Dimensions of openness in education/Brainstorm

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Sessions



Icon key points.gif
Key points
Scope of the sessions
  • The course is divided into 6 sessions (including the introductory session).
  • Each session will take approximately 4 notional learning hours each to complete inclusive of a substantive e-learning activity / learning challenge.
  • The final assignment for those seeking credit will take approximately 15 hours to complete.
  • Note: Open Educational Resources, Copyright and Open Licensing are covered in detail during the OCL4Ed course.



Introduction to open education

Outcomes

  1. Establish a personal learning environment to support learning on the course - perhaps shift this to orientation session.)
  2. Introduce open education as umbrella concept for multiple dimensions of openness in education
  3. Sequence the history of the dimensions of openness in education.
  4. Review and distinguish the definitions of the following dimensions of openness to identify the key characteristics of "openness" in education.
    • Open learning
    • Open data
    • Open educational resources
    • Open educational practices
    • Open licensing
    • Open access
    • Open source software
    • Open pedagogy
    • Open teaching
    • Open design
  5. Identify and share personal areas of interest in the dimensions of openness with justification.

Open educational practices

Outcomes

  • Schools of thought (OER as embracing concept versus OER + OEP)
  • Describe Open Educational Practices based on comparison of definitions
  • Choose an organisation and prepare an Open Educational Practice Maturity Matrix with recommendations for improving OEP at the institution.


List of possible resources

  1. Shifting Focus to Open Educational Practices Opal Report 2011
  2. Need to harvest what we can from the old OPAL site from the Wayback Machine
  3. OPAL -OEP Guide
  4. Fred Mulder's 5COE model?
  5. Open business models (sustainability)
  6. LOTS of info here on a lot of aspects of OEP
  7. Provide a checklist of elements needed for implementation of good OEP?
  8. Butcher, N., & Hoosen, S. (2012). Exploring the business case for Open Educational Resources. This article should be cut up and pasted into the relevant sections of this course.
  9. A very good source of inspiration for ideas for policy development
  10. If we're promoting the use of OER to their grestest potential, which involves teaching digital literacy, it seems that this would be a good site to at least link to : http://www.sc.edu/beaufort/library/pages/bones/bones.shtml
  11. Document from 2005 for planning the implementation of ODL programs. Despite being so old, it seems to have highly relevant content.
  12. A bit old, but this is a short and interesting document for shaping policy.

Open scholarship / open access

(This session will focus on the open access and open scholarship movement including the Budapest OA Initiative, brief history of the OA movement, describing what OA is, Green and Gold OA and open data . Possibly include a brief reference to citizen science.)

List of possible resources

  1. Six myths of OA - great article to generate a quiz.
  2. Open Access by Peter Suber (Open Access version)
  3. Q&A video with Peter Suber explaining open access: https://www.youtube.com/watch?v=WlN4cyOtE0M
  4. Jack Andraka interview - 16 year old inventor of breakthrough cancer diagnosis using open access materials. Good stimulus for session activity / discussion.
  5. Should I Stay or Should I Go? Alternative Infrastructures in Scholarly Publishing, Carl Lagoze, Paul Edwards, Christian Sandvig, Jean-Christophe Plantin
  6. Lots of info including 8 articles in a book on a debate about open access http://www.britac.ac.uk/openaccess/index.cfm
  7. possible a good video for explaining open access, but maybe not professional enough: https://www.youtube.com/watch?v=HKehyhvxxCI
  8. https://www.youtube.com/watch?v=VVDyTUAWGjg
  9. article by Nature on open access and green vs. gold access
  10. Article by Terry Anderson that covers a lot of the content from this unit and goes a bit beyond. Plus, it was written by a Canadian, so it's automatically good! Anderson, T. (2013). Open access scholarly publications as OER. The International Review of Research in Open and Distributed Learning, 14(2), 81-95. This article has a CC-BY license.
  11. This article is a bit-off topic but presents an interesting case about open peer review. Plus, it was written by a chemist, so it's automatically good! Interactive Open Access Publishing and Peer Review: The Effectiveness and Perspectives of Transparency and Self-Regulation in Scientific Communication and Evaluation This article has a CC-BY license.
  12. Useful particularly for the history of OA: https://www.academia.edu/11645831/Introduction_to_Open_Access_Open_Access_for_Library_Schools_Module_1_?auto=bookmark&campaign=weekly_digest
  13. The role of open libraries in supporting open education and open access: Elliott, C., & Fabbro, E. (2015). The Open Library at AU (Athabasca University): supporting open access and open educational resources. Open Praxis, 7(2), 133-140.
  14. Good news for OA!
  15. Do we want to talk about predatory OA publishers? https://scholarlyoa.files.wordpress.com/2015/01/criteria-2015.pdf
  16. Excellent one-page article on predatory publishers One point that was brought up about predatory publishers is that they are a threat to all legitimate publishers (not just OA), and always have been.
  17. This site is used to find out the type of AO access is provided by a given journal: http://www.sherpa.ac.uk/romeo/
  18. Article with a balanced view on open scholarship and overlapping a bit with open education
  19. Article from 2006 discussing the implications of OA on different stakeholders

Open policy

(This session will focus on the open principle that resources funded from public money should be released under open licenses. The session will explore open policies at International agency, government and institutional levels. Ultimately learners should be able to critique existing policies or plan a strategy for change to open policy. This session lends itself to a case study approach.)

What are the points that should generally (and optionally) be covered in a policy document at each of the three levels mentioned above? Is there a document stating the OERu's open education policy?

How about explaining the process for developing a policy and having it approved at each of the different levels mentioned above?

Open source software

(This session will include a brief history of FLOSS, the free software definition, development approaches, overview of mainstream FLOSS applications, and authentic experience in using selected FLOSS technologies.)

Open pedagogy

(This will focus on the accordances and opportunities openness provides for teaching and learning. Original cMOOCs as expression of open teaching, what open pedagogy means, exploration of open design etc.)

Possible topics:

  • Open Pedadogy (Affordances of integrating open in education. Eg data emerging from the Z-Degree)
  • Open teaching (MOOCs)
  • Open assessment (Open badges) / OERu
  • Flipped classrooms
  • Self-paced openc courses (SPOC)
  • The learner's role in shaping their education (What are the limits of this role?)

Article about open design (optional or required reading?): Bossu, C., & Fountain, W. (2015). Capacity-building in open education: an Australian approach. Open Praxis, 7(2), 123-132.

"Freed from being the primary deliverers of content, teaching staff are able to use their time more strategically to nurture meaningful engagement and debate, and to reflect upon their own curriculum and pedagogic assumptions and practice with a view to critical reflexive practice. Face-to-face time with students is then better used to support engagement and to nurture discussion, debate, and practical application, or to support student research activities, thereby providing students with tools to advance their own understanding" (Butcher & Hoosen, in press, as cited in Butcher & Hoosen, 2012).

Assessment model

  1. Each session will incorporate a substantive e-Activity which covers the relevant concept (eg OEP / Open Access / Open Policy) etc. About 1 - 2 hours notional learning which will be shared publicly as a blog post.
  2. Final assessment project - total of 20 notional hours work
    • Learner selects three of their best e-Activities (they can tweak and refine if they like)
    • Prepare a short learning reflection about 400 - 500 words of their learning experience.
    • Choose one of the concepts for an essay focusing on the topic of their choice.


General inventory of OER for possible reuse

  1. Wiley's course Introduction to Openness in Education
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