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The role of educational developers in supporting open educational practices
The document discusses the role of educational developers in supporting open educational practices. It outlines that educational developers can help promote openness through supporting open learning outcomes, teaching strategies, and assessment. Developers can act as change agents by developing strategies for infusing open practices in these instructional elements. The document provides examples of open practices and discusses some of the challenges and benefits of increased open teaching practices. It frames open educational practices as a reimagining of high-impact teaching that incorporates openness.
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The role of educational developers in supporting open educational practices
- 1. The role ofeducational developers in supporting open educational practices Michael Paskevicius Vivian Forssman http://bit.ly/EdDevOpen
- 2. Our intended sessionoutcomes At the end of the workshop participants will: • Develop perspective on the unique position and potential value of educational developers in supporting open practices • Develop a set of strategies for supporting and promoting open educational practices around learning outcomes, teaching strategies, and assessment • Consider the educational developers role of change agent in advancing openness
- 3. Your experience advocatingfor open education On your own: Take 2 minutes and jot down a few notes about your experience explaining, advocating for, or engaging others with the concept or practice of open education 1. Identify the most significant barrier you have heard in response to the idea 2. Identify the most significant benefit you have heard in response to the idea 3. Identify a single strategy you might use to promote openness?
- 4. (Van Note Chism,2011)
- 5. What do educationaldevelopers do? • Create and facilitate faculty development opportunities (e.g., instructional, curricular, and technological) • design and produce educational resources (e.g., print and media-based) • collaborate and consult on special projects and policy development initiatives • advocate for, lead, and facilitate institutional change • broker relationships and opportunities for partnership • contribute directly or indirectly to the scholarship of teaching and learning and educational development (McDonald et al., 2016)
- 6. How can educationaldevelopers infuse and inspire open educational practices while supporting and consulting with educators and students?
- 7. Teaching & Learning Activities LearningOutcomes Assessment & Evaluation Adapted from Biggs & Tang, 2011 Teaching & Learning Resources
- 8. Teaching & Learning Activities Teaching& Learning Resources Learning Outcomes Assessment & Evaluation Accessible, clear, transparent, expansive, and student-centred learning outcomes Accessible, adaptable, shared, and collaborative resources Student as producer, peer- reviewer, collaborator, and digitally literate contributor to OEP Exposed, collaborative, and collectively improved teaching and learning activities
- 9. A working definitionfor OEP in the context of educational development Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.
- 10. Come up withan open practice for each of the instructional elements (learning outcomes, teaching and learning activities, and assessment and evaluation) • Describe the practice • What tools do you need? • Who are the stakeholders? http://bit.ly/EdDevOpen
- 11. This work islicensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0 Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/
- 12. Benefits of increasedopen teaching practice • lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); • support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); • experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); • forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011)
- 13. Business as usual Shares resources among colleagues Engages in interinstitutional resourcesharing Licensing and permissions often unclear Engages students in contributing or remixing open access, openly licensed and public domain resources Creates and shares T&L resources that are open access, openly license and/or public domain Shares practice at teaching conferences and events Uses open access, open licenses and public domain resources in T&L Adopts and prescribes an open textbook Engages students in using open access, open licenses and public domain resources Understanding of licensing usage rights Understanding and adoption of open licensing Uses open resources found online Often under fair use Spectrum of open educational practices Most common practices Emerging practices Bleeding edge practices
- 14. Weller’s Open PracticeParadoxes Democratises space - Increases marginalisation Success of Open - Anti-open culture Power of Open - Anti-knowledge climate Formalised - Experimental Friendly/Supportive - Dangerous/unpleasant Powerful dissemination - Reduction of discourse (Weller, 2016)
- 15. Pathways to AdoptingOEP http://bit.ly/OEPPathways
- 16. Open Educational Practices: AConundrum for Educational Developers A reimagining and refocusing of high-impact teaching and learning practices peppered with open Often considered an ‘extra step’ towards the design of teaching and learning Sensitivity to student privacy and comfort with operating in the open Raise disciplinary particularities each with their own resources, strategies, norms, and values Parallels (murkiness) in relation to networked learning, student engagement strategies, SOTL, experiential learning, existing closed learning technologies
- 17. We are alleducational developers
