Tag Archives: open education

Reflections on “Universities and post pandemic digital praxis: critically reframing education and the curriculum” webinar⤴

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NB This is a co-authored post by Keith Smyth, Bill Johnston and myself.

Last September, we contributed a blog post to the Special Collection organised by Post-Pandemic University to celebrate the centenary of Paulo Freire’s birth (Johnston, MacNeill and Smyth, 2021). Our post set out to contemplate how Freire’s ideas, including his critical perspectives on technology, marginalisation and empowerment, resonated with the state of education during the pandemic responses of 2020 and the on-going disturbances of 2021/22. 

Our post, and the ideas explored within it, were an extension of our ongoing research, scholarship, and reflexive dialogue concerning the purpose of higher education, and the place of critical digital education practice and praxis, as captured in our book ‘Conceptualising the Digital University’ (Johnston, MacNeill and Smyth, 2019). While our book was written prior to the pandemic, we were interested in using our post for the Post-Pandemic University collection to consider how a Frierian lens could be applied to reading the pandemic, and to consider the extent to which key aspects of our own thinking about ‘the digital university’ were applicable in the context of education within the pandemic.

We were encouraged that there was also a resonation with the thinking of others, when after the publication of our blog post we were invited to present at the Warwick International Higher Education Academy to lead an online seminar to share more of our thoughts on Freire, dimension of digitally enabled education, and universities within and beyond the pandemic. 

Our seminar was titled ‘Universities and post pandemic digital praxis: critically reframing education and the curriculum’, and we were pleased to be joined for it by educational practitioners and researchers from a range of roles and institutions across the sector. 

We framed our seminar, as we framed much of our own work, against Freire’s ideas as put forth in ‘Pedagogy of the Oppressed’ (1970) and particularly ‘Education for Critical Consciousness’ (1974). Against this backdrop, and within the overall themes we set to explore in the seminar, the seminar provided us with an opportunity to revisit the models we had created for our book exploring the concept of the digital university. This included our ‘Conceptual Matrix’ for the digital university, and our model of the Digitally Distributed Curriculum’, both of which we developed as a response to critically reframing higher education and digital education praxis against neoliberalist practices and structures.

Given the rapid shift to fully online delivery of learning and teaching, and the challenges and inequities in the organisation of and access to education revealed through the pandemic, we sought to question whether our models remained relevant. We believe they do.

Conceptual Matrix for the Digital University (original form)

Of course the context has changed, but we think our original ‘Conceptual Matrix for the Digital University’ (developed in 2012) does still work in articulating the various dimensions of practice and permeations of space within which digital educational practice and digital spaces for engagement can be framed. Over the past 2 years, the ‘Digital Participation Quadrant’ of the original matrix has come sharply into focus. While we are still grappling with the question posed by Collini (2017) around what universities are for, in order for us all to work out what we actually need to do, our ‘Revised Conceptual Matrix for the Digital University’ (produced for our book) offers a further refinement of our thinking, and of where academic development and organisational development need to intersect.

Revised Conceptual Matrix for the Digital University (Johnston, MacNeill, Smyth, 2019)

During the seminar, after exploring the above, we undertook two activities to support participant dialogue around the changes to the delivery and support of learning and teaching they had undertaken and experienced in their own responses to the pandemic. The first activity was more of a reflection on what they had done (or had been done to them!), what worked, what didn’t and more importantly what they now want to develop moving forward.

Using a padlet wall we used five categories (‘the shredder’, ‘the shop window’, ‘the greenhouse’, ‘the pantry’, and ‘the museum’) to capture participants’ experiences. In summarising what was sharded back, there were some key themes that emerged. One was the recognition that in the beginning of the pandemic, there was a proliferation of responses and interventions that while well intended, perhaps resulted in “throwing everything at [our] students”, leading to confusion and cognitive overload for students around where, when and how to use different online spaces and tools. Variations on what are broadly being referred to as ‘hyflex’ approaches were also highlighted, with a preference from students for engaging in either one mode or the other. Conversely hyflex was also highlighted as an area that was “in the greenhouse” developing, but with related issues of staff workload, student expectations, cognitive overload all being highlighted as areas to explore.

Developing communities of practice, the use of collaborative tools such as padlet, and more purposeful approaches to technology were also highlighted as now being core elements of practice. So too was the continued development of online staff development opportunities. It was felt vital that our institutions and the wider sector develop ways for staff to appreciate the online experience from a student/participant perspective. And, if hyflex approaches are going to be developed, that meaningful opportunities are given to staff to allow them to experience a hyflex approach to then develop their approaches to it within their own disciplinary context, and so that there is an experiential evidence base to how staff are engaging and supporting their own students..

The other model we developed in our book which we explored in the seminar is that of the Digitally Distributed Curriculum. We conceived this model as a way to reconceptualise the purpose, activities and location of the curriculum in the context of higher education as a public good, and of extending engagement in how the curriculum is enacted through digitally-enabled and open practices. The model us focused around the values of praxis, public pedagogy and participation, linked to ‘enabling dimensions’ and then the pedagogic approaches, interventions and actions that enact the digitally distributed curriculum.

Digitally Distributed Curriculum (Johnston, MacNeill, Smyth, 2019)

In our piece for the Post-Pandemic University, and through our activities in the seminar, we feel that our take on the Digitally Distributed Curriculum does still have relevance, perhaps increasingly so post-pandemic. Within the seminar, we undertook an activity to explore an instantiation of the model using three of the aforementioned ‘enabling dimensions’ of the model, namely coolocation (which we reframed as ‘co/dis-location’ in recognition of the dislocation caused during lockdown), co-production, and porosity.

