#aboerjc May 5, 2020 @ 7pm MDT. Discuss @dougledIHE @insidehighered (Doug Lederman’s) article with responses from front-line academics regarding the covid-19 pivot to online learning. @DocBlom @eriksation @KlamnJam

Lederman,, D. (2020, March 25). How the shift to remote learning might affect students, instructors and colleges.

Link to article


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 article Q1-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?


#aboerjc April 7, 2020 @ 7pm MST. @PLmacisaac will discuss academic library support for #OpenEd resources in Scottish universities. #OER #OEP @DocBlom https://rgu-repository.worktribe.com/preview/479532/THOMPSOM%20219%20A%20case@20s

#aboerjc @ PLmacisaac will discuss @sthom_23 and @adriennemuir’s 2019 article, “A case study investigation of academic library support for open education resources in Science (doi:10.1177/0961000619871604). https://rgu-repository.worktribe.com/preview/479532/THOMPSOM%20219%20A%20case@20s @DocBlom @eriksation

Q1: By way of introduction

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.

Would one you post these to the blog?

#aboerjc Twitter Chat – Tuesday March 3, 2020 w/ @verenanz to discuss Cronin’s chapter on walking a critical path in open education

Open education: Walking a critical path

Cronin. C. (2019). Open education: Walking a critical path. In D. Conrad, & P. Prinsloo (Eds.), Open(ing) Education: Theory and Practice. Leiden: Brill. 

Open Access Version – http://eprints.teachingandlearning.ie/4345/ (Further OA chapters from this book have been shared via Twitter hashtag #openingeducation)


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 🙂 

Thank you Dr. Verena Roberts. March 3, 2020 #aboerjc #EdTechEthics @verenanz discussion of @catherinecronin article “walking a critical path in open education” https://wakelet.com/wake/694558db-ee19-42a4-850f-b58520ac76ee

Join @laurelbeaton Tuesday Feb 4 2020 @ 7pm MST to discuss Learning Spaces for Educators

Hare & Dillon (2016) share hacks on Learning Spaces for Educators. Join @laurelbeaton FEB 4 2020 @ 7pm MST to discuss learning spaces in K-12 and how that translates to HigherEd.

Hare, R. L., & Dillon, R. (2016). The Space: A Guide for Educators. EdTechTeam Press.


  1. What is the purpose of our learning spaces?  How should learning spaces serve students?
  2. How does student voice play a role in the planning of your learning space?  How can you include students in the planning process? 
  3. What learning traits do you want to foster and support in your learners through your learning space?
  4. What do you want students to “do” in the space?
  5. What unique growth can students get from learning together?
  6. How can creating spaces for quiet lead to growth and support of learners?
  7. Worst case scenario: What is the worst thing that could possibly happen from changing your students’ learning space?
  8. What advice would you give to someone who has never reconsidered their learning space before?

Join Robert Lawson discussion of Hodgkinson-William OE Global presentation on Open Education and Social Justice – Tuesday Jan 7 2020 @ 7pm MST

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

Video Recording of Presentation: https://www.youtube.com/watch?v=kWBYnwA10P8&feature=youtu.be

Slides: https://docs.google.com/presentation/d/1hiMAZZ86FiOLzQxdb08gAYYt35WM8DOdFLEwHfeXhKg/edit

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

rlawson545@rlawson545·#ABOERJC hi everyone, Robert Lawson here -instructional designer from NorQuest in Edmonton

rlawson545@rlawson545·#aboerjc sure I can talk to the organizers about it. Good night! and thanks for helping with this!

rlawson545@rlawson545·#aboerjc well,thanks Rosemarri. It was nice to discuss some of these issues.

rlawson545@rlawson545·#aboerjc yes I know someone at Maskwacis who would be happy to introduce some their projects

rlawson545@rlawson545·#aboerjc yes, I attended a talks by a South African developing OER materials in Zulu and Afrikaans to improve literacy

rlawson545@rlawson545·#aboerjc student co-creation using oep would help a lot I think. that’s what they do at Maskwacis

rlawson545@rlawson545·#aboerjc 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?

rlawson545@rlawson545·#aboerjc Maskwacis develops a lot of their own resources

rlawson545@rlawson545·#aboerjc do you know of any indigenous OER projects in Canada?

rlawson545@rlawson545·#aboerjc I think what struck me at OE Global is the possibility of bias creeping in to OER, many of which are developed in English speaking countries but available globally

rlawson545@rlawson545·#aboerjc I also haven’t done this but it is something to be aware of with respect to developing OER and who we are developing for

rlawson545@rlawson545·#aboerjc OER can help with the development of indigenous resources, which are often lacking with publishers

rlawson545@rlawson545·#aboerjc How have you considered your own positionality when developing or using educational materials?

rlawson545@rlawson545·#aboerjc for me it seems to be more economic. Saving textbooks costs.

rlawson545@rlawson545·#aboerjc absolutely, is there one more important to you?

rlawson545@rlawson545·#aboerjc What guides your development/use of OER or open education? Social justice? economic equity? Cultural diversity? Political inclusion?

rlawson545@rlawson545·#aboerjc I thought it would be interesting to examine some of the social, political, economic and cultural reasons for open

rlawson545@rlawson545·#aboerjc Hi everyone, when I was at OE Global I began to consider the reasons why we use open pedagogy and OER — beyond textbook costs

rlawson545@rlawson545·#aboerjc Good evening everyone!

Cheryl Hodgkinson-Williams@CherylHW·#aboerjc For a country like South Africa the costs of internet access are unreasonably expensive too, as colleagues the @RIAnetwork can explain in more detail.

Rosemarri Klamn, MAPC, CPHR@KlamnJam · Jan 8#aboerjc Absolutely, connectivity & access to digital tech is an issue in parts of Canada @DocBlom @rlawson545 @CherylHW https://twitter.com/DocBlom/status/1214745011780124672

Erik Christiansen@eriksation·Jan 7Hi there #aboerjc folks! Apologies for doing this in an asynchronous fashion. I had an engagement this evening, so I’m responding to some questions now 🙂 @rlawson545@KlamnJam@DocBlom

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

Erik Christiansen@eriksation·Replying to @rlawson545I think this is a really interesting point. Multiple languages and cultural considerations are two things my colleague and I are looking at in our research. They’re probably the two most work intensive aspects and require the most funding #translation#wordchoice#aboerjc

Erik Christiansen@eriksation·Replying to @eriksation and @rlawson545I also remember the insane cost of textbooks during university so promoting the development of more affordable #OER resources that were still high-quality and adhered to conventional #accesibility standards appealed to me #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

Dr. Constance Blomgren@DocBlom·#aboerjc#OER and all creation of curriculum needs more awareness of the postionality. But as well with the 5Rs especially Revise & Remix changes can be made that reflects a more refined understanding of positionality. @rlawson545

Erik Christiansen@eriksation·Hi there #aboerjc folks! Apologies for doing this in an asynchronous fashion. I had an engagement this evening, so I’m responding to some questions now 🙂 @rlawson545@KlamnJam@DocBlom