Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Open educators as social entrepreneurs

1,165 views

Published on

@DMU Social Entrepreneurship Summit 16-17 November 2017, De Montfort University. Open educators and social entrepreneurs - learning from each other.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Open educators as social entrepreneurs

  1. 1. Open educators as social entrepreneurs? Vivien Rolfe @VivienRolfe vivrolfe.com ISSE Conference Leicester 16-17 Nov 2017 #ISSE17
  2. 2. University of the West of England De Montfort University University of Nottingham
  3. 3. Giulia Forsythe, Google Images, CC BY (varying terms) Open source Open Universities Open access Open science Open innovation Open courses Open educational resources (OERs) Open practice Open textbooks Open education = 20+ year old global movement Open pedagogy Open data Open Scholars
  4. 4. Open Education@De Montfort University and UWE HEFCE Funding 2009 – 2012, Hewlett Foundation 2017 2008 VAL - Virtual Analytical Laboratory – lab skills 2010 SCOOTER – sickle cell health & medical resources (2010 TIGER – Inter-professional learning – Jacqui Williams) 2012 MOER - midwifery 2012 Biology Courses – bioscience, forensics etc 2017 UK Open Textbooks – UWE, Open University, WONKHE.com Biology Courses
  5. 5. Open education movement • Ill-defined – open education, open practice, pedagogy? • Lack of unified goals • The potential to drive education innovation and digital transformation – but is it? • Questionable sustainability beyond projects • Abundance of advocates, great practice and activity
  6. 6. Sekliuckiene & Kisielius2015 • A framework based on the interception of social responsibility and entrepreneurship literature and applied to an ‘input-process-output’ model. • “Social enterprises and social entrepreneurs create innovative initiatives and solutions to unsolved social problems, putting social value creation at the heart of their mission in order to create benefit to different individuals, ‘communities’ and other groups”.
  7. 7. Drivers Personalities & processes Value & societal impact Scalability & sustainability
  8. 8. Drivers “An open society requires open access to knowledge for all individuals at any stage of life” (Resnick 1973) Education as a fundamental human right lies at the heart of UNESCO’s mission and is enshrined in the Universal Declaration of Human Rights (1948)
  9. 9. Personalities (people and passion) “It is necessary to highlight the social entrepreneur - the importance of his personality; his understanding of the social problem, activities organisation; his ability to solve problems in a sustainable approach, to use different sources of information and under certain environmental conditions to start social entrepreneurship initiative”. (Sekliuckiene & Kisielius 2015). “Part of the problem was you scedaddled – the champion – I’m not blaming you, but the champion effectively had gone”. (Rolfe 2015). It can be done by one or two researchers and does not require a team - It relies on existing open data, information and tools – It is often disseminated via blogs and social media. (Weller 2013 – guerrilla researchers).
  10. 10. Processes Big OER and little OER Networks of open teaching to solve problems (Mackness 2017) Government / foundation funding #Hewlett #Gates #GoOpen (US Government) #EU #UNESCO Policy and advocacy leadership #CreativeCommons #SPARC Strategic policy e.g. #REF2020 open access / funding bodies supporting open data sharing Collaborative working e.g. Leicester Royal Infirmary – DMU collaboration producing biomedical science OER
  11. 11. Poland, Digital eSchools Programme and legislation 2012 Africa, Siyavula open education project Free for students (alternative publishing model) Can be adapted and recontextualised for learners (by learners) Value & societal impact e.g. open textbooks
  12. 12. Value & societal impact Equity in education access and opportunities afforded e.g. free open textbooks for students, Wikimedia Foundation Equity in access to knowledge (e.g. sharing of an out of publication textbook) Sharing to support global health (e.g. Simon Dyson’s Guide to school policy – 7 translations) Open science / open data – transparency and access