In terms of co-location, our discussions in the seminar concerned how everyone was dislocated from the physical campus and experienced the challenges of working and studying from home. These were particularly acute in the first lockdown, when it created pressures on space as well as access to technology and digital connectivity. On the other hand, this forced dislocation also brought about an enrichment of the digital landscape (for those who could access it). Suddenly systems that were not much used before had to be used by everyone. Other systems (hello Zoom) also came to the fore.

There was a consensus that there was a huge level of activity focused around the co-production of resources, for and with students as well as for staff development. There was a renewed and extended focus on accessibility and flexibility. Pedagogical approaches had to be adapted and people had to try, adapt, and further refine new approaches. The internal narratives around learning and teaching were also felt to have changed, and are changing still as we seek to learn from the challenges of the pandemic while retaining and building upon the increased opportunity to engage, and to engage flexibly and more fluidly, in learning and teaching that were created in the response to the pandemic.. However, as we pointed out, the dominant political narrative around “proper university learning” does still seem to be firmly entrenched in the ‘on-campus’, in the lecture theatre, on the importance of the lecture and what we might recognise as traditional ‘one-to-many’ teaching. Or what Paulo Freire himself described and would recognise as ‘the banking’ delivery method.

In terms of porosity, our explorations in the seminar led us to that there was an increased awareness and use of more open or ‘openly’ approaches. Many individuals, institutions and organisations mobilised to share guidance, examples and educational resources that would support the collective response to the pandemic (for example ALT, and OneHE). Publishers even opened up resources. But, in true beware of Greeks bearing gifts fashion, some publishers of academic material and educational development resources only allowed materials to be openly available for a relatively short period of time. How to sustain and pay for access to resources, tools and technologies that were made openly available, or that budget was found to allow greater access to, is a question that many universities are still grappling with. More positively, developing a richer range of digitally-enabled assessment was felt to have allowed more ‘open approaches’ to assessment that afforded students the opportunity to create, share and keep some of their work in digital formats, and had enabled us to move further towards aspects of the Digitally Distributed Curriculum model that relate to the curriculum supported the development of digital artefacts that can openly share knowledge of value beyond the university, and to students as digital scholars.

Moving forward, what does this all mean? How can we develop approaches to learning and teaching post-pandemic that, as one colleague asked, are “adequate for out time”? How can we create meaningful space and time for staff and students to reflect, convalesce and grow? Learning to live with Covid, and of the ongoing challenges of the pandemic is, as we are all experiencing right now, complex and challenging. Fluctuation infection rates necessitate the continued need for flexibility of access to and within education, and for continued structures of care across society for those at high risk. There is no ‘normal’ to go back to, but there may be a new way to reconfigure education post-pandemic. We feel there is, and our seminar concluded with optimism that this may just be possible.

Thank you once again to Warwick International Higher Education Academy for the invitation to offer our seminar, and to all those who took time out to participate. WIHEA have made our slides and a recording of the seminar available online.  

References

Collini, S. (2017). Speaking of Universities. London: Verso.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Freire, P. (1974). Education for Critical Consciousness. London: Continuum.

Johnston, B. MacNeill, S. and Smyth, K. (2019). Conceptualising the Digital University: intersecting policy, pedagogy and practice.  Palgrave.

Johnston, B., MacNeill, S. and Smyth, K. (2021). Paulo Freire, University Education and Post Pandemic Digital Praxis: https://postpandemicuniversity.net/2021/11/09/paulo-freire-university-education-and-post-pandemic-digital-praxis/

Open Education and OER in the Curriculum⤴

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Principles of Open Education and OER 

This blog post was originally posted on the University of Edinburgh’s Curriculum Transformation Hub.

The principles of open education were initially outlined in the 2008 Cape Town Declaration [1], which advocates that everyone should have the freedom to use, customize, and redistribute educational resources without constraint, to nourish the kind of participatory culture of learning, sharing and cooperation that rapidly changing knowledge societies need. 

Broadly speaking, open education encompasses teaching techniques and academic practices that draw on open technologies, pedagogical approaches and open educational resources (OER) to facilitate collaborative and flexible learning. This may involve both teachers and learners engaging in the co-creation of learning experiences, participating in online peer communities, using, creating and sharing open educational resources (OER) and open knowledge, sharing experiences and professional practice, and engaging with interdisciplinarity and open scholarship. 

Although open education can encompass many different approaches, open educational resources, or OER, are central to this domain. The UNESCO Recommendation on OER [2] defines open educational resources as 

 “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.” 

Open Education and OER at the University of Edinburgh 

At the University of Edinburgh, we believe that open education and OER, are fully in keeping with our institutional vision, purpose and values, to discover knowledge and make the world a better place, while ensuring that our teaching and research is diverse, inclusive, accessible to all and relevant to society.   In line with the UNESCO Recommendation on OER, we also believe that OER and open knowledge are critical to achieving the aims of the United Nations Sustainable Development Goals [3].   

To support open education and the creation and use of OER, the University has an Open Educational Resources Policy [4], approved by our Learning and Teaching Committee, which encourages staff and students to use, create and publish OERs to enhance the quality of the student experience, expand provision of learning opportunities, and enrich our shared knowledge commons.  We also have a central OER Service [5], based in Information Services Group, that provides staff and students with advice and guidance on creating and using OER, engaging with open education and developing digital and copyright literacy skills.  Understanding authorship, copyright, and licensing is increasingly important at a time when both staff and students are actively engaged in co-creating digital resources and open knowledge.    

Benefits and Risks of Openness  

Open education approaches, such as collaborative flexible learning and co-creation of learning experiences, can be beneficial in many different contexts, but they are particularly well suited to hybrid teaching and learning, where no separation is made between digital and on campus student cohorts, and students are brought together by the way teaching is designed, enabling them to move between digital and classroom-based learning activities. 

