Lederman’s prompts were directed to individuals who reflect on their experiences with shift to online learning @BryanAlexander @Bali-Maha (Maha Bali) @actualham (Robin DeRosa) @kreshleman (Kristen Eshleman) @joshua_r_eyler @OnlineCrsLady (Laura Gibbs) @penelope_a_moon @slamnteacher (Sean Michael Morris) @Muhlenberg (Lora Taub) @iLearnNow (Fabiola Torres)
Questions from @dougledIHE articleQ1-Q4(in italics)
Q1. What has changed in your (or your colleagues’) teaching practices as a result of the COVID-19 crisis? Did your institution’s (or your own) priorities or guiding principles for learners change? What is different for your learners?
Q2. How do you expect your ability to support learners through technology to be enhanced or degraded? Will the relationship between content and process change? With the “college at home” environment being the norm, how will you reimagine equitable access for students?
Q3. Which changes are “forever” — permanent changes in the teaching and learning landscape? Which seem more likely to revert to pre-coronavirus approaches, as a new normal in higher education emerges?
Q4. What possibilities are there for rebuilding or evolving your own institution on the far side of the COVID-19 crisis? Is this opportunity for growth through the crisis different for your other alliances (e.g., personal learning networks or higher-ed professional organizations)? What is your emerging vision for post-crisis higher education in general?
Questions from @DocBlom @eriksation @KlamnJam
Q5. #aboerjc What is your reaction to some of these questions/responses based on your experience? Are you familiar with face-to-face, online learning, or blended learning? K-12? Higher Education?
Q6. #aboerjc What are your thoughts on “remote learning” versus “online learning”? Do the terms make a difference to you or to your practice?
Q7. #aboerjc What role do you see #OER and #OEP play in shifting to more online learning?
Q8. #aboerjc What issues are top of mind for your teaching/institution/students?
Archive of this Twitter Chat will be posted after May 6, 2020.
View Doug Lederman’s previous article and prompts: Lederman, D. (2020, March 18). Most teaching is going remote. Will that help or hurt online learning?
What is it about OER that resonates with your core values (personal or professional)?
Q2: Library ethos
For centuries, libraries served only private interests. Even today, some public and academic libraries around the world are “closed” to anyone without proper ID, while many are physically open to anyone from the public.
What do you see as the uniqueness’s of libraries to address social justice issues through OER?
Q3: Library neutrality
This vision is close to my heart, but acknowledges the persistence of power imbalances rendering unequal access to information. Libraries decide the language, format, and content of material is acquired; physical and digital access to the collection; etc.
There is no single place (physical or digital) that provides access to all information.
In the spirit of increasing access to OER, share your tips for finding OER. Post the URL and how you use that particular resource.
Q4: Any surprises?
Have you been surprised about the digital literacy skills librarians possess to overcome barriers to OER development and use? Share experiences working with libraries on OER projects.
Q5: Open in Closed
Without judgment, I’m interested in the choices authors make in publishing. If you’ve published on #OER #OEP topics in closed publications tell us why?
Is it for advocacy? Are there more closed publications in your area of research?
Q6: Having a side of OER?
For many, working with OER is not part of one’s regular work.
Tells what you think was successful or will need to change in your organization to reduce OER work from being a side hustle.
