Valerie Irvine, Tanya Little, Rich McCue and Michael Paskevicius - Open Education Conference, Nov. 18-20, 2015, Vancouver, Canada.

1. The Role of Multi-Access Learning in
Mainstreaming Open Education
Valerie Irvine | Tanya Little | Rich McCue | Michael Paskevicius
@_valeriei | @TanyaL77 | @richmccue | @mpaskevi - UNIVERSITY OF VICTORIA TIE RESEARCH LAB

2. Online/Open Access
• Google Doc for shared comments:
https://goo.gl/6xNcOh
• For an extended discussion post-session, visit
the video room link:
Google Hangouts Video: https://goo.gl/avnVLI
• Please use #opened15 for connecting

3. The Technology Integration and
Evaluation (TIE) Research Lab

4. Multi-Access: A Brief Overview

5. FACE TO FACE ONLINEOR

6. FACE TO FACE ONLINE*AND*

7. F2F ONLINEMULTI-ACCESS

12. Thesis from JOLT paper
The (MOOC) movement has been introduced as an undeniable
force in higher education, and the authors argue that it is
distracting leadership from focusing on alternative options for
supporting the needs of learners who demand both
personalization and real access to learning opportunities.
• Irvine, Code & Richards, 2013

13. The Monsters of Education Technology
One of my great ed-tech fears: seeing MOOCs, hailed as the
“big new thing” in ed-tech, build their online classes on
technologies that look exactly like the LMS. That is: a student
signs up for a course. A course that has a beginning date and
an end date. Despite the adjective “open,” the course is
behind a wall.
• Watters, 2014, p. 98

14. https://blendsync.org/

15. http://designstudio.educ.msu.edu/

17. Multi-Access
Configurations
Adaptable for
Open Access
Shared
portals
Personal
portals
Autonomous
telepresence
(Bell, Sawaya & Cain, 2014)

18. Review of Instructor Perceptions
•Question:
–Would you be open to having non-registered
open online students audit a multi-access course
with or without additional instructor marking?

19. The Perspectives on Open

20. Topics Mentioned
• Workload
• Student Engagement
• Quality of Learning
• Technology & User Interface Limits
• Privacy
• Culture of Openness

21. Workload
It wouldn’t be difficult at all if we had the
physical structures to allow it. The physical and
the technological structures to allow it.
Sessional Instructor 4

22. Student Engagement
• What happens if you run into potentially some protocol problems. Are
we allowing them (open access students) to participate?
If so, how much?...These are the questions I would ask. Some people are
so keen, they want to talk. Thank you, but really you’re not my focus.
Everybody else here is ... I guess I can always mute them out, but ... that
kind of defeats the purpose.
• That means philosophically I don’t have a problem with it, given some
of the protocol to make sure it works and privacy issues are addressed
and they (open access students) can’t overtake my class.
Sessional Instructor 2

23. Student Engagement
For me teaching is relational and I try to build a
relationship with every student that’s in the class
and if I’ve got 15-25 that are registered and paying
for it and the other 5-10 are kind of dipping in or out
or whatever, I don’t know.
Professor 1, Language and Literacy

24. Quality of Learning
Because the more perspectives we have in a learning
situation, I think the richer the learning environment
becomes, so I think having people who aren’t necessarily
5th year education students adds to the quality of the
discussion of the topic, of the learning environment.
Sessional Instructor 4

25. Tech & User Interface Limits
I think you would want to make sure that it isn’t taxing
the limits of the system, whether it’s the screen
presence. I think that right now is something that limits
the access already, so having someone else come on
online...
Sessional Instructor 1

26. Culture of Openness
I am pretty open about what I do. I don’t feel any need to
protect what I’m doing. I don’t feel any need to be proprietary
about what I am doing. Teaching is a game where you want to
share and if (it) helps (to) share, I’m comfortable with that.
Sessional Instructor 2

27. Case studies

31. Next steps for authentic live
synchronous full spectrum multi-
access participation...

32. Tools Enabling Synchronous &
Asynchronous Open

33. Kubi
vGo
Double
Moderator
controlled
Participant
controlled

34. Institutional & Ad Hoc Tools
Kubi
vGo
Double

37. Learner Discussions

38. Tool Iteration

40. Seat eXchanger

41. Online/Open Access
• For an extended discussion post-session, visit the
Google Doc: https://goo.gl/6xNcOh -or- Google
Hangout: https://goo.gl/avnVLI
• Please use #opened15 for any online sharing
• Slides will be at http://slideshare.net/virvine
• Follow us at @_valeriei @TanyaL77 @mpaskevi
@richmccue
• Email: virvine@uvic.ca

42. Discussion
• Who will teach open?
– Will professors ADD a course to their teaching load?
– Potential to increase diversity by making courses layered
into open
• More personalization will diffuse risk of appeals for
“sameness” of experiences/opportunities if they don’t
participate in open experiences
• Access to discourse rather than just resources used during
the course of education