Engaging with open education, OER and open knowledge through curriculum assignments can help to develop a wide range of core disciplinary competencies and transferable attributes including: 

  • Digital, data and copyright literacy skills, 
  • Understanding how knowledge and information is created shared and contested online, 
  • Collaborative working and collective knowledge creation, 
  • Information synthesis, 
  • Critical thinking and source evaluation, 
  • Writing as public outreach.  

However, it’s also important to consider the risks of openness, as any understanding of openness is highly personal, contextualised and continually negotiated. We all experience openness from different perspectives, depending on different intersecting factors of power, privilege, inclusion and exclusion.  

In his 5Rs for Open Pedagogy [6] Rajiv Jhangiani identifies Risk as being one of his values for Open Pedagogy. 

“Open pedagogy involves vulnerabilities and risks that are not distributed evenly and that should not be ignored or glossed over. These risks are substantially higher for women, students and scholars of colour, precarious faculty, and many other groups and voices that are marginalized by the academy.” 

Many systemic barriers and structural inequalities exist in open spaces and communities; open does not necessarily mean accessible to all.  When engaging with open education, we need to be aware of our own privilege and be sensitive to those who may experience openness differently, and we need to address the systemic barriers and structural inequalities that may prevent others from engaging with open education and to enable everyone to participate equitably, and on their own terms. 

The University has an invaluable Digital Safety and Citizenship Web Hub [7], that offers comprehensive information and resources on a range of digital safety and citizenship-related issues, including training and events, and advice on being an informed digital citizen.   

If we’re sensitive to these risks and inequities and work to mitigate them, integrating open education and OER into the curriculum can bring significant benefits, including building networks, relationships and communities, fostering agency and empowerment, developing strong societal values and an appreciation of equity, intersectionality and social justice. 

Open Education in the Curriculum 

Wikimedia in the Curriculum 

One way to engage with open education and the creation of open knowledge is by contributing to Wikipedia, the world’s biggest open educational resource and the gateway through which millions of people seek access to knowledge.  Working together with the University’s Wikimedian in Residence, Ewan McAndrew, colleagues from a number of schools and colleges have integrated Wikipedia and Wikidata editing assignments into their courses.  Editing Wikipedia provides valuable opportunities for students to develop their digital research and communication skills, and enables them to contribute to the creation and dissemination of open knowledge. Writing articles that will be publicly accessible and live on after the end of their assignment has proved to be highly motivating for students, and provides an incentive for them to think more deeply about their research. It encourages them to ensure they are synthesising all the reliable information available, and to think about how they can communicate their scholarship to a general audience. Students can see that their contribution will benefit the huge audience that consults Wikipedia, plugging gaps in coverage, and bringing to light hidden histories, significant figures, and important concepts and ideas. This makes for a valuable and inspiring teaching and learning experience, that enhances the digital literacy, research and communication skills of both staff and students. 

Talking about a Wikipedia assignment that focused on improving articles on Islamic art, science and the occult, Dr Glaire Andersen, from Edinburgh College of Art commented 

“In a year that brought pervasive systemic injustices into stark relief, our experiment in applying our knowledge outside the classroom gave us a sense that we were creating something positive, something that mattered. As one student commented, “Really love the Wikipedia project. It feels like my knowledge is actually making a difference in the wider world, if in a small way.”   

Other examples include Global Health Challenges postgraduates collaborating to improve Wikipedia articles on natural or manmade disasters. History students re-examining the legacy of Scotland’s involvement in the transatlantic slave trade and presenting a more positive view of black British history. Digital Education Masters students collaborating to publish a new entry on Information Literacies. And Reproductive Biology Honours students work in groups to publish new articles on reproductive biomedical terms. 

Wikimedia in the Classroom assignment, Aine Kavanagh, Reproductive Biology, by Ewan McAndrew, Wikimedian in Residence, University of Edinburgh, CC BY SA.

Our Wikimedian in Residence provides a free central service to all staff and students across the University, further information including testimonies from staff and students who have taken part in Wikimedia in the Curriculum assignments is available here: Wikimedian in Residence. 

Open Education and Co-creation – GeoScience Outreach 

Another important benefit of open education is that it helps to facilitate the co-creation of knowledge and understanding.  Co-creation can be described as student led collaborative initiatives, often developed in partnership with teachers or other bodies outwith the institution, that lead to the development of shared outputs.  A key feature of co-creation is that is must be based on equal partnerships between teachers and students and “relationships that foster respect, reciprocity, and shared responsibility”[8]. 

One successful example of open education and co-creation in the curriculum is the Geosciences Outreach Course, which provides students with an opportunity to work with a wide range of clients including schools, museums, outdoor centres, and community groups, to design and deliver resources for STEM engagement. Students may work on project ideas suggested by the client, but they are also encouraged to develop their own ideas.  This provides students with the opportunity to work in new and challenging environments, acquiring a range of transferable skills that enhance their employability. They gain experience of science outreach, public engagement, teaching and learning, and knowledge transfer while at the same time developing communication, project and time management skills.  

A key element of the course is to develop resources with a legacy that can be reused by other communities and organisations. Open Content Curation student Interns employed by the University’s OER Service repurpose these materials to create open educational resources aligned to the Scottish Curriculum for Excellence, which are shared online through Open.Ed and TES Resources [9] where they can be found and reused by school teachers and learners.  These OERs, co-created by our students, have been downloaded over 58,000 times and the collection was recently awarded Open Education Global’s Open Curation Award [10].  

Open Education Awards for Excellence: Open Curation / Repository – University of Edinburgh by Stephanie (Charlie) Farley, CC BY SA. 

OER Assignments – Digital Futures for Learning 

OER creation assignments are also incorporated into the Digital Futures for Learning module, part of the MSc in Digital Education, where students create open resource that critically evaluate the implications of educational trends, such as the future of writing, complexity in education, and radical digital literacy.  Creating genuinely open resources that are usable and reusable requires careful attention to issues such as accessibility, structure, audience, and licensing. The students need to critically consider and apply their learning, and in doing so are able to create practical re-usable resources, while demonstrating a range of transferable skills and competencies.  