Q1: Welcome to #ABOERJC for Tues, March 3, 2020. Please tell us a little about yourself and why you are participating in the chat this evening. #EdTechEthics
Q2: In your opinion, what is your definition of open education? Do you have any links or digital resources that you could share to help clarify your definition? #ABOERJC #EdTechEthics
Q3: How do you espouse open ed in your learning context? Through access ? Collaboration? Creation of Knowledge? Integrating formal & informal learning practices? Pls give us some examples #ABOERJC #EdTechEthics
Q4: In @catherinecronin ‘s article, Cronin suggests the article “ encourages moving beyond the binaries of open and closed” What are some of your perceptions of open and closed binaries in education? #ABOERJC #EdTechEthics
Q5: “Open education narratives have been criticised in each of these respects, as well as for an overall tendency towards idealism and optimism” Do you agree or disagree? Why or why not? #ABOERJC #EdTechEthics
Q6: In your opinion, who defines openness? Who is included and who is excluded when education is ‘opened’, and in what ways? #ABOERJC #EdTechEthics
Q7: In your opinion, in what ways do specific #OpenEd initiatives achieve their stated aims of increasing access, fostering inclusivity, enhancing learning, developing capacity and agency, and empowering individuals, groups, and communities, if at all? #ABOERJC #EdTechEthics
Q8: Can open education initiatives, in practice, do the opposite of what they are intended to do? #ABOERJC #EdTechEthics
Q9: How can you consider critical approaches to #OpenEd which seek to reframe learning to be participatory, emancipatory & more accessible? #ABOERJC #EdTechEthics
Thank you for participating in the #ABOERJC #EdTechEthics Cross- Canada Twitter Chat. Please consider following @catherinecronin and send her a tweet about your perspectives of her chapter 🙂
The Warp and the Weft of Open Education and Social Justice
Cheryl Hodgkinson-Williams. (2019, 27 November 27). Paper presented at Open Education Global, Milan, Italy. Available under a CC-BY license
“By implication open education subscribes to notions of social justice, but implementation strategies and research often focus on economic injustice to the exclusion of cultural and political inequities. Moreover, despite altruistic motivations, open education activity may unintentionally reproduce many of the existing inequities that it seeks to change. Drawing upon the projects in which I am involved I will highlight the intertwinement of open education and social justice in projects in the global south, by illustrating ways of strengthening equitable access, cultural equality and political legitimacy.” Abstract from https://oeglobal2019.sched.com/event/Uh21/keynote-the-warp-and-weft-of-open-education-and-social-justice
1. What guides your development/use of OER or open education? Social justice? economic equity? Cultural diversity? Political inclusion?
2. How have you considered your own positionality when developing or using educational materials? Positionality is a declaration of your own background for the purposes of clarifying potential biases; for example, your ethnicity, socio-economic background, gender etc.
2. What are some other considerations you would include to promote social justice using OER and open education?
3. Are you aware of any initiatives in Canada to re-evaluate devalued knowledge? Can you think of any examples of a culturally inclusive open education project?
4. Since many OER resources and a lot of open research are in English, does this further promote cultural hegemony in countries whose first language is not English?
6. In terms of cultural and political hegemony, how can open education empower those who are seen as subordinate to the dominant power? Do you have any examples with respect to curricula, assessment and accreditation?
Thank you Dr. Robert Lawson for hosting #aboerjc discussion of Hodgkinson-William OE Global presentation on Open Education and Social Justice – Tuesday Jan 7 2020 @ 7pm MST
Erik Christiansen@eriksation·Replying to @rlawson545It certainly might. TU Delft’s #OCW is mostly English resources – despite being a Dutch institution. I’m curious what the solution is. Those dev #OER in NA likely don’t have much funding for translation. I think there needs to be a federal SSHRC equiv. for #OCW#aboerjc
Dr. Constance Blomgren@DocBlom·Participatory parity also includes consideration of issues such as connectivity, & access to digital tech. Without this economic access the cultural & political participation is substantially reduced. #aboerjc
Rosemarri Klamn, MAPC, CPHR@KlamnJam · Jan 7#aboerjc I like @CherylHW use of Fraser’s (2005) concept of social justice as ‘participatory parity’ economically, culturally and politically. That is their experience in Global South with many diverse ethnicities, languages, culture https://twitter.com/KlamnJam/statu
Isolated communities frequently have connectivity issues and may be under resourced. Yet as @johannafunk1 & Mason discuss land based connections are frequently stronger…#OER has the potential to be rised or remixed for such considerations. #aboerjc
Discussion questions: 4 Major Goals for higher education are given as well as 4 pathways for higher education learners.
Are these 4 goals for higher education attainable? To what degree do you see these goals as being difficult to achieve? (I will list these 4 goals in a series of tweets – so people can engage).
The first learning pathway (i.e. the closed ecosystem of a Tamagotchi metaphor) matches with our current higher education practices. Do you see this changing by 2030? Why or why not?
The second pathway (Jenga metaphor) has a foundation created through shorter study blocks and in Jenga style you build it up. What would be the merits or drawbacks to this approach?
The third pathway is based on a Lego metaphor – with modules of different sizes and needs making up the learner’s pathway through higher education. What are the merits or drawbacks to a Lego metaphor for a learning pathway?
The 4th is on the Transformer metaphor -where learners do not directly enter into higher ed and instead acquire their learning identity through experiences which contributes to their eventual studies. What are the merits or drawbacks to this model?