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Open educational practices (OEP) in higher education: Practical and critical approaches

Webinar slides for #PRAXIS project (Uruguay) - 28 May 2018

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Open educational practices (OEP) in higher education: Practical and critical approaches

  1. 1. Catherine Cronin #PRAXIS Project webinar  Uruguay  28th May 2018 Image: CC BY subherwal Open Educational Practices in Higher Ed: Practical & Critical Approaches
  2. 2. Catherine Cronin open educator, open resercher CELT, National University of Ireland, Galway @catherinecronin 
  3. 3. Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain) 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 “
  4. 4. networked educators networked students 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 higher education
  5. 5. pen Image: CC0 by Nadine Shaabana
  6. 6. open education goal  philosophy  values resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide - The Open Education Consortium
  7. 7. Use/reuse/creation of OER and collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners. OEP: open educational practices
  8. 8. Open education is a tool for social change. Santos, A.I., Punie, Y., & Muñoz, J.C. (2016) Opening up Education: A Support Framework for Higher Education Institutions “
  9. 9. Openness is not the opposite of closed-ness, nor is there simply a continuum between the two… 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. Richard Edwards (2015) Knowledge infrastructures and the inscrutability of openness in education Learning, Media and Technology 40(3) “ Adopting a critical approach
  10. 10. Openness and praxis: A situated study of academic staff meaning-making & decision-making with respect to openness and use of open educational practices (OEP) in higher education PhD research study completed April 2018
  11. 11. I began with a question: In academic settings in which the use of OEP is not required, requested, expected, or specifically supported, why do some educators, and not others, choose to use OEP? (...and then what happens?) Image: CC0 BY Mark Solarski on Unsplash
  12. 12. Image: CC0 photo by Saksham Gangwar
  13. 13. Institutional, role-based identity DIGITAL IDENTITY Open, networked, ‘Resident’ identity Not using social media, or personal use only DIGITAL NETWORKING Using social media personally & professionally Using VLE & email only DIGITAL TOOLS FOR TEACHING Using VLE & email as well as open tools & social media Not intentionally using OER OER Intentionally using OER less open more open i) digital practices Using OEP
  14. 14. ii) categories related to OEP Strong attachment to privacy, focus on risks PRIVACY Balancing privacy & openness, valuing both Using ‘digital natives’ discourse DIGITAL LITERACIES Developing digital literacies (self & students) Valuing knowledge/information transfer PHILOSOPHY OF TEACHING & LEARNING Valuing social learning Accepting traditional teaching role expectations CONCEPTION OF SELF AS TEACHER Challenging traditional teaching role expectations less open more open Dimensions shared by open educators (i.e. those using OEP)
  15. 15. Balancing privacy and openness Developing digital literacies Valuing social learning Challenging traditional teaching role expectations 4 dimensions shared by open educators
  16. 16. Balancing privacy & openness Image: CC BY 2.0 woodleywonderworks
  17. 17. Balancing privacy and openness will I share openly? whom will I share with? (context collapse) who will I share as? (digital identity) will I share this? MACRO MESO MICRO NANO
  18. 18. 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)
  19. 19. OEP: Potential benefits • Increased access to education • Decreased cost (e.g. OER, open textbooks) • Developing digital, data, & network literacies • New forms of dialogue and global collaboration • Student agency & empowerment • Bridging formal & informal learning • Public outreach and engagement • Enhancing & expanding the scope of learning
  20. 20. OEP: Barriers & tensions • Lack of… o awareness o understanding (e.g. permissions, attribution) o skills (e.g. digital/information literacies) o support • Coordination across the institution • Incompatibility between existing institutional cultures & the philosophy of open education
  21. 21. Use of open educational practices (OEP) is: Complex Personal Contextual Continually negotiated
  22. 22. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogy + other forms of OEP emerging in situated studies of OER/OEP well-established link See: Beetham et al (2012), Cronin (2017), Czerniewicz et al. (2017), Nascimbeni & Burgos (2016)
  23. 23. We must rebuild institutions that value humans’ minds and lives and integrity and safety. Audrey Watters (2017) “ Image: CC BY-NC 2.0 carnagenyc
  24. 24. Thank You! Catherine Cronin @catherinecronin Le spectre de la rose Jerome Robbins Dance Division from the New York Public Library (public domain)