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Image: CC0 by Nadine Shaabana

Catherine Cronin CELT, NUI GalwayVirtual Symposium, LRNT521, Royal Roads University 20th April 2017

Catherine Cronin @catherinecronin catherinecronin.net

CELT, National University of Ireland, Galway

Image: CC0 Stijn Swinnen

It has never been more risky to operate in the open. It has never been more vital to operate in the open.Martin Weller (2016)

sharing a story from Ireland, 2015…

@joecaslin joecaslin.com

@hendinarts

@joecaslin joecaslin.com

#marref

#marref

#hometovote

#RRUMALAT#MALATmemes#OxfordComma

#OER17#TowardsOpenness

Participatory Culture:low barriers to

artistic expression & civic engagement

strong support for creating & sharing

informal mentorship

members believe their contributions matter

social connection

Jenkins, et al. (2007)Jenkins, Ito & boyd (2016)

multimodalmultimedia ✓ voice / choicenetworked ✓ topic / contentsocial ✓ genre / tonepurposeful ✓ space / placecollaborative ✓ time / durationagentic

Participatory Cultureliteracy practices

networkededucators

networkedstudents

Physical Spaces

Bounded Online Spaces

Open Online Spaces

Image: CC BY-SA 2.0 Catherine Cronin, built on Networked Teacher image CC BY-NC-SA 2.0 Alec Couros

formal education

Openness and praxis:Exploring the use of

open educational practices (OEP)in higher education

my PhD research

OEP (Open Educational

Practices)

OER (Open Educational

Resources)

Free

Open Admission (e.g. Open Universities)

INTERPRETATIONS of ‘OPEN’ OER-focused

definitionsproduce, use, reuse

OER+ Broader

definitions…

Licensed for reusefor use, adaptation &

redistribution by others

Image: CC BY-SA 2.0 Marcel Oosterwijk

• Open educational practices (OEP)(Beetham, et al., 2012; Ehlers, 2011; Geser, 2007)

• Open teaching(Couros, 2010; Couros & Hildebrandt, 2016)

• Open pedagogy (DeRosa & Robison, 2015; Hegarty, 2015; Weller, 2014)

• Critical (digital) pedagogy(Farrow, 2016; Rosen & Smale, 2015; Stommel, 2014)

• Open scholarship(Veletsianos & Kimmons, 2012b; Weller, 2011)

• Networked participatory scholarship (Veletsianos & Kimmons, 2012a; Stewart, 2015)

OEP and related concepts

collaborative practices that include the creation, use and reuse of OER and pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners.

Open Educational Practices (OEP)

working definition

INTERPRETATIONS of ‘OPEN’

Policy/ Culture

Values

Practices

Activities

LEVELS of OPENNESS

OEP (Open Educational

Practices)

OER (Open Educational

Resources)

Free

Open Admission (e.g. Open Universities)

Ind

ivid

ual

Insti

tutio

nal

Image: CC BY-SA 2.0 Marcel Oosterwijk

Not using OEPfor teaching

Using OEPfor teaching

DIGITALNETWORKINGPRACTICES

Main digital identity is institution-basedNot using social media (or personal use only)

Combine institutional & open identitiesUsing social media personal/prof (butnot for teaching)

Well-developed open digital identity Using social media for personal/professional (including teaching)

DIGITAL TEACHINGPRACTICES

Using LMS onlyUsing free resources, little knowledge of C or CC

Using LMS + open toolsUsing & reusing OER

PERSONAL VALUES

Strong attachment to personal privacyStrict boundaries (P/P & S/T)

Valuing privacy & openness; balanceAccepting porosity across boundaries

increasing openness

Image: CC0 photo by Saksham Gangwar

An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue.

Edwards (2015)

“Critical approach to openness

Additional references:Bayne, Knox & Ross (2015)Cottom (2015)Czerniewicz (2015)Gourlay (2015)Selwyn & Facer (2013)singh (2015)Watters (2014)

Balancingprivacy and openness

Developingdigital literacies

Valuingsocial learning

Challenging traditionalteaching role expectations

inner circle(2 dimensions)Networked Individuals

both circles(4 dimensions)Networked Educators

4 dimensions shared by educators using OEP for teaching

Balancing privacy & openness

Image: CC BY 2.0 woodleywonderworks

Balancing privacy and openness

will I share openly?

who will I share with ? (context collapse)

who will I share as ? (digital identity)

will I share this ?