  13. 13. Scalability & sustainability Open-source, low cost solutions e.g. WordPress blogs for curation, growth and distribution of content (Rolfe 2016). Clear project vision and strategic goals e.g. of Jisc-led HEFCE Open Educational resource programme (2009 – 2012). £12.5 million investment; 25 Higher Education Academy projects + 65 institution projects. Vulnerable to national / local policy change. Many projects not sustainable beyond funding and lost institutional buy-in. Yet – the community thrives!
  14. 14. Drivers Personalities & processes Value & societal impact Scalability & sustainability
  15. 15. What is the education system we are creating?
  16. 16. UK students with big debts 127 272 349 863 1612 17 36 47 115 215 £712 £1,524 £1,956 £4,834 £9,026 5 core textbooks Travel Food Rent TOTAL Work required (based on minimum wage) to afford university books and costs (£5.60 for a 18-20 year old) Hours work Days work Nearly 50% of students graduating in 2015 moved back home; universities with soup kitchens Data: 5 core biomedical science textbooks; Other data: NUS 2010.
  17. 17. David Kernohan (2017) WONKHE.com http://wonkhe.com/blogs/ifs-on-the-past- present-and-future-of-student-debt/ One in which the poorest (UK) students will accrue the largest debt – estimated at £57,000.
  18. 18. “Our goal with the first 20,000 devices, each of which will be used by multiple students in schools, is to capture data from 1.2 million people”. One where we are under surveillance not thinking at all about the ethical use of student data.
  19. 19. Audrey Watters (2017). http://monsters.hackeducation.com
  20. 20. https://www.youtube.com/watch?v=iZ17h4e7 k_s&feature=youtu.be One where we need students and staff equipped with the digital skills to critique and make informed choices about social media.
  21. 21. One with equity in research funding, publication and access to knowledge.
  22. 22. Eduardo Graells Garrido 2015 Our ‘on-campus’ structural and organisational problems just translate ‘on-line’.
  23. 23. • Application of the social entrepreneurship framework is useful to appraise and re-imagine open education. • Open thinking and scholarship are much needed today to help universities contribute to core missions of quality teaching and benefits to society and to make a better society. But there are many conflicting interests. • The commitment of outstanding teachers needs to be matched with commitment by the institutions: “It has changed my practice in terms of whenever I’m doing anything I think how could this be an OER or how could it supplement what I’m doing” (DMU teacher) To conclude…
  24. 24. To conclude… • The social entrepreneur and open educator have shared values and talents, and could work more closely for mutual benefit. #OER18 #UKOER #OpenEdSig
  25. 25. Thank you. Vivien Rolfe vivrolfe.com @vivienrolfe Jacob Escott DMU Art student 2012 CC BY-SA
  26. 26. References • Bornstein, D. and Davis, S., 2010. Social Entrepreneurship: What Everyone Needs to Know? Teaching Notes. Oxford University Press. • Eduardo Graells Garrido 2015. https://www.slideshare.net/carnby/biased- behavior-in-web-activities-from-understanding-to-unbiased-visual-exploration • Mackness J (2017). OpenEd Mooc Week 4 – open teaching. https://jennymackness.wordpress.com/2017/10/25/openedmooc-week-4-open- teaching/ • Rolfe V (2015). Open education: sustainability versus vulnerability. The Open Education Conference (#opened15), Vancouver 18-20 November 2015. Click for Slideshare. • Rolfe, V. (2016). Web Strategies for the Curation and Discovery of Open Educational Resources. Open Praxis, 8(4), 297-312. doi:http://dx.doi.org/10.5944/openpraxis.8.4.305 • Sekliuckiene, J. and Kisielius, E., 2015. Development of social entrepreneurship initiatives: a theoretical framework. Procedia-Social and Behavioral Sciences, 213, pp.1015-1019. • Shu-Hsiang, C., Jaitip, N. and Ana, D.J., 2015. From vision to action–a strategic planning process model for open educational resources. Procedia-Social and Behavioral Sciences, 174, pp.3707-3714. • Weller 2013. The art of guerrilla research. http://nogoodreason.typepad.co.uk/no_good_reason/2013/10/the-art-of- guerrilla-research.html

×