While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).

1. The role of educational developers in
supporting open educational practices
Michael Paskevicius Vivian Forssman
http://bit.ly/EdDevOpen

2. Our intended session outcomes
At the end of the workshop participants will:
• Develop perspective on the unique position and potential value of educational
developers in supporting open practices
• Develop a set of strategies for supporting and promoting open educational
practices around learning outcomes, teaching strategies, and assessment
• Consider the educational developers role of change agent in advancing
openness

3. Your experience advocating for open education
On your own: Take 2 minutes and jot down a few notes about your
experience explaining, advocating for, or engaging others with the
concept or practice of open education
1. Identify the most significant barrier you have heard in response
to the idea
2. Identify the most significant benefit you have heard in response
to the idea
3. Identify a single strategy you might use to promote openness?

4. (Van Note Chism, 2011)

5. What do educational developers do?
• Create and facilitate faculty development opportunities (e.g., instructional,
curricular, and technological)
• design and produce educational resources (e.g., print and media-based)
• collaborate and consult on special projects and policy development initiatives
• advocate for, lead, and facilitate institutional change
• broker relationships and opportunities for partnership
• contribute directly or indirectly to the scholarship of teaching and learning and
educational development
(McDonald et al., 2016)

6. How can educational developers infuse and inspire
open educational practices while supporting and
consulting with educators and students?

7. Teaching &
Learning Activities
Learning Outcomes
Assessment &
Evaluation
Adapted from Biggs & Tang, 2011
Teaching & Learning
Resources

8. Teaching &
Learning Activities
Teaching & Learning
Resources
Learning Outcomes
Assessment &
Evaluation
Accessible, clear,
transparent, expansive,
and student-centred
learning outcomes
Accessible, adaptable,
shared, and collaborative
resources
Student as producer, peer-
reviewer, collaborator, and digitally
literate contributor to OEP
Exposed, collaborative, and
collectively improved teaching
and learning activities

9. A working definition for OEP in the context of educational development
Teaching and learning practices where openness is enacted within all
aspects of instructional practice; including the design of learning
outcomes, teaching resources, activities, and assessment. OEP engage
both faculty and students with the use and creation of OER, draw attention
to the potential afforded by open licences, facilitate open peer-review,
and support student-directed projects.

10. Come up with an open practice for each of the instructional
elements (learning outcomes, teaching and learning activities,
and assessment and evaluation)
• Describe the practice
• What tools do you need?
• Who are the stakeholders?
http://bit.ly/EdDevOpen

11. This work is licensed under the Creative Commons Attribution 4.0
International License.. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/

12. Benefits of increased open teaching practice
• lower cost access to OER textbooks and educational materials (Mulder, 2011;
Carey, Davis, Ferreras, & Porter, 2015);
• support faculty engagement with instructional designers in the co-creation of
reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison,
2016);
• experimentation and adoption of the practice of teaching-in-the-open
(Veletsianos, 2013);
• forming of learning communities across institutions (Petrides, Jimes,
Middleton‐Detzner, Walling, & Weiss, 2011)

13. Business as
usual
Shares
resources
among
colleagues
Engages in
interinstitutional
resource sharing
Licensing and
permissions often
unclear
Engages students in
contributing or
remixing open access,
openly licensed and
public domain
resources
Creates and
shares T&L
resources that are
open access,
openly license
and/or public
domain
Shares
practice at
teaching
conferences
and events
Uses open
access, open
licenses and
public domain
resources in
T&L
Adopts and
prescribes an
open textbook
Engages
students in
using open
access, open
licenses and
public domain
resources
Understanding of
licensing usage
rights
Understanding and adoption
of open licensing
Uses open
resources
found
online
Often
under
fair use
Spectrum of
open
educational
practices
Most common practices
Emerging practices
Bleeding edge practices

14. Weller’s Open Practice Paradoxes
Democratises space - Increases marginalisation
Success of Open - Anti-open culture
Power of Open - Anti-knowledge climate
Formalised - Experimental
Friendly/Supportive - Dangerous/unpleasant
Powerful dissemination - Reduction of discourse
(Weller, 2016)

15. Pathways to Adopting OEP
http://bit.ly/OEPPathways

16. Open Educational Practices:
A Conundrum for Educational Developers
A reimagining and refocusing of high-impact teaching and learning practices
peppered with open
Often considered an ‘extra step’ towards the design of teaching and learning
Sensitivity to student privacy and comfort with operating in the open
Raise disciplinary particularities each with their own resources, strategies, norms,
and values
Parallels (murkiness) in relation to networked learning, student engagement
strategies, SOTL, experiential learning, existing closed learning technologies

17. We are all educational developers

18. Open Pedagogy: Biology 325
• All students built and maintained their own
open access Wordpress site tasked with
creating two research articles on a local bird
species of their choice
• Posts were aggregated into a parent site
• Comments emerged as students reviewed
one another's work
• This work is now
archived and
accessible on
the web
http://wordpress.viu.ca/biol325

19. The Compass Rose open access
online journal for undergraduate
research in liberal arts
Edited and curated by students
Agreed to Creative Commons
licensing for the journal in
principle
http://wordpress.viu.ca/compassrose/
Open Pedagogy: The Compass Rose

20. The ChemWiki is a collaborative
approach toward chemistry
education where an Open Access
textbook environment is constantly
being written and re-written by
students and faculty members
resulting in a free Chemistry
textbook to supplant conventional
paper-based books.
http://chemwiki.ucdavis.edu/

21. OEP and Networked Learning

22. Prepared by: Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
michael.paskevicus@viu.ca
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/
Presentations: http://www.slideshare.net/mpaskevi
This work is licensed under the Creative Commons Attribution 4.0
International License.. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0