Commenting on this OER creation assignment, course leader Dr Jen Ross said 

“Experiencing first-hand what it means to engage in open educational practice gives student an appetite to learn and think more.  The creation of OERs provides a platform for students to share their learning. In this way, these assignments can have ongoing, tangible value for students and for the people who encounter their work.” [11] 

Reusing and Repurposing OER 

Reusing and customising existing open educational resources can help to diversify and expand the pool of teaching and learning resources available to staff and students. 

LGBT+ Resources for Medical Education 

In 2016 undergraduate medical students developed a suite of resources covering lesbian, gay, bisexual and transsexual health. Although knowledge of LGBT+ health and of the sensitivities needed to treat LGBT patients are valuable skills for qualifying doctors, these issues are not well-covered in the medical curricula. This project remixed and repurposed resources originally created by Case Western Reserve University, and then contributed them back to the commons as OER. New open resources including digital stories recorded from patient interviews and resources for Secondary School children, were also created and released as OER. In a recent blog post on Teaching Matters [12], Dr. Jeni Harden, Senior Lecturer in Social Science and Health, reflected on how these resources have contributed to the medicine curriculum over the past five years. 

Fundamentals of Music Theory 

Fundamentals of Music Theory [13] is an open textbook co-created by staff and students from the Reid School of Music with support from the University’s OER Service.  This Student Experience Grant funded collaborative project [14] repurposed existing open licensed MOOC content and blended-learning course materials to co-create a proof-of-concept open textbook. The project enabled our student partners to develop digital and copyright literacy skills, an understanding of OER and open textbooks, familiarity with ebook applications, and experience of working with educational media and content. Their input enhanced the original teaching materials and brought about further teaching and learning enhancement. Open textbooks have the potential to benefit universities in the post-pandemic world by reducing textbook costs, benefit staff by providing access to easily customisable open textbooks, and benefit students by providing free, high quality digital learning materials. Furthermore, open textbooks and OER have the potential to facilitate the democratic reshaping of teaching materials through student engagement and co-creation. 

Further Information  

These are just some examples of ways that open education and OER have already been integrated into the curriculum here at the University of Edinburgh.  They demonstrate how valuable co-creating open knowledge and open educational resources through curriculum assignments can be to help students develop essential digital skills, core competencies and transferable attributes, and enable our learners to become fully engaged digital citizens. 

For further information about open education and OER please visit the University’s OER Service at Open.Ed or e-mail us at open.ed@ed.ac.uk.  

References 

  1. Capetown Open Education Declaration https://www.capetowndeclaration.org/read/
  2. UNESCO, (2019), Recommendation on Open Educational Resources, http://portal.unesco.org/en/ev.php-URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201.html
  3. United Nations Sustainable Development Goals https://sdgs.un.org/goals
  4. University of Edinburgh Open Educational Resources Policy, https://www.ed.ac.uk/files/atoms/files/openeducationalresourcespolicy.pdf
  5. OER Service, https://open.ed.ac.uk/
  6. Jhangiani, R, (2019), 5Rs for Open Pedagogy, Rajiv Jhangiani, Ph.D. Blog, https://thatpsychprof.com/5rs-for-open-pedagogy/
  7. Digital Safety and Citizenship Web Hub, https://www.ed.ac.uk/information-services/help-consultancy/is-skills/digital-safety-and-citizenship
  8. Lubicz-Nawrocka, T., (2019), An introduction to student and staff co-creation of the curriculum, Teaching Matters Blog, https://www.teaching-matters-blog.ed.ac.uk/an-introduction-to-student-and-staff-co-creation-of-the-curriculum/
  9. University of Edinburgh Open.Ed Hub, TES Resources, https://www.tes.com/teaching-resources/shop/OpenEd
  10. OE Awards for Excellence https://awards.oeglobal.org/awards/2021/open-curation/open-ed-collection-of-geoscience-outreach-oers-and-more-on-tes/
  11. Ross, J., (2019), Digital Futures for Learning: An OER assignment, Open.Ed Blog, https://open.ed.ac.uk/digital-futures-for-learning-an-oer-assignment/
  12. Farley, S. and Harden, J., (2021), Five years on: The LGBT+ Healthcare 101 OER, Teaching Matters Blog, https://www.teaching-matters-blog.ed.ac.uk/five-years-on-the-lgbt-healthcare-101-oer/
  13. Edwards, M., Kitchen, J., Moran, N., Moir, Z., and Worth, R., (2021), Fundamentals of Music Theory, Edinburgh Diamond, DOI: https://doi.org/10.2218/ED.9781912669226
  14. Open eTextbooks for Access to Music Education Project, https://blogs.ed.ac.uk/opentextbooks/

#OERxDomains21: Just what does it means to be open?⤴

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In the final keynote of the #OERxDomains21 conference, Rajiv Jhangiani asked what does it mean to be open?  After 2 days of sharing, caring, questioning, laughing, at times crying, it was timely reminder that “open” is a multifaceted concept and the practice(s) of open education manifests itself in many ways, and is deeply contextual.  Open educational practice, is as Catherine Cronin so beautifully put it back in 2017a constantly negotiated process.”

As with all conferences (and all other delegates) I had to negotiate and navigate my way through the conference programme and online spaces over the 2 days. I have to confess that at the conference committee meetings when Jim Groom was explaining the broadcast concept of the conference, I didn’t quite get it. But I had faith that it would all be OK.  I just didn’t realise how OK it would actually turn out to be. 

Online conferences are different from face to face, it is harder to connect, to get that “conference buzz”.  I thought ALT did an amazing job last year in extremely rapidly pulling  together the online version of OER20. However this year, the conference platforms were at another level. The combination of Streamyard, Youtube, and Dischord worked  really well. I’m sure I missed a lot of the functionality of Dischord, but I managed! And I did get a real sense of live, hallway chats.

