What can openness do for teachers
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A presentation I gave for the College of Estate Management conference
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What can openness do for teachers
- 1. The impact of open scholarship on teaching and scholarly practice Martin Weller
- 2. About me • Prof at the Open University • Digital Scholarship book bit.ly/digscholar • OER Research Hub oerresearchhub.org • Blogger edtechie.net • The Battle for Open
- 3. This talk • What is open scholarship? • What’s it got to do with me? – Pedagogy – OERs and teaching – Open practice • The battle for open • Conclusions
- 4. Definition
- 5. Weller (2011) open scholars are likely to: • Have a distributed online identity • Have a central place for their identity • Have cultivated an online network of peers • Have developed a personal learning environment from a range of tools • Engage with open publishing • Create a range of informal outputs • Try new technologies • Mix personal and professional outputs • Use new technologies to support teaching and research • Automatically create and share outputs
- 6. But what’s it got to do with me?
- 7. Pedagogy
- 8. • Pedagogy of scarcity? • Lecture – one to many • Library • Instructivism/didactic http://www.flickr.com/photos/skyfaller/8394194/
- 9. What would a pedagogy of abundance look like? http://www.flickr.com/photos/42903611@N00/387761039/
- 10. Assumptions • Content is free • Content is abundant • Content is varied • Sharing is easy • Social based • Connections are ‘lite’ • Crowdsourcing • Network is valuable
- 16. 3 possible reactions 1. There is nothing in the pedagogy of abundance 2. We have enough theories just need to recast them 3. None of the existing theories quite captures new tech & behaviour & new one is required http://www.flickr.com/photos/cawley/894692611/
- 17. Open Educational Resources teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property licensethat permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. (Hewlett Foundation n.d.)
- 18. OERs & the OER Research Hub Oerresearchhub.org
- 19. OER improve student performance/satisfaction • Educators believe this somewhat, learners more so • Stronger for related factors, eg confidence, interest, enthusiasm, experimentation • Access to resources & ownership important • “I went from being horrible in AP Biology … and went from a D 66% up to a A 90% so far.”
- 20. People use OER differently from other online materials • Adaptation is high – a continuum of practice • Majority of educators think open licensing is important, but only 12% share with CC • Open licence less important than relevance & reputation • Openness as virus • “It’s given me the desire to share more openly”
- 21. OER widen participation in education – Students use OER to trial subjects – Students use OER to supplement study – Some use OER as replacement to formal study – “It has allowed me to develop knowledge easily in areas that I thought would be difficult to learn due to the inability to buy an in-depth textbook.”
- 22. OER use leads educators to reflect on their practice • Strong evidence that educators: • a broader range of teaching and learning methods; • reflected more on the way that they teach; • more frequently compare their own teaching with others • get new ideas for teaching; prepare for teaching; to learn about new topics; & to supplement lessons • An under-reported benefit of OER
- 23. OER adoption brings financial benefits for students/institutions • Strong evidence for savings • Mainly OpenTextbooks, not online OERs • Continued access to current material more sig? • “I think that it is highly beneficial to have a brand new text to use, I would have been forced through budgetary constraints to purchase other texts which are 5-10 years old”
- 24. OER Active OER as facilitator OER consumer http://oerresearchhub.org/ engaged with issues around open education, are aware of open licenses and are often advocates for OERs have some awareness of OERs, or open licenses, but they have a pragmatic approach to them. OERs are of secondary interest to their primary task use OERs amongst a mix of other media and often not differentiate between them. Awareness of licenses is low and not a priority Types of OER usage https://flic.kr/p/dCB8ne
- 25. Open practice
- 26. My online identity Blog Twitter
- 27. Some numbers Blog (since 2006) – 500,000 views Blipfoto - 155,000 views over800 entries Citations - 1,620 Slideshare - 250,000 views (7 years, 59 presentations) Colored dice by sgs 1019: http://www.flickr.com/photos/visionwi thin/133942381/
- 28. Confession • I don’t know what these numbers mean in terms of impact! http://www.flickr.com/photos/ransomtech/9555643908/ I don’t know what these numbers mean in terms of impact
- 29. Complementary process link links promotes automatic publish comments subscribes discusses retweets
- 30. It’s distributed Reflections by stephen dooley http://www.flickr.com/photos/pagedooley/2577006675/
- 31. It’s evolving
- 32. It’s default
- 33. Staircase of the Vatican museum by _robertC_ http://www.flickr.com/photos/r_catalano/404014466/ It’s moving to the centre
- 34. It mixes personal & professional
- 35. New routes for impact 2400 visitors 52,000 visitors = 163 hits/month = 1000 hits/day Open Research Online
- 36. Do we need different skills to compete in an attention economy?
