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Teaching under fire #oer17


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Presentation for Thursday 6th April at #OER17 London.

Published in: Education
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Teaching under fire #oer17

  1. 1. Teaching: under fire from all sides. OER17 Teresa MacKinnon
  2. 2. Informed by two published papers: ▪ MacKinnon,T & Pasfield-Neofitou, S. 2016. OER “produsage” as a model to support language teaching and learning. In EPAA. ▪ MacKinnonT. et al. 2016 A meta-analysis of open educational communities of practice and sustainability in Higher Educational Policy. In ALSIC (Vov.19, no.1) 2016.
  3. 3. Societal change
  4. 4. “Produsage” ▪ Language and intercultural learning are supported by the use of digital media. Popular culture provides engaging means of attracting students and mediating their interest in deeper study. ▪ Little OER (as defined byWeller) are produced by practitioners to respond to local needs through “produsage” (e.g. parody, fansubbing) ▪ Copyright rules and different national approaches cause confusion and reduce engagement in produsage. ▪ In a world where language and intercultural skills are vital to supporting mutual understanding, discussions of public policy need to consider how best to support little OER in its capacity to empower teachers and learners to engage in produsage rightfully and legally.
  5. 5. Sustainability ▪ Education for sustainable development (economic and environmental sustainability) has progressed but very little development of sustainable education (social, knowledge based contexts) ▪ While environmental references to sustainability may be accompanied by long-term goals, the terms "sustainable" and "sustainability" do not yet appear to be used in relation to the development of reusable resources and OEP, or the fostering of lifelong learning.
  6. 6. Capturing relevant links How is learning changing? How can we teach for a new way of learning? What is the purpose of education? What does open education mean? What is the future for the teaching profession?
  7. 7. Themes from the collection: ▪The cost of closed ▪The meaning of professionalism in education ▪The future of education
  8. 8. What do we value? ▪ Check out the Wikipedia entry on value proposition Teaching = dynamic, social activity which requires support from policy makers and commitment from practitioners and learners in order to impact on behaviours to meet the challenges of our future. ▪ 3 areas of activity for professionalism in teaching: – Teaching – Scholarship – Service
  9. 9. How can we move forward? If we accept that reputation is a natural outgrowth of social interaction (community model) and as mediated via reputation mechanisms such as points systems and star ratings (emergent model), it is apparent that there is some scope for policy, particularly in large institutions, to ensure appropriate mechanisms are in place to recognise OEP activities. What we are proposing here could be classed as a "commons thinking" approach (see Kenrick, 2009), drawing together university's wider role in stewardship of knowledge creation and the academic discourse which facilitates it through recognising OEP and the value of workload considerations, which appear to be one of the biggest barriers for staff currently, in order to foster a culture of collaboration. Creating the space for mass OEP engagement through top- down policy will support the bottom-up formation of CoPs, and a collective OEP effort, and, in turn, more successful and sustainable outcomes.
  10. 10. Robin DeRosa (@actualham) and Scott Robinson (@OtterScotter) in Open: ▪ When we think about OER as something we do rather than something we find/ adopt/acquire, we begin to tap their full potential for learning