, sharing, remix, social media, social networking)
- #6 Look at just one aspect of this just Social Networking (not games, apps, building on the web, etc.) Transformation in <10 years (ALL AGES!) We are all Networked Individuals (whether FB, Twitter, Skype)… Networked Learners. Q? SEARCH + CONNECT Google, Wikipedia, YouTube (many things are students are counseled NOT to do!)
- #7 8 years ago, Alec Couros created this even by mid-2000s, the way educators learn + teach + share was changing – due to the ability to network openly, with access to a huge amount of content and people – globally.
- #8 Learning, Research? …and Teaching?
- #9 Mine is dispersed! If you look at my Twitter timeline, blog, photos, etc… you will see plenty of writing/images/videos related to my work (T+R). You will also see some aspects of my life outside of that. It’s very difficult to completely separate our SELVES… our digital and embodied selves are, of course, intertwined. But another thing that becomes clear is that I am very much OF the participatory culture that we live in… what does that mean?
- #10 Term which counterposes “Consumer Culture” Media can be created and shared by anyone – diversity of media, diversity of participation, diversity of voices THIS is the wider context for all that we do, here in HE… and that is worth thinking about.
- #11 3 weeks ago today, Ireland held a Marriage Equality referendum. The referendum passed by 62% to 38% and Ireland became the first country in the world to legislate for same-sex marriage as the result of a popular vote, as opposed to judicial decisions or legislative change. Social media was a large aspect of the campaigns, for both sides. Activity on #marref built for months & weeks & days before ref on May 22nd. 200K tweets in 7 days; almost half in final 24 hours.
- #12 In the weeks leading up to the referendum, Irish citizens in cities around the world gathered to communicate their wish for a YES vote. e.g. powerful images in photos, videos – shared using hashtags
- #13 Public artwork appeared around Ireland, rural & urban spaces. Wordless, powerful images – Joe Caslin in Co. Galway
- #14 Became iconic… printed on front page of NY Times.
- #15 … and became the subject of other artwork, also shared online, particularly via social media.
- #16 More guerilla artwork happened as well in small spaces, particularly around Dublin…. blank walls, shop windows, etc.
- #17 In the final days, a new hashtag began tranding #hometovote, Irish citizens arriving home from around the world to vote. And on the day of the referendum… Annie West published this illustration, powerfully capturing what was happening. Not just artwork and videos – although these were powerful and widely shared. There were many text-based pieces (FB) As well as individual tweets…
- #18 …and they weren’t all serious. Some used humour…
- #19 Widely shared & favourited!
- #20 And on the morning of the vote…
- #21 Data analytics were used, on the day, to visualise those communications
- #22 This wasn’t a coherent narrative, framed by anyone… through messages, photos & artwork created by many, many individuals, shared on social media using hashtags, a story was being told -- collectively, PARTICIPATORY CULTURE
- #23 Are we meeting students here? Are we helping them to map to their current literacies, values, identities?
- #24 DIVIDE!!!! HE MESSAGE: what we do here is separate from all else we do Formal learning divorced from rather than integrated with Informal learning practices & literacies. Students feel: (OLCOS Roadmap 2012) “powered down” - “deflated by lack of connectedness” - “an audience of ONE” Q: How can we help students Navigate this Boundary… indeed work towards making that boundary much more permeable? Q: To what extent can “openness” & OEP help us do this?
- #25 NOT saying our students our Digital Natives, not bound by age. This is a continuum and individuals may be display V or R characteristics in DIFFERENT CONTEXTS! Visitors: functional use of technology -- formal need -- less visible/more passive presence Residents: significant online presence and usage-- high level of collaborative activity online -- uploading materials, photos, videos. Transpose practice to different domains Deepen skills Build identities
- #27 I’ve previously used the metaphor “Navigating the Marvellous” borrowing a metaphor from Seamus Heaney. Heaney wrote a beautiful multi-verse poem (1991Seeing Things) Definition… Lightening: To make light, illuminate or brighten. Based on an ancient Irish legend about monks in Clonmacnoise, amazed to see a ship in the sky above them. Anchor line got caught, a crew member climbed down… could not breathe + was helped to return to “the sea” above.