- 18. Open Pedagogy: Biology325 • All students built and maintained their own open access Wordpress site tasked with creating two research articles on a local bird species of their choice • Posts were aggregated into a parent site • Comments emerged as students reviewed one another's work • This work is now archived and accessible on the web http://wordpress.viu.ca/biol325
- 19. The Compass Roseopen access online journal for undergraduate research in liberal arts Edited and curated by students Agreed to Creative Commons licensing for the journal in principle http://wordpress.viu.ca/compassrose/ Open Pedagogy: The Compass Rose
- 20. The ChemWiki isa collaborative approach toward chemistry education where an Open Access textbook environment is constantly being written and re-written by students and faculty members resulting in a free Chemistry textbook to supplant conventional paper-based books. http://chemwiki.ucdavis.edu/
- 21. OEP and NetworkedLearning
- 22. Prepared by: MichaelPaskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/ Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0
- 23. References Biggs, J., &Tang, C. (2011). Teaching for Quality Learning at University (4 edition). Maidenhead: Open University Press. Carnegie Mellon University. (n.d.). Align Assessments, Objectives, Instructional Strategies-Teaching Excellence & Educational Innovation. Retrieved 17 November 2016, from https://www.cmu.edu/teaching/assessment/basics/alignment.html Carey, T., Davis, A., Ferreras, S., & Porter, D. (2015). Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship. Open Praxis, 7(2). doi:10.5944/openpraxis.7.2.201 Conole, G., & Weller, M. (2008). Using learning design as a framework for supporting the design and reuse of OER. JIME, 2008(1), 5. doi:10.5334/2008-5 DeRosa, R. (2017, January 23). Extreme Makeover: Pedagogy Edition. Retrieved from http://robinderosa.net/higher-ed/extreme-makeover-pedagogy- edition/ DeVries, I. & Harrison, M. (2016) Advocating for open: The instructional design experience. Open Education 2016. Richmond, VA. McDonald, J., Kenny, N., Kustra, E., Dawson, D., Iqbal, I., Borin, P., & Chan, J. (2016). The Educational Developer’s Portfolio (Educational Development Guide Series No. No. 1). Ottawa, Canada: Educational Developers Caucus. Mulder, A. (2011). Open Educational Resources and the Role of the University. EDUCAUSE Review, vol. 46, no. 5 (September/October 2011). Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: implications for teachers and learners. Open learning, 26(1), 39-49. Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators' social media participation. British Journal of Educational Technology, 44(4), 639-651. https://doi.org/10.1111/bjet.12052 Weller, M. (2016, December 13). The paradoxes of open scholarship. Retrieved from http://blog.edtechie.net/openness/the-paradoxes-of-open- scholarship/
- 24. How you wouldadvocate for openness around the strategies you have developed? • When is the best time to advocate? • How would you form your argument? • What are the benefits and risks associated with the practice? http://bit.ly/EdDevOpen
- 25. Some wicked questions Howdo teaching and learning centres themselves work more openly? How do we support open educators on the margins as well as our super keen champions? What is the goal of open? (popularity, engaging students, creating community, peer review, bringing in expert?) Does it differ by discipline? How do we manage as educational developers? Open for rogues (Rogue innovator) versus open for institutions? Hard for sessionals to replicate rogue innovation. Need to be able to scale innovation. How to we scale this for new faculty AND make it easy? Development of media takes time, how to ensure it stays open. Investing in closed technology locks us in, how do we get our data out? Open for rogues (Rogue innovator) versus open for institutions? Hard for sessionals to replicate rogue innovation. Need to be able to scale innovation. How to we scale this for new faculty AND make it easy? Development of media takes time, how to ensure it stays open. Investing in closed technology locks us in, how do we get our data out? Open practice should not be about faculty creating open content on the web, but rather students self publishing and engaging as makers on the web Openness creates a skills set, highly relevant, and desirable Invites interdisciplinary opportunities (engages us in critical thinking) , naturally opens up our disciplines to others, and learning communities - all foundational for social change
- 26. The slide withmy Open Pedagogy definition changes every time I give a presentation about it. Derosa, 2017 http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/
- 27. https://thatpsychprof.com/pragmatism-vs-idealism-and-the- identity-crisis-of-oer-advocacy/ http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer https://homonym.ca/uncategorized/open-pedagogy-and-a-very- brief-history-of-the-concept / Do openeducational practices extend beyond the use of open educational resources?
- 28. Prepared by: MichaelPaskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/ Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0
Editor's Notes
- #2 I am an educational developer, I work closely with faculty and students to support high impact learning My colleague who helped prepare this workshop was unable to make the journey to Cape Town. We actually decided to collaborate on this as we originally met back in 2011 as two Canadians in CT. I am thrilled to be here, I actually did my masters with the University of Cape Town and that is where I was first enculturated into open education with so many special colleagues from the T&L centre there. I could not be here without the generous support of the Global OER Graduate network
- #3 Scholars have suggested a move to openness in higher education may provide an impetus for innovative teaching and learning processes, resulting in new conceptualizations of teaching and learning roles and practices (A. Lane & McAndrew, 2010; Porter, 2013; Littlejohn & Hood, 2016).