MACRO

MESO

MICRO

NANO

Practicing openness is: complex personal contextual continuously negotiated

We must rebuild institutions that value humans’ minds and lives and integrity and safety.

Audrey Watters (2017)

“

Image: CC BY-NC 2.0 carnagenyc

Le spectre de la rose Jerome Robbins Dance Division, NYPL

To hope is to give yourself to the future, and that commitment

to the future makes the present

inhabitable.

Rebecca Solnit (2004)Hope in the Dark

“

Le spectre de la rose Jerome Robbins Dance Division, NYPL

Thank You!

Catherine Cronin@catherinecronin

catherinecronin.net

How do our own choices re: openness affect learning, teaching, policy, and culture?

During the discussion following the presentation, the issue of risk arose again (as highlighted in the Martin Weller quote shared at the start). A growing body of research in open education advocates and uses a critical approach to openness – acknowledging, for example, that open practices can bias those already privileged. Additional ‘critical approach’ resources are shared on the following slide and also in the full list of resources for the webinar.

An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue.

Edwards (2015)

“Critical approach to openness

Additional references:Bayne, Knox & Ross (2015)Cottom (2015)Czerniewicz (2015)Gourlay (2015)Selwyn & Facer (2013)singh (2015)Watters (2014)

Links to all presentation references:

http://bit.ly/ChoosingOpen

Bayne, S., Knox, J. & Ross, J. (2015). Open education: the need for a critical approach. Learning, Media and Technology, 40(3), 247-250.

Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). Open Practices: Briefing Paper. Jisc.

Cottom, T. (2015). Open and accessible to what and for whom? tressiemc blog.

Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education. Athabasca University Press.

Couros, A. & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos, Emergence and Innovation in Digital Learning. Athabasca University Press.

Czerniewicz, L. (2015). Confronting inequitable power dynamics of global knowledge production and exchange. Water Wheel 14(5), 26-28.

DeRosa, R. & Robison, S. (2015, November 9). Pedagogy, technology, and the example of open educational resources. EDUCAUSE Review.

Edwards, R. (2015). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology, 40(3), 251-264.

Ehlers, U-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible and Distance Learning, 15(2), 1–10.

Farrow, R. (2016). Open education and critical pedagogy. Learning, Media and Technology.

Geser, G. (2007). Open educational practices and resources: OLCOS Roadmap, 2012.

Gourlay, L. (2015). Open education as a “heterotopia of desire.” Learning, Media and Technology, 40(3), 310-327.

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. (July/August).

References (1 of 2)

Jenkins, H., et al. (2007). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago: MacArthur Foundation.

Jenkins, H., Ito, M. & boyd, d. (2016) Participatory Culture in a Networked Era. Cambridge: Polity Press.

Rosen, J. R. & Smale, M. A. (2015). Open digital pedagogy = Critical pedagogy. Hybrid Pedagogy.

Selwyn, N. & Facer, K. (2013). The politics of education and technology: Conflicts, controversies, and connections. Basingstoke: Palgrave Macmillan.

singh, s. (2015) The Fallacy of “Open”. savasavasava blog.

Solnit, R. (2004). Hope in the Dark: Untold Histories, Wild Possibilities. New York: Nation Books.

Stewart, B. (2015). In abundance: Networked participatory practices as scholarship. IRRODL, 16(3).

Stommel, J. (2014, November 18). Critical digital pedagogy: a definition. Hybrid Pedagogy.

Veletsianos, G. & Kimmons, R. (2012a). Assumptions and challenges of open scholarship. IRRODL, 13(4), 166-189.

Veletsianos, G. & Kimmons, R. (2012b). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766–774.

Watters, A. (2014). From “open” to justice. Hack Education blog.

Watters, A. (2017, February 2). Ed-tech in a time of Trump. Hack Education blog.

Weller, M. (2011). The Digital Scholar: How technology is transforming scholarly practice. Basingstoke: Bloomsbury Academic.

Weller, M. (2014). The Battle for Open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press.

Weller, M. (2016, December 13). The paradoxes of open scholarship. The Ed Techie.

References (2 of 2)