So congratulations to the Reclaim team and ALT for realising an almost seemless online  experience.  I have never chaired a session with an online “producer” before. Having someone dealing with countdowns, pulling in questions from the youtube chat was amazing. I have to say I kind of never want to not have one again!  The way that the “backstage” area for all presentations worked was amazing, and I’m sure some will be share in more detail elsewhere.

Of course any conference is not just about the location. What makes any conference work is its community. It’s what we,  the people,  do in the spaces (online or physical) that makes the difference. People not technology make conferences work. I think it’s fair to say that there is quite a core OER community and quite a bit of crossover between it and the Domains community.  The community aspect of the conference is one of the reasons I keep paying to go to OER conferences. It’s a vital part of my CPD – I don’t have any office buddies to talk to everyday. As we all know, open isn’t free and this is one dose of openness I am more than willing to pay to support. It’s a bit like an extended family reunion.  But we can’t let ourselves become a complacent, clique. We always need to ensure we are welcoming new people to the fold.

This year, there was a very necessary and needed focus on care. It’s been quite a year. People are tired, and need the support that a conference can provide such as sharing different approaches to open pedagogies of care, of social justice.  Brenna Clarke Gray talked about the “tricky truth about care” and the way (institutional) structures are actually indifferent. Where are the structural changes to institutional systems that are truly based on care?  Weekly wellness emails don’t really cut it and don’t deal with the moral stress that so many staff are dealing with.  Developing resilience is a sign of institutional, structural failure not personal failure. I really can’t recommend watching the recording of Brenna’s session enough.

Of course structural change is hard,  but if we can’t take the time to change things now after a global pandemic then when can we? I do have a sense that in HE  we are moving into a future that is being driven by narratives that aren’t based on the contextual realities of learning and teaching right now but more on neoliberal views ofwhat education should be and rosy tinted views of “getting back normal.”

I’ve always been a bit skeptical of phrases like Education 4.0 but I was intrigued by a session called University V is alive! Now open to the cruel and the dead, from Eamon Costello and Prajakta Girme. After finishing day 1 with the marvelous remixed and bingo infused keynote from Laura Gibbs, this was a stark contrast.  Whilst Laura shared a wonderful set of student created stories, Eamon and Prajakta  used a speculative fiction approach to present an unsettling, dystopian view of the open day for  University V,  34 years from now. Kudos to Eammon for his delivery, use of music and mix of visual artefacts and effects to create an unsettling start to day 2. We began to understand how every entrant to University V was indeed a number related to all family numbers and their behaviours that related to points, and value. There were intriguing clues as to who Professor A might be, how she(?) had changed her name to get “to the top”. As Eammon pointed out in the the Q&A the truth is really stranger than fiction, and we don’t have to go to far to discover what others might think only happens in fiction is actually happening in real life.

This came starkly to mind during Jasmine Robert’s powerful keynote. Jasmine’s honesty about her own trauma in the context of the reality of the the Derek Chauvin murder trial was a stark reminder of structures of oppression and who still controls the dominant media narratives. It’s not a huge jump at all to see Professor A as a person from a black, ethnic minority background who has manage to game and play the system to get to the top and protect her/him/they? (because we don’t really know Prof A’s gender) anonymity. The narrative of University V might be very different if it were written using non global north images and based on an alternative historical perspective.

Social justice was a critical theme across the conference, and both Jasmine and Rajiv highlighted it in their keynotes. Both stressed the need for us to let the under-represented voices be included, to support open pedagogies rooted in care and love. Part of that care is to recognise that not everything can or should be open. We need to create safe spaces for our students to have critical conversations, to help them develop their own voices, introduce them to a range of sources – not just “the white men”, and then give them the choice of where, how and when they want to put themselves in the open (as Laura’s keynote illustrated).

As ever it’s so hard to condense a conference experience into a blog post. From the opening plenary discussion keynote, where all the speakers rooted the conference in our current reality, OER x Domains 21 was, for me a very timely and necessary experience. Timely as it’s a year into the pandemic and teaching remotely, necessary as we all need to have space to get together, to share our stories, to learn from each other, to show our support and care for each other in a different space.

For me the overriding sense was of community, of care, of open humaneness (thank you Tutaleni Asino) of focusing on what really matters “we are teaching students not content” as Jasmine Roberts reminded us ; we are not humans “doing”, we are humans “being” said Glasgow College Student President Nicolas Garcia, in the opening plenary keynote . We might still be figuring out just how we can “be” in these still unsettling times, but open education, social justice and care are all great navigation points for this journey.

Many thanks to all the co-chairs, the organising committee, ALT and Reclaim staff , keynotes, presenters and participants alike for creating another great conference. Yes, collectively we all indeed did “do it again”. And it’s not over yet! There are workshops next week so do check them out. I’m delighted to be part of one around the potential future for BYOD4L. Wendy Taleo and Sarah Honeychurch invited everyone to contribute to an open zine in their Collective Hope short recording session. So here’s a little montage of some of my visual highlights.

Guest post for #OERxDomains21 : Being in the OER x Domains Space⤴

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As part of the build up to the OERxDomains21 conference next week, members of the conference committee have been writing a series of guest blog posts. My post has just been published and you can read it over on the conference blog here.

In the post I share some of my thoughts about time and conferences. Why it’s hard to find time to “conference” (particularly during lock-down), why it’s important to find the time to “conference” and a little secret about some of my best times at conferences.

Supporting an open covid pledge for education⤴

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One of the positive aspects of the whole covid-19, lockdown experience has been the refocus on care – care for ourselves, our families,our community, our learners, our colleagues. This manifestation of what I would describe as open educational practice is exemplified in the ALT community resources page which is an ever growing, international resource bank of practice sharing.

