Secker Understanding the role of technology through the lens of openness
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Presentation given at the Inted conference 2020 in Valencia, March 2020
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Secker Understanding the role of technology through the lens of openness
- 1. UNDERSTANDING THE ROLE OF TECHNOLOGY IN ACADEMIC PRACTICE THROUGH A LENS OF OPENNESSDR JANE SECKER, CITY, UNIVERSITY OF LONDON INTED CONFERENCE, VALENCIA 2ND-4TH MARCH 2020
- 2. SESSION OVERVIEW Definitions and terminology Module overview and feedback: Digital Literacies and Open Practice Research findings Recommendations and conclusions
- 3. DEFINITION: OPEN EDUCATIONAL PRACTICES “teaching and research practices that espouse openness including activities such as open teaching, the production and dissemination of open educational resources, publishing in open access journals, keeping a professional blog, and sharing of research data in online venues.” ~ Assumptions and Challenges of Open Scholarship by George Veletsianos and Royce Kimmons (2012)
- 4. DEFINITION: COPYRIGHT LITERACY “acquiring and demonstrating the appropriate knowledge, skills and behaviours to enable the ethical creation and use of copyright material.” Secker and Morrison, 2016, p.211
- 5. WHY DOES IT MATTER? Teaching in a networked environment Rise of digital scholarship Teaching excellence and reputation Openness and equity in education Cost and commodification of education
- 6. EDM122: DIGITAL LITERACIES AND OPEN PRACTICE AT CITY Background and overview • Part of MA in Academic Practice at City (15 credits) launched in October 2018 • Informed by module: Open Knowledge in HE at University of Manchester (part of their PGCAP) • Built on experience of teaching Copyright Literacy and Open Practice teaching at the Universidad de la Republica Uruguay in August 2018
- 7. COURSE STRUCTURE 3 teaching days • Day 1: definitions and terminology • Day 2: The digital scholar and open practices • Day 3: Embedding digital literacies and open practice 6 (open) webinars in Adobe Connect 2 assessments • Video + 500 word reflection • Reflective essay (2500 words) on an aspect of digital literacy / openness on their academic practice
- 8. THE WEBINARS https://blogs.city.ac.uk/dilop/webinars/ Catherine Cronin Dave White Chris Morrison Katherine Reedy Jo Parker Lorna Campbell
- 11. FEEDBACK FROM THE FIRST COHORT Jane had made the module interesting and relevant to my teaching. The design of the course enables good discussion to take place in the group This has the potential to be a dry topic, but Jane’s approach to teaching has made it my favourite module on the programme so far Opportunities to hear from a range of specialists outside City University of London via the Adobe Connect series. Jane is passionate about the topic, fun and interactive. The board game was educational and fun A little more supplementary guidance on Moodle about how to use media space (video uploads). Expectations around the video assignment could have been clearer.
- 12. RESEARCH OVERVIEW Explored staff attitudes and experiences of digital literacies and open practice and implications for their teaching 6 Semi-structured interviews undertaken in summer 2019. Transcribed and analysed with Nvivo Using phenomenography to understand the variation in experiences Interesting findings emerging on staff motivations, challenges and role of staff development
- 13. KEY FINDINGS Motivations to be open Understanding terminology Staff confidence in digital literacies Attitudes towards students Using educational technologies Training and support
- 14. DEFINITIONS AND UNDERSTANDING (2) Open Practice is …… • Being inclusive • Linked to expanding / widening access to higher education • Sharing your research outputs openly • Sharing your teaching materials openly • Distance or online learning (related to MOOCs) • Using open source software or practicing open science • Fundamentally linked to digital literacies
- 15. MOTIVATIONS AND BARRIERS TOWARDS OPENNESS Motivations • Building a community of practice / sharing good practice • Sharing research practices, tools or instruments • Linked to inclusivity and social justice • Maturity and seniority in discipline Barriers • Concern about copyright issues – sharing is stealing? • Concern about ethics / confidentiality • Disciplinary practices or traditions • No clear institutional policy or leadership
- 16. TRAINING AND SUPPORT Participants said: • Formal teaching (MA in Academic Practice) was valuable • Learning Technologists provided ongoing support • Peer mentors and digital champions provided informal support • They peer mentored others as they became more confident • There wasn’t enough support and training in their context or department • Overall found it challenging because they were time poor
- 17. CONCLUSIONS AND RECOMMENDATIONS • Considerable variation in experience amongst academic staff depending on • Seniority or level of experience • Academic discipline • Disciplinary traditions remain strong • Awareness of concepts such as open access can often be influenced by senior colleagues • There is relatively little evidence of use of open educational resources or an understanding of the nuances of copyright and licensing (see Cronin, 2017)
- 18. Dr Jane Secker Jane.Secker@city.ac.uk @jsecker #CityDLOP ANY QUESTIONS?
