Terry Anderson discusses the potential of open scholarship in transforming post-school education in South Africa, emphasizing the importance of open educational resources (OER) and collaborative learning. The document explores barriers to adoption, such as copyright issues and lack of incentives for instructors, while highlighting the benefits of open access, including cost reduction and increased student engagement. It also reflects on the importance of digital identity and the evolving landscape of educational practices influenced by open pedagogy.

1. Terry Anderson,
Professor, Athabasca University
Canada
Dec. 2013
Using Open Scholarship to Leapfrog
Traditional Educational Barriers

3. Republic of South Africa (2013) White paper
for Post-School Education and Training -
creating a post-school distance education landscape based on open learning
principles.
• It will consist of a network of education providers supported by learning support
centres and/or connectivity for students.
• Such a network will make available a wide range of learning opportunities to
potential students that are closer to their homes and at times appropriate
to their contexts.
• well-researched, high-quality national learning resources (made available as open
education resources [OER]),
• collaborative development of learning resources,
• more efficient use of existing infrastructure, and
• an increasing emphasis on independent study as preparation for subsequent
lifelong learning

4. Presentation Overview
• Open Education Practices
– Open Educational Resources
– Open Texts
– Open Data
– Open Article Publishing
– Open Pedagogy
– Researching OE Practice

5. Definitions of Open on the Web
(From Google)
• affording unobstructed entrance and exit; not shut or
closed;
• affording free passage or access;
• open to or in view of all;
• accessible to all;
• assailable: not defended or capable of being defended
• loose: (of textures) full of small openings or gaps;
• start to operate or function
• not brought to a conclusion;
• not sealed or having been unsealed

6. Open Scholars Create:
• A new type of education work maximizing:
– Social learning
– Media richness
– Participatory and connectivist pedagogies
– Ubiquity and persistence
– Transparency
– Open data collection and research process
– Open network Creation

8. ‘50% of Canada’s Scholarly Publications
will be out of business within two years
due to open access competition.’
Athabasca Pres. Frits Pannekoek, 2013

9. Open Educational Practice
Open learning and
gaining access to
open learning
opportunities
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing

10. Open Educational Practice
Developing and
applying
open/public
practices in
teaching, research
and service practice
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing

11. Open Educational Practice
Production,
management, use
and reuse of open
educational
resources
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing

12. Award winning video on OERs from
South Africa

13. Open Scholars Use and Contribute
Open Educational Resources
Because it saves time!!!

14. OER Barriers to Adoption
• Few instructor incentives
• Publisher push back
• Quality concerns
• Licensing, copyright issues
• “not invented here” syndrome
• Lack of open culture and practice
• Insufficient content

15. Open Educational Practice Networks
Open sharing of
teaching ideas and
know-how

16. Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Using open technologies

17. Components of ‘Open Pedagogy’
• Student ownership and control
• Artifact Persistence
• Open to participation globally
• Creation and curation of open artifacts
• Affordable – the educational “digital dividend”
Innovating Pedagogy,
2013 Open University

18. Why Create OERs?
• Students as prosumers
• Teaches:
– Production skills
– Planning, network literacy
– Collaboration
– Altruism
– Participatory technologies
– Net presence
Pedagogy, Technology and Student as
Producer

19. Who Should Own Open Text Books?
• Faculty?
• Institution?
• Both – “Tragedy of the Anti-Commons”
“economic value may disappear into the ‘black hole’ of
resource underutilization” (Buchanan and Yoon 2000).”
In recent years, economic modeling of the anticommons
has become quite sophisticated.
• Everyone

20. Do Students Like Open Texts?
“We aggressively marketed the course as "textbook free"
and designed a survey to measure the impact of this
variable on student motivation to enroll and the overall
engagement level. The results were telling:
• 90 percent of our students found the course's digital
content "more engaging" than a traditional textbook.
• 25 percent said that the "no required textbook"
advertising was an incentive to enroll.
• 50 percent said that textbook costs had been an
academic barrier in the past.”
OneClick Digital and the Medrano Project: OER
as Content, OER as Pedagogy

21. We can’t afford textbooks
• Textbook prices skyrocketed 82% between 2002
and 2012,
• average student budget for books and supplies
has grown to $1,207 annually (USA figures).
• Current Bill to support open texts across US, goal
of reducing costs by 80%
• Washington State program since 2010 has saved
students $5.4 million versus State cost of less
than $1.8 Million
• All students get open text books!
http://www.sparc.arl.org/advocacy/national/act

22. Are commercial e-texts the answer?

23. DRM (Digital Rights Management)
You CANNOT
• Copy & paste, annotate, highlight
• Text to speech
• Format change
• Move material
• Print out
• Move geographically
• Use after expiry date
• Resell
Slide credit Rory McGreal