Today I am delighted to see the launch of a new initiative ( the brain child of Helen Beetham) to try and ensure that this open sharing of practice, research and data continues. This is what this initiative is all about, and I can’t really put it better than this from today’s ALT announcement.

we need more than shared content: we also need credible evidence on which to base day-to-day decisions in practice and policy. We need urgent research into the experiences of teachers and learners. We need shared know-how, especially from experienced online and distance educators and learning technology specialists. (This summer has seen a generous flowering of blog posts, webinars, infographics and how-to courses – but more will be needed as the ‘new normal’ takes root.) Education globally faces many challenges, not only for the people who work and learn in the sector but for whole organisations and modes of learning. Societies depend on education to improve lives, widen economic participation, and support civic life. Education will be critical to the long-term response to the pandemic crisis.”

So please, if you, your colleagues, your institution is/has/is planning to conduct any relevant research, do join the many individual and organisations who have already signed up, and sign the pledge and help everyone in the education sector and beyond focus on cooperation, not competition so we can all really build a better, research informed, future.

You can find out more and sign the pledge here.

My #OER20 bowl of soup⤴

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One of the main visual icons for the OER20 conference was a can of soup. It’s a really clever visual metaphor which encapsulates the theme of the conference – care in openness.

What could be more caring than a  lovingly made bowl of warming soup? Chicken soup for the soul etc.  However, the image of a can of soup also brings connotations of industrial scale production, commodification, mass consumption, our (global North)  throw away everyone gets their 15 minutes of fame, disposable culture.  As conference co-chair Mia Zamora highlighted, the image of the can of soup neatly encapsulates many of the challenges around open education, and in particular care in education, research and related practice.

Now, I have to say I hadn’t really thought of soup in this way before.  To be honest, I’m not that keen on soup. This is in part due to a mini act of rebellion on my part when I was a child. My parents owned a farm and there was always a pot of soup (typically vegetable broth) on the Aga. The soup, along with countless other dishes, was regularly made with care by my Mum to feed the myriad of people that were working on the farm at various times or who just happened to pop in  – we had a very open kitchen policy!

Everyone loved that soup. So, I think that mini me must have decided that at some point that  just to be different I would not.  I don’t like what I call “bit soup” – so any soup that I can see the bits of veggies or whatever, is generally a no go area for me.  Lucky me to have had the privilege of having access to enough food to be a fussy eater. 

I did however, like one kind of soup – the No. 57 variety that came out of a can. To this day It’s still my favourite soup.  The conference has made me reflect on why that is. Why did I prefer a mass prepared, out of a can experience to the craft, homemade kind? A child’s craving for artificial flavours aside,  I realise it really didn’t have anything to do with the soup, but it had everything to do with care.

 I only ever really got “my soup” when I wasn’t well, when I really couldn’t or wouldn’t eat anything. Quite often it came with with a buttered soft, white roll alongside it. It was “made” with care by my Mum. A visible yet invisible act of love for a sick child, that never failed to bring comfort and in its own way, nourishment.  I still associate a can of tomato soup with a warm hug, with safe places, healing and comfort. There were a number of times when I was really quite ill as a child and tomato soup was always a signal of recovery. 

This seems to echo some of the conversations and experiences around open education, and indeed education in general.  It’s how we show care that really matters. It’s so easy just to “throw a can of soup” at someone, rather than open it (even show people how to open it), heat it up, put in a bowl, garnish, remix, extend and share and most importantly create a safe space to help people to do the same, to share their favourite soup too and, where needed allow people create their alternative to soup.

Over the past 2 days at the OER20 conference I have experienced that same feeling of a warm hug, that soup always brings to mind, many times over.  We are all living in a vary strange time with the COVID crisis. Moving the conference online was a risky, but necessary step which has exceeded all expectations. 

Over 1,000 registered for the event. All the live sessions were packed with people. The emotional connections were palpable. Watching videos like France’s Bells story of the making of the FemEdTech quilt of care and justice reduced everyone in the session to tears. Similarly, during sava saheli singh’s keynote collectively watching Frames made everyone reflect on surveillance, the current impact of social and physical distancing in ways that extended the original premise of the script in totally unforeseen ways.

The KaraOERoke was emotional too – but possibly at the other end of the scale. A great example of having fun whilst physically distancing but really socially connecting and having fun. We so need to ensure that we have fun – that’s a huge part of caring too.

I’m still digesting all my experiences of the conference, and I’m so glad there is an even richer set of OER resources to go back to. For now tho’, I think I am going to find a tin of tomato soup and be thankful for that open hug everyone in involved in the conference from the Co-Chairs and conference committee, to the presenters, the participants, and of course the amazing ALT core staff team who managed the online transition so smoothly, have given me. 

My week in video conferencing – week 1 of the lock down diaries⤴

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Photo by Allie Smith on Unsplash

Well we’ve not quite finished week 1 of lock down here in the UK, but it does feel like a lot longer.   Zoom is the ‘new normal’ and we are all getting into a routine of queueing to get into the supermarkets. I for one am quite liking the safe distances particularly at the checkouts. I always seemed to have people over eager to get their stuff on the conveyor belt before I had even finished packing never mind paying!

I made a bit of a mental leap last week by thinking about physical not social distancing which is really helping me keep sane about the wider situation.  As I commented in my last post, working for home is my normal status so there’s not been much change on that front, but what and how I am working is evolving. 

If I was wittier, or could sing I would perhaps create a version of the 12 days of Christmas which would go along the lines of  1 teams workshop, 2 google meets, 3 good old skypes, 4 face times, 5 zoo-oo-oooms . . .and a collaborate ultra in a pear tree. 