- #4 No sure about this one. You may be a faculty member, educational developer, administrator, etc, but am nearly certain you are an advocate for open – cause you are here! Think about your experience explaining, advocating for, or engaging others with the concept or practice of open education, could be another faculty member, a student, your colleagues, your cousin, or someone you just met. Identify the most significance barrier you have heard in response to the idea Identify the most significance benefit you have heard in response to the idea Time is bound to come up, this is where ed devs can help! Can we use these later? For soring tnad clustering into themes? Like perry game or policy session with Amanda C.
- #6 Review then reflect Struggling with the challenge of supporting change which is often difficult for faculty as well as infusing open at the same time. Many in educational development do not come with a background in open, but with a background in more traditional teaching and learning. My journey has been unique in that I was an open practitioner before becoming an ed developer – now trying to balance and fuse these two words together. In many ways I feel that educational developers have been supporting open practices for years, by bringing faculty from different dicplines together to share ideas, expose them to new practices, sharing of resources, and supporting change. Always with a goal to support high quality teaching and learning experiences
- #7 Educational developers have many opportunities to have this conversation. In many cases we are talking to faculty who want to make change, who are challenging their practice or norms, with a goal to improve teaching and learning. How do teaching and learning centres themselves work more openly? Many in educational development do not come with a background in open, but with a background in more traditional teaching and learning. My journey has been unique in that I was an open practitioner before becoming an ed developer – now trying to balance and fuse these two words together. In many ways I feel that educational developers have been supporting open practices for years, by bringing faculty from different dicplines together to share ideas, expose them to new practices, sharing of resources, and supporting change. Always with a goal to support high quality teaching and learning experiences
- #8 The act of instruction could be thought about as consisting of four elements: outcomes, assessments, learning resources, and activities. For teachers, the manner in which they manage the relationships between these elements is what could be considered the core of their instructional practice. An ideal synergy between learning outcomes, teaching and learning activities, and assessment “teachers need to be clear about what they want their students to learn, and how they would manifest that learning in terms of ‘performances of understanding’” Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice An ideal synergy between learning outcomes, teaching and learning activities, and assessment
- #9 Starting in the centre, learning resources (the OER) can support all other aspects of educational practice, including the design of learning outcomes, assessment and evaluation, teaching and learning activities Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice While Biggs does not situate educational resources within the model, they are implicitly part of and support each aspect. Using Biggs’ model we can step through OEP which affect aspects of learning outcomes, instructional activities, assessments, and educational resources. Furthermore, integrating OEP in a deliberate way, always with a focus towards contributing to meaningful learning outcomes, ensures that OEP contribute to aligned instructional practice.
- #10 It would appear that no single definition for OEP has yet emerged in the literature. I then found it useful to draft a working definition for OEP within the model of constructive alignment. This situates OEP within a framework for integrated learning design. Really two parts to this definition, first the integration of open to all aspects of learning design, not simply the use of resources. Second, a deliberate engagement of students with OEP.
- #11 Act 1 These may also be examples of things you are seeing in your practice already Need notes from paper on literature review of each open practice
- #16 Braisnstorm of ways in which people come to learn about open and enact open practices?
- #17 Should preface this by explaining we are reflecting on our experience supporting primarily residential campuses. Many educational developers do not come with experience supporting open. In my centre I am pretty much the only champion for OEP. There are OEP developer networks emerging across BC, linking OEP practitioners together to support this change.
- #22 There is some significant overlap in the literature between networked learning designs and OEP, when talking about student engagement with open. The primary difference between the practices associated with networked learning and OEP is the explicit inclusion of open education literacies in the latter. While networked learning practices introduce several key literacies to students for working and collaborating on the web, OEP extends those literacies to include the practices of open collaborative knowledge formation, open copyright, sharing and open access to knowledge. Further research is needed to determine what additional value OEP might add beyond that of networked learning designs. So what I am targeting is those activities in the upper right corner of this matrix. Networked - closed rigid networks explicitly formed, social networks (explicit ties) OEP - open networks inviting broader participation, on the web (open network discovery and formation) Increase text size, heavier lines, more color differential
- #23 Thank you!
- #25 Act 2
- #27 Wait…do we all have a vision for what open educational practices are?
- #28 In North America open textbooks have taken off and are getting significant attention by faculty, students, and advocacy groups. There is an emerging discourse around how open educational practices should be more than simply replacing commercial texts with those freely available under open licenses. Some have argued that OEP might not even require OER?
- #29 Thank you!