Context for emphasis on open pedagogy emerged from research for these two papers. First paper was a collaboration resulting from shared concerns when using current media as a teaching resource through produsage. Second was an investigation to find policies in HE which might support the future of teaching.
Increasing pressures on practitioners – Political: austerity, cost of public education, accountability Quality: varying definitions, PISA, ongoing debate over the purpose of education/assessment, what do we value? Societal change: analogue to digital, industrial model, transmission, technological changes
Nb Wimba create acquired by Blackboard not Blackberry
The cost of closed: business models, fake news, lost societal benefits, public vs commercial provision Professionalism: public trust in teachers, recruitment and recognition, development and the role of community of practice, evolving pedagogies Future of education: notions of affordability, ownership and agency, political will, free or worthless?
A value proposition : Wikipedia entry written “like an advert” Cost/benefit analysis – of a world with good teachers/education provision HE models do not allocate time for all 3 aspects of professional activity, rarely have any reference in recognition/reward policies, service would recognise participation in open communities, participation in collaborative and extra mural activities, commitment to the teaching profession.
Reputation management is what branding is all about!
Published 27.3.17, doorhandle
Teaching under fire #oer17
Teaching: under fire
from all sides.
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. https://alsic.revues.org/2983
▪ 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.
▪ Education for sustainable development (economic and
environmental sustainability) has progressed but very little
development of sustainable education (social, knowledge based
▪ 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
Capturing relevant links
How is learning changing?
How can we teach for a new way
What is the purpose of education?
What does open education mean?
What is the future for the teaching
Themes from the collection:
▪The cost of closed
▪The meaning of professionalism in
▪The future of education
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:
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.
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