- 19. CREDITS Slide 8: Open from Unsplash.com CC BY and Digital Literacy Unpacked by Jane Secker CC BY Slide 9: L-R Catherine Cronin, Dave White Photo of Chris Morrison © Sebastian Katherine Reedy and Jo Parker by Jane Secker, Lorna Campbell photos from Wikipedia licensed under CC BY Slide 10: Digital Literacies and Open Practice blog Slide 11: The Publishing Trap. Photo by Jane Secker and Chris Morrrison CC BY Slide 22: Photo of the EDM116 cohort December 2019 © Jane Secker licensed under CC BY With many thanks to the staff completing my module EDM122 in 2018 and 2019 and for those who participated in the interviews in August 2019. This presentation is partly based on a joint presentation with Chris Morrison at the SEDA 2019 Autumn Conference.
- 20. REFERENCES Akerlind, G.S. “Variation and commonality in phenomenographic research methods,” Higher Education Research and Development, Volume 24 no. 4, 321-334, 2005. Cronin, C. “Openness and praxis: Exploring the use of open educational practices in higher education,” The International Review of Research in Open and Distributed Learning, Volume 18, no. 5, 2017. Morrison, C & Secker, J. “Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals.” Library Management, Volume 38 no. 6/7, 2017. Secker, J. and Morrison, C. Copyright and E-learning: a guide for practitioners. London: Facet Publishing, 2016. Second Edition. Secker J. Copyright and E-learning: a guide for practitioners. London: Facet Publishing, 2010. University of Manchester. ‘Open Knowledge in Higher Education’. 2018. Retrieved from URL: https://medium.com/open-knowledge-in-he/about Walker, R., Jenkins, M. & Voce, J The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012–2016), Interactive Learning Environments, 2017. Weller, M. The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. 2011. Retrieved from URL: https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is- transforming-scholarly-practice/ White, D. S., & Le Cornu, A. “Visitors and Residents: A new typology for online engagement,” First Monday, Volume 16, no 9, 2011.
Editor's Notes
- Define and articulate open practice and copyright literacy and their relevance to academic development Discuss the benefits and challenges of introducing open practices and copyright literacy into your institution Explore the role that policy and strategy play in helping academic staff understand these issues, and compare this to the approach of introducing a formal accredited module. Considering how open practices and copyright literacy might fit in their own institution and plan next steps.
- Use definition from Catherine Cronin
- Teaching in a networked environment brings opportunities and threats. It involves navigating new risks which include legal challenge. Digital scholarship (Martin Weller) is here and involves developing new literacies (plug for Jane’s other session) Institutions want to be seen to be doing excellent teaching which means sharing what they’re doing as well as marking out some kind of comparative advantage in what they do. Openness in education provides an opportunity to make the world a fairer and better place. This is in line with established academic values. But the cost of education creates certain tensions. Digital provides the option for reducing costs and academics can work together to do this. But the commodification of the educational experience suggests exclusivity which works against the idea of openly sharing outputs. Copyright law, which is largely driven by commercial interests does not always sit happily with academic culture.
- Digital, information, media literacies – frameworks and models Digital natives – visitors and residents Reviewing our own digital capabilities The Martin Weller book Making videos Embedding it using the Jisc tools and those from the OU Playing the publishing trap game =
- Jane to edit
- The overall aim of this project is to answer the following questions: What is the experience of staff who use educational technologies and how do their attitudes towards digital literacies and open practices impact on their teaching? How are staff currently supported to develop a good understanding of these literacies and practices as part of these two modules which form part of the MA in Academic Practice at City, University of London and what additional support might they need? To achieve the above aim, the project will specifically examine the following sub-questions: How do staff define terms such as digital literacies and open practice? What support do they need to develop their own (and their students) digital literacies and what is the role of EDM122 and the EDM116 module in supporting them? What attitudes do they have towards the concept of ‘openness’ in their teaching? Do they share their teaching or research materials openly and how do they make decisions about re-using others and licensing their own work? What changes might they have made to their teaching or research practices since completing the two modules and how is this impacting on their students or beyond?