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.
Cronin. C. (2019). Open education: Walking a critical path. In D. Conrad, & P. Prinsloo (Eds.), Open(ing) Education: Theory and Practice. Leiden: Brill.
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 🙂
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.
Video:
What is the purpose of our learning spaces? How should learning spaces serve students?
How does student voice play a role in the planning of your learning space? How can you include students in the planning process?
What learning traits do you want to foster and support in your learners through your learning space?
What do you want students to “do” in the space?
What unique growth can students get from learning together?
How can creating spaces for quiet lead to growth and support of learners?
Worst case scenario: What is the worst thing that could possibly happen from changing your students’ learning space?
What advice would you give to someone who has never reconsidered their learning space before?
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
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 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 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
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·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
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
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?
SHARING A PRAGMATIC NETWORKED MODEL FOR OPEN PEDAGOGY: THE OPEN HUB MODEL OF KNOWLEDGE GENERATION IN HIGHER-EDUCATION ENVIRONMENTS
Lee Graham (@ak_leeg) & Verena Roberts (@verenanz), 2019
Citation:
Graham, L. & Roberts, V. (2019) Sharing a Pragmatic Networked Model for Open Pedagogy: The Open Hub Model of Knowledge Generation in Higher Education Environments. International Journal of Innovation in Online Education. Feb 01. DOI: 10.1615/IntJInnovOnlineEdu.2019029340
Twitter Chat Questions: (November 5, 2019 from 7-8 pm MDT)
In a time of rapid obsolescence (Powell and Snelling, 2004), new skills are needed so that teachers and students can remain relevant and up to date on pedagogical opportunities offered with the use of new technologies.
Q1: What are some examples of new skills Tchrs & Ss need to remain up to date on pedagogical opportunities offered with use of new technologies. #aboerjc
Q2:Does your professional learning include Community of Inquiry or Community of Practice? How does this support your learning? #aboerjc
Q3: “Capacity to know more is more critical than what is currently known” via @gsiemens How are you considering connectivist learning in your learning context? #aboerjc
Q4: Do you agree that blogging can support connectivist and open educational practices, why or why not?
Q5: How can “blogging be a part of a broad palette of cybercultural practices, which provide us with both new ways of doing & new ways of thinking” ? via @marcusod #aboerjc
Q6: Using the three levels (Red, Yellow, Green) of the Open HUB model as a guide, which levels have you used or been asked to use in a learning context? #aboerjc
Q7: What is the importance of infrastructure and digital literacies in the Open Hub Model? #aboerjc
Q8: How does the Open Hub model encourage co-learning and co-designing learning opportunities? #aboerjc
Alberta OER Journal Club 