- #28 Robin Good talks about how Opennes, Digitality & Scholarship exist in tension with one another. Scholarship & Sociality relation… 1 – opposition 2 – intertwined BOTH/AND!!!! I propose a similar trio…recognising complexity, but seeking to bridge engage with both SCHOLARSHIP (T+R) and wider EDUCATIONAL ECOSYSTEM (culture)
- #29 Digi Lit helps students move from participants to creators & critical/active agents Openness critical engagement with openness, what it allows and assessing the risks Connecting how can we enable and support networked & connected learning for our students AND… model & nurture democratic practices within online spaces
- #30 Focus here is not on choices *between* these (many of us use all 3)… but to consider/explore all 3… Q: What happens in these spaces? What’s possible in these spaces? PHYSICAL spaces = safe spaces for learners to develop & to share – with teacher, sometimes one another. Group dialogue, collaboration Create Community Synchronous; Bodily markers also barriers!
- #31 Our students are connected, in different contexts. They are making decisions about privacy, data ownership, sharing, copying, publishing, etc... Shouldn’t we, as educators be part of those conversations, those decisions? We have a role to play... Abdicating our responsibility as educators if we do not.
- #33 A: There are some great examples to learn from
- #34 Ask students! What tools do you use? For what? Why? What tools could we use to connect? …What do you want to create?
- #36 Constrained at 2nd level!
- #38 #icollab = community of practice students & lecturers in 7 HE courses, at 7 different institutions, across 6 countries, who are studying – and creating -- mobile & social media P2P sharing (e.g. Scoop.it)
- #41 Visualisation of network connections around hashtag #icollab. TAGS Explorer, created by Martin Hawksey – enables visualisation of network connections. Distributed discussions: Students, scholars, independent thinkers… Purposeful, Related to learning & assessment cross boundaries geography, culture, institution, term time
- #46 Tensions & Dilemmas re: Digital Practices… Volume of info; Time & skills required; Filter / curate; Power & participation Trust; Surveillance & privacy We must provide opportunities *in educational settings* for our students to do this. Not only as “Student” but with the identities they choose, and the identities they are becoming. Help our students to build their own PLNs & PLEs
- #47 This is an example.. Referencing others’ work – CC licenses – multimodal – hashtag… Also! Permission to use #marref tweets
- #49 Most students come to HE with online identities related to their interests outside university. build digital literacies based on inviting students to build on these practices and identities… Many students have a confident social online identity – around their friends, their interests, etc. – and use various online identities for interacting and informal learning… BUT NOT ALL!! Digital Literacies… skills in finding, creating, sharing, participating … …but developing an identity as a learner, a writer, a scholar, a citizen…. these are important tasks as part of education. As educators we have a role in supporting students in developing their digital literacies & identities, to support lifelong learning, to model good practices in these online spaces.
- #50 Persistent: recorded & archived Replicable: can be duplicated Scalable: potential visibility is great Searchable: accessible through search Privacy online – it doesn’t exist Private posts can be shared Privacy is being redfined Also issues re: data ownership, surveillance, etc…. Let’s engage in these discussions with students!!
- #53 Open Educational PEDAGOGY & PRACTICES. Facilitate S’ ACCESS to existing K Empower S’s to CRITIQUE & DISMANTLE it CREATE new K Openness is a complex phenomenon… it is Technical, Social, Cultural, Economic 2 ways to think about OPENNESS IN EDUCATION in order to engage in any conversation about openness.
- #54 Finally… motivation for openness: Reduce costs Enhance brand Improve access to education & K. Enable co-production of K. Foster more equitable, effective, transparent processes Q: What are assumptions? What are motivations?
- #55 Finally… motivation for openness: Reduce costs Enhance brand Improve access to education & K. Enable co-production of K. Foster more equitable, effective, transparent processes Q: What are assumptions? What are motivations?
- #59 Learning is social & connected. Help students to find/develop their voices, their identities… open practice enables many ways to do that. It is easy to say – you can speak to anyone on Twitter! …but not very helpful. Our students need networking skills, networked learning skills. We can MODEL those practices ourselves, and we can CREATE OPPORTUNITIES… maybe as class Twitter account, maybe as class wiki… but students will build on this.
- #60 This is one of the best definitions I’ve seen of Education… and how open, networked practices are changing, and will change education. Not connected/limited by geography, space, time... but connected by our own ideas, passion, commitment via open practices & social media. QUESTION: How best can I help my students to live & thrive in this world? …this informs my practice (learning, teaching, research)
- #61 Our students are connected, in different contexts. They are making decisions about privacy, data ownership, sharing, copying, publishing, etc... Shouldn’t we, as educators be part of those conversations, those decisions? We have a role to play... Abdicating our responsibility as educators if we do not.