- 37. • Video • Networks • Data visualisation • Analytics • Curation/filtering • Writing for online • Liveblogging http://www.flickr.com/photos/stevendepolo/5749192621/ New skills
- 38. Open scholarship example Katy doing MOOC, blogs final assignment Picked up by Phil Hill at eliterate Becomes defacto piece on completion rates Invited to submit proposal for funding Conference & journal articles follow
- 39. Who knows where it will end? • Keynote invites • Guardian events • Book as staff development • MOOCs
- 40. Challenges • Open access is key, not always encouraged • Takes investment to reach the pay-off • “It’s not proper!” • Not much of: stealing ideas, online abuse, conflict with traditional role http://www.flickr.com/photos/quinnanya/5893328472/
- 41. Tips • Get started! • Find your voice/tool • Give a bit of you • Be a good networker • Use a mix • Don’t overplan • Be open http://www.flickr.com/photos/kamranmeyer/9399451939/
- 42. The dark side of open
- 43. Perils of Open scholarship • Trolls • Job perils • Promotion
- 44. “The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price.” A means for tech to undermine education
- 46. Lessons from the VLE Rapid adoption & mainstreaming Outsourcing & sedimentation
- 47. https://flic.kr/p/dNxyCd The charges Systems - privileges a technology management mindset Silos – does not allow for the benefits of openness Missed opportunities – learners use a system unlike anything outside of education Costs – drain the financial and also the human resources, Confidence – ed techs are required to manage the system (Groom J & Lamb B (2014) ‘Reclaiming Innovation’. EDUCAUSE Review, vol. 49, no. 3
- 48. Openness is not just a peripheral interest now
- 49. https://flic.kr/p/fLj2C2 Ultimately it is a battle of ownership
- 50. What can openness do for you?
- 51. Some links: • Digital Scholarship: bit.ly/digscholar • Battle for Open book: http://www.ubiquitypress.com/site/books/det ail/11/battle-for-open/ • Blog: http://blog.edtechie.net/ • Oerresearchhub.org
Hinweis der Redaktion
- So this talk overlaps both books
- People get hung up on definitions – when I use digital scholarship it’s really a shorthand for these 3 factors: Digital content, distributed via global and social network, and mediated through open technologies and practices
- We can think of many existing practices as embodying these principles of scarcity
- If we have abundant content as our assumption, would our approach change?
- Look at some contenders RBL conceptualises learning as a process which foregrounds the importance of the resources available to learners and in so doing presupposes that the interaction between the learner(s) and the resources (which may include human resources) is the main structuring device of the learning situation
- Characteristics of PBL are:Learning is driven by challenging, open-ended problems.Students work in small collaborative groups.Teachers take on the role as "facilitators" of learning
- “Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, hence the importance of encouraging guesswork and intuitive thinking in learners (Brown et al.1989; Ackerman 1996). In fact, for the social constructivist, reality is not something that we can discover because it does not pre-exist prior to our social invention of it. Kukla (2000) argues that reality is constructed by our own activities and that people, together as members of a society, invent the properties of the world.”
- describes a group of people who share an interest, a craft, and/or a profession. It is in the process of sharing information and experiences in that group that the members learn from each other, and have an opportunity to develop themselves personally and professionally See also situated learning, cognitive apprenticeship
- Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision
- Show biz card Blog – mainstay – longer posts, Twitter – networking, connecting, discussing, sharing (two audiences overlap but not same) Tumblr – there was a gap I hadn’t appreciated, things I never quite got around to blogging, use it as easy blogging, harvesting (incidentally, would make good eportfolio tool)
- 2.7 comments per post – so don’t expect high ration of commenters to subscribers Took good year to get going Can’t predict what is a popular post
- Run through it, (show Friendfeed) Take Flickr photo Use blip.fm
- And my distribution will be different from others – any one of these could be your main identity, eg YouTube
- Find new tools all the time Also they impact on each other, twitter has changed blogging (lots of blogging was just sharing links, less need to do this now, also lot of discussion takes place in twitter, linking, etc)
- Competing in an attention economy, you want stuff to be noticed. Development of a slideshare style
- We’re only at the beginning of this – all of these might be skills the new researcher will need, and which funders will increasingly want evidence for
- Conflict with identity – online and institutional Can be exposed – eg if you’re in climate change, middle eastern politics etc – if unis are encouraging you to be online, what is their responsibility? Plashing Vole reported that a tabloid threatened to do a story on him because he criticised Govt. Does it impede promotion, is it rewarded. Screwed both ways
- LMS tale