What has struck me this week is differences in how I am using (video) conferencing technologies, and how my preferences are developing. On Monday Helen Beetham and I ran a workshop with colleagues in Durham University through Microsoft teams. I still feel a bit of a novice with teams and there are some things, like switching been presenting and chatting that I haven’t quite mastered, and feel a bit awkward, but I’m getting there.  The level of engagement we got for participants was fantastic and we incorporated a number of shared google docs which worked well for activities.  In between Helen and I caught up a number of times via Skype which is normal for us, but our daily stories were a bit different as lock down became a reality.   I really enjoyed the ALT drop in session on Friday lunch time (using Collaborate Ultra) – it was a lovely pause from everything just to chat with others and share some experiences. I also had a couple of google meetings with Maren Deepwell about ALT business – but that really is our normal way of communicating.

What has been slightly different for me is the more social side of conferencing. I had a lovely catch up with Allison Littlejohn, Lorna Campbell and Sarah Currier on Wednesday night. I booked a virtual table in our favourite Glasgow hangout and we had a great catch up both despairing at the situation and setting the world to rights, and just sharing what is going on in all our lives right now.

On Thursday I played virtual beetle drive with my niece and sisters. In the middle of that there was the NHS applause event. My sister and niece live in the country so it was lovely to be able to take them “outside” so they could hear and experience the claps, whistles, cheers from my part of the city.  On Friday we all met in again the “virtual foyer” of the Royal Opera House for a drink before a showing of one of the Royal Ballet schools productions on Youtube.  We even got dressed up, so that really changed how we interacted and felt. It’s funny, I don’t really go “out” that much normally, but just following that normal convention of putting on a bit more make up and a smarter top really felt quite exciting and helped to delineate Friday night from the rest of the week.

Like most people I can go for quite a period between seeing friends and family, there is always some level of communication. On reflection, perhaps a bit too much passive interaction through likes and shares on Instagram and Facebook. Now, when it so uncertain when we will actually be able see our family and friends in person the role of video in communication for “seeing” people really is taking on a more heightened significance.

Another first for me this week was doing a virtual fitness class. I normally go to an outdoor class in a local park, but obviously that’s not happening! So they have moved online – with the ubiquitous Zoom. What Facebook is making/doing of my zoom data I dread to think! and I also don’t remember seeing any notification of them about that but of course I guess it’s all in the small print. I’ve been doing 7am sessions and that half an hour has been a great way to start the day.  Again, I’m surprised how quickly I’ve adapted to the format.  Of course there has been an explosion of online “stuff” from online fitness to  music and art lessons, Again all great to see – I wonder how many of these will continue? What will we be the key lessons that we will learn, what will change, what will we forget in our rush to get back to “normal” – or as Kate Bowles in her absolutely beautiful post put it -what will our stories be? Where and how will we share them?

Next week looks like it will be another busy one online with the OER20 online edition. I’m also joining in a panel in a QAA Scotland event. The upside of virtual conferences is that you can be in two locations at once!  

Of course OER20 won’t be on the same scale as the f2f conference but I’m sure there is going to be a flurry of synchronous and asynchronous activity. There is so much learning and sharing of practice  just now – a veritable an explosion of open educational practice –  that I am sure the spaces that the conference will provide will allow for many stories to be shared and created. On a related note, I also recorded a little video message for all our ALT members this week too. Being visible, and having that human face in communication, is so important right now for everyone and every organisation.  

Space, places and time(s) for care: some thougths on COVID19 and #OER20⤴

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Photo by Jonny Clow on Unsplash

My goodness we are indeed living through strange and “interesting” times. The past week has seemed like a whirlwind of change, closures, delays, bans, and sadly deaths.  COVID19 may not be the deadliest of virus to many, but its global impact is wreaking havoc, not least to education. School and college closures, the rush to the online pivot  . . .

In my self employed status I am not as directly impacted as some of my colleagues, but I am experiencing a knock on effect on the work I have planned over the coming months. More closer to home for me has been the decision around the OER20 conference.  It became clear early last week that running the face to face conference was not a viable option and so the decision was made to refund all delegate fees and to host an online “edition” of the conference.  

Frances has written an excellent post summarising her perspective of the conference and what the move to online could (and should entail). I whole heartedly agree that this online conference should not, and cannot replicate the face to face version. That would be impossible – even for the super hero team at ALT who, like so many in my PLN,  are working flat out at the moment. What I think it can and needs to do is to provide a space for re-focused interactions, sharing of practice, support and most importantly care.  

On Friday evening I participated in the online discussion organised by Mia Zamora and Maha Bali  around Continuity with Care – more info here. What struck me as the nearly 30 or so participants introduced themselves and their current situationwas the similarity of experiences: rapid developments of disaster management strategies and their implementation, the uncertainty of what has/is going to happen, the lack of time to “move online”, and the mutual support and relief to have a safe space to share concerns – particularly concerns around care, accessibility, sustainability and humanity.

The ever wise Kate Bowles highlighted the need for focus on care and importantly care not only for our students but also for our ourselves and our colleagues. There was a sense of this move online being done to students and not with them which of course is creating huge uncertainty. Particularly for those at crucial points in their undergraduate programmes (see Catherine’s post for a great example of this and some really useful resources). 

Moving teaching online did seem to be being equated with “just moving lectures to zoom”.  Which, as many of us know is not really the answer.  Again what came out clearly through the conversation was the care and understanding of the reality of this situation for students. If they are not on campus, we cannot assume that all our students will or can be online at the same time as scheduled classes. They may now have other caring responsibilities, have to change their part time working hours, to support themselves, and may not have reliable access to the internet. The Jisc student insight survey highlighted that one of the most important services HE/FE institutions provide is free (at point of access), stable wifi access.  

