This document summarizes a webinar presentation about using open educational resources (OER) to facilitate dialogue between academia and society about food-related issues. It discusses how OER can serve as "boundary objects" that help connect different communities by crossing boundaries. The document outlines motivations for adopting OER, including individual, institutional, and societal motives. It also examines challenges to using OER, such as issues of quality, accuracy, and sustainability. Finally, it provides an overview of the presenter's thesis and five related papers on using OER in subjects like animal welfare and food science.

1. OER as boundary objects – for
dialogue between academia and
society about food
GO-GN-Webinar 10/12 2015
Anne Algers (anne.algers@ait.gu.se)

2. Boundaries
• Boundaries are social
constructions that
define who are
included and excluded
from interactions
(Edwards & Kinti,
2010).

3. Boundaries

4. Boundary crossing
Boundary crossing can be seen as horizontal movements
of knowledge between multiple parallel activity contexts (Engeström et
al., 1995).
Photo: Alex Marsh

5. Boundary objects
• Introduce an object to achieve boundary
activities and to connect actors from different
worlds (Star & Griesemer, 1989)
• Focus on the process when generating a
boundary object through boundary activities
(Engeström et al., 1995)

6. OER can support collaboration in
academia
Underlying dimensions for the motives to adopt OER:
1. Individual (e.g. altruism - outreach),
2. Institutional (e.g. collaboration with peers - collective),
3. Societal (e.g. reaching beyond borders of the academy - expansive).

7. Human motivations for OER adoption

8. Challenges – Problems and barriers
• Quality assessment
• Accuracy and legitimacy
• Adopt new technologies and pedagogies
• Sustainability
• Share – participate

9. Continued discussion on openness
Photo: Antti T. Nissinen

10. Subject specific OER studies
Photo: intheskies

11. OER as an instrument for negotiations
on what can be done with our animals
Anne.algers@ait.gu..se

12. My thesis and the 5 papers
• Algers, A. (2015). Open learning in life sciences – Studies of open educational resources in
animal welfare and work-based learning in food science. Diss. University of Gothenburg.
http://hdl.handle.net/2077/40580
• 1) Algers, A., Svensson, L. and Lindström, B. (2015). Work-based learning through
negotiated projects – Exploring boundary crossing. Higher Education, Skills and Work-based
Learning, 6(1), 1-19. http://www.emeraldinsight.com/doi/pdfplus/10.1108/HESWBL-01-
2015-0003
• 2) Algers, A., Lindström, B. and Pajor, E.A. (2011). A New Format for Learning about Farm
Animal Welfare. Journal of Agricultural and Environmental Ethics 24(4), 367-379.
http://pub.epsilon.slu.se/11219/
• 3) Algers, A., Silva-Fletcher, A., Gregory, N. and Hunt, M. (2013). The development of a new
methodology for knowledge sharing in the interface between university and society - an
example from the meat sector. Journal of Meat Science, 95, 672-678.
http://pub.epsilon.slu.se/11160/
• 4) Algers, A. and Silva-Fletcher, A, (2015). Teachers’ perceived value, motivations for and
adoption of open educational resources in animal and food sciences. International Journal of
Emerging Technologies in Learning (iJET), 10(2), 35-45. http://pub.epsilon.slu.se/12549/
• 5) Algers, A. and Ljung, M. (2015). Peer reviewing of OER in a contested domain – an
activity theoretical analysis. Journal of Interactive Online learning, 13(4), 21-39.
http://www.ncolr.org/jiol/issues/pdf/13.4.2.pdf

13. Merry Christmas GO-GN!