24. Open Scholars License, Use (and re-use )
Open Data

25. Open Data Can generate $3-5 Trillion
http://tinyurl.com/kj93vku

26. “Big data and personal information are converging to shape the
Internet’s most powerful and surprising consumer products. They’ll
predict your needs, store your memories, and improve your life—if you
let them.” - MIT Technology Review

27. Open Data
• Sharing not only research results, but the data
that generated these results

29. Open Scholars Filter and
Share With Others

31. If you don’t manage your digital
identity- someone else will!

32. Social Networks
• Facebook, LinkedIn,
• Academia,
• Twitter
• Blogs
• Listservs
• Private
– NING
– ELGG
– Drupal,
– Word Press

33. Personal
Identity
Professional
Identity
University
Identity
An Academic’s Net+ Identity
If you don’t create your web identity, someone else will

34. “How … can we talk
seriously about 21st
century skills for kids
if we’re not talking
21st century skills for
educators first?”
Will Richardson
21st Century
Skills
Collaboration
Communication
Critical Thinking
and Problem
Solving
Creativity and
Invention
Global Awareness
Information and
Technology
Literacy
Self-direction
Kraglund-Gauthier

35. Networks add diversity to learning
“People who live in
the intersection of
social worlds are at
higher risk of having
good ideas” Burt,
2005, p. 90
Edge effects, estuary learning

36. If it is not licensed,
it is not open.

37. CC Licensing Options

39. Predatory Open Access Journals
“those that unprofessionally exploit the author-pays model of
open-access publishing (Gold OA) for their own profit.
Typically, these publishers:
• spam professional email lists,
• broadly soliciting article submissions for the clear purpose
of gaining income.
• operate essentially as vanity presses,
• typically have a low article acceptance threshold,
• Have a false-front or non-existent peer review process.
– Jeff Beall
http://scholarlyoa.com/publishers/

40. aupress.ca
www.irrodl.org
Open Scholars Write and Read
Open Access Books
Teaching in Blended Learning
Environments: Creating and
Sustaining Communities of Inquiry
Vaughan, Cleveland-Innes,
& Garrison

41. A Tale of 3 Books
Open Access -
100,000 + downloads &
Individual chapters
Translations
Over 1600 hardcopies sold
@ $40 Can
Commercial publisher
934 copies sold at $52.00
Buy at Amazon!!
E-Learning for the 21st
Century 1st Ed.
Commercial Pub.
1200 sold @ $135.00
2,000 copies in Arabic
Translation @ $8.

42. Coming this month….
Teaching Crowds: Learning and Social Media
http://www.aupress.ca/index.php/books/120235
Online Distance Education:
Towards a Research Agenda
edited by Olaf Zawacki-Richter and Terry
Anderson

43. Challenges of Open Adoption
1. Institutional impotence –“resistance
manifested itself as both an active form of change
blocking and in more passive forms of
intransigence that become a form of institutional
impotence both institutionally and at an academic
and student level.”
2 Governance -“Governance itself became an
activity rather than a means to implement
activity”
3 Commercial social media
4 Staff engagement – no time
Bryant, P., Coombs, A., Pazio, M., & Walker, S. ((2014). Disruption,
destruction, construction or transformation? Open Praxis

44. Researching Open Education Practice
http://www.icore-online.org/

45. Does OER make a difference?
http://chaos.open.ac.uk/

46. Boundless Opportunities for
• Unanticipated consequences
• Challenges of net privacy/presence
• Emergent adaptation by students and
teachers
• Misuse and exploitation

47. Openness is a Spiral of Growth… but
you have to start somewhere

48. Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org
Twitter: terguy
Your comments and questions
most welcomed!
Ndatenda/Masvita,
Asante, Ngiyabonga

49. In July, 2012,the Supreme Court ruled on the ‘Copyright Pentalogy”, a series of copyright
cases. The judgement was very favourable for education in Canada. The major implications for
education are summarized:
• Copyright law is not just about protection of the author; it also is about dissemination to
the public
• Technological neutrality: The law is neutral in terms of whatever technology is used. This
allows users to move technology from one platform or device to another.
• Fair dealing was once again stressed as being integral to copyright law, and it “must be
given a large and liberal interpretation".
• Instruction and research are essentially the same. Copies of reasonable amounts of works
can be duplicated by the instructor for class use.
• Research" is not restricted to "creative purposes". It can be personal interest.
• The user's purpose is paramount in deciding whether copying is “fair”
• If copying increases the sale of work, then it does not have a negative impact

50. Are LMS BAD?
• Bricolage – the LMS as Enterprise Systems
doesn’t allow or cater for bricolage.
• Affordances – resulting in an inability to
leverage the affordances of technology to
improve learning and teaching.
• Distribution – the idea that knowledge about
how to improve L&T is distributed and the
implications that has for the institutional
practice of e-learning."
http://davidtjones.wordpress.com/David Jones

51. Walled Gardens (with windows)
• Connectivist learning thrives in safe learning
spaces with windows allowing randomness,
external participation and public presentation