Synchronous lectures are therefore not really the answer. More focus on asynchronous activities should really be the focus,  or as Alan pointed out in his recent post  “What we are really faced with is coming up with some quick alternative modes for students to complete course work without showing up on campus.”   That might allow a (re)focus on caring aspects, including self care for staff around actually time spent online. That does take time to work with staff to develop their confidence in doing just that. In terms of sustainability, a focus on broader curriculum/learning design would have longer term impact and be far more sustainable.  

In the rush to get “everything online” are we taking time to build in some evaluation of what is happening? What lessons can be learnt and built on once, hopefully some normality is restored.  Is anyone really counting the time that is actually being spent in this rush to move everything online? What is it actually costing? (Another great tip from Kate was https://clockify.me/ – for this very thing). 

So back to OER 20.  Perhaps we need to be looking at some more asynchronous opportunities there too, to allow delegates to interact at times that work better for their circumstances.  ALTs core values as highlighted in our recently launched strategy include community and participation. I really hope that the online edition of OER20 can provide space(s) and places for colleagues to come together as a community,  to participate, to share with, and about, care. What was clear from the conversation of Friday night is that people need spaces to come together.

I feel confident that building on the success of the ALTs established winter online conference, this online edition of OER20 can and will, provide an exemplar of what an online conference can be and how open-ness in all its forms can help us all during these times.   

Why is open education resource creation, management and publishing important?⤴

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A reflection for Open Education Week.

I was asked by Open Book Publishers to write a short statement/testimonial on “why it is important to publish educational resources in Open Access and/or why do you think Open Education is key to the future of learning?” The original is posted on their site with other reflections from people who have published open books. Do read them. I’m cross posting here as part of my own curation.

The suggested subject for this reflection was “why it is important to publish educational resources in Open Access,” but I’m not happy with that emphasis on the end point. It’s important that learning resources are not static once published, rather on publication a resource enters an iterative cycle of revision-reuse-evaluation-reflection.

My starting point for sharing educational resources was that high quality teaching and learning resources are difficult and time consuming to create; and like anything that is difficult and time consuming they are costly in terms of money or, more frequently, unpaid effort. To me, OER made sense as a means of sharing the effort of creating learning resources, dividing work between partners with different skills and viewpoints. It also made sense to get input from a wider range of contributors in such a way that the result is of use to a wider audience, providing a greater return for this effort.

This view has consequences not just for publishing, but for authoring and resource management during an extended lifecycle. Key among these are the need for collaborative authoring processes, tools that support these processes, and publication in formats that are interoperable with these tools. So, it is important to publish educational resources in open access because this supports a sustainable approach to the creation and widespread use of quality educational resources.

Just to expand a little on that final paragraph, I would stress that David Wiley’s ALMS framework is as important as his 5Rs (“Poor Technical Choices Make Open Content Less Open“) and highlight the interoperability of ePub in this context. When it comes to book publishing would like to call out people such as PressBooks, BookSprints and the CoKo foundation for their leadership on tools that facilitate open, collaborative authoring (though I know that this only scrapes the surface of people doing great things in collaborative content creation). Finally, thanks to Open Book Publishers for the excuse to spend a few minutes thinking about this.

The post Why is open education resource creation, management and publishing important? appeared first on Sharing and learning.

Beyond the text book, using learning resources for open educational practice workshop⤴

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Last Friday, 6th February, I had the pleasure of facilitating a workshop at DCU hosted by Dr Eamon Costello, Head of Open Education, NIDL, Dublin City University.

The webinar was one of a series of open workshop events funded by the National Forum taking place across Ireland. Around 25 delegates from a number of universities and colleges gathered at DCU for a morning of sharing the realities, challenges and opportunities of thinking not only open educational resources such as text books, but wider opportunities of developing open educational practice for staff and students.

Often when I am involved in events like this, or when I am just talking about openness in general, people are interested in finding very specific places to go to find “the good stuff” or the “best tools” or the “most inspirational example of openness”. Now, that is quite a challenge to answer as there is a lot of “good stuff” (and equally not so good stuff) out there. One thing that I have to come to realise is that the most inspirational part open educational practice is the generosity of people who share their practice openly. Maha Bali is a great example of this. Her blog is a constant source of ideas, inspiration and she always brings a constructive critique to everything she writes about. Just reading things from a different point of view has had quite a profound effect on my own thinking and practice. Similarly, being involved in running events such as BYOD4L (one day we should bring that back), and trying (I’m not as regular participant as I would like to be) to take part in tweet chats such as #LTHEchat are just some of the ways I try to be open.

The format of the workshop was quite simple, with 2 main objectives – 1) to get people talking and sharing, 2) to use a bit of technology for interaction and sharing. So this is what we did.

Introductions it’s always good to get a bit of an understanding of who people are and why they have come

Digital Pursuits : After discovering this board game developed by Shri Footing based on the original Trivial Pursuits but adapted to use the Jisc Digital Capabilities Framework, I have used it successfully at a number of workshops as an extended ice-breaker type activity. It really does get people talking, and thinking. There is also, for those that want it, an added competitive element. It’s also really interesting observing how different groups of people decide how to play the game.

Sharing realities, challenges, opportunities for OER/OEP: Using a padlet board delegates were asked to share one example of their open practice and one example of a current challenge. Storage, curation, maintenance of resources all still big challenges.

Developing open approaches to curriculum development: The final activity took a step back from resources to thinking more broadly about curriculum development. Using the digitally distributed curriculum model developed by Keith, Bill and myself – we discussed ways in which the values we propose in the diagram are/could be integrated into practice. Again we used padlet to share ideas.

Overall I felt that this worked well, allowing both a bit of focus and flexibility for delegates to talk and reflect on what their own context. It does seems to be harder and harder to find space and time to just think about what we do and how we do it. The funding model from the National Forum, where small pockets of money are given to institutions to run workshops like this, is I think, a really practical and effective way to make some space for thinking. I wish there was an equivalent here in the UK.