Loading…
OE Global 2018 has ended

Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Institutionalizing [clear filter]
Tuesday, April 24
 

14:25

“Multi-mode learning” - A sustainable approach to opening up higher education
Although building an open course is not necessarily very costly, it does require a modest investment of time or money to create and maintain and thus can be difficult either for an individual academic or for an institution to justify. However, if a course is developed using low-cost techniques and used by an institution for delivery to multiple audiences, in different modes simultaneously, it may not only cover the costs of development immediately it may help to reduce costs, improve quality of learning and improve access to learners who previously could not gain access. This presentation will briefly describe low-cost production methods for MOOCs identified in the EU funded LoCoMoTion project and describe how these can be used within an institution to simultaneously serve campus learners, distance learners, free online learners and competency-based learners.

Speakers
BM

Brian Mulligan

Institute of Technology Sligo



Tuesday April 24, 2018 14:25 - 14:50
Classroom 12

16:10

Open Enough? Eight Factors to Consider when Transitioning from Closed to Open Resources and Courses: A Conceptual Framework
There is both a feeling of excitement and hesitation when mentioning open educational resources (OERs) to university educators. The idea of being an “open educator” and using only openly licensed teaching materials sounds noble. Such an approach has the potential to benefit students on multiple fronts. However, making the transition from closed to open resources requires a significant time investment from the instructor and requires specialized knowledge. These skills include an understanding of open licensing/copyright, accessibility standards, language and cultural considerations, anticipated support costs for the resource, digital distribution, file formats, and potential pedagogical implications. Furthermore, there are conflated definitions of “openness” in teaching - some of which do not necessarily rely on OER (Pomerantz, 2016; Pierce, 2016; Hegarty, 2015). The literature on OER is somewhat lacking as it relies heavily on institutional case studies and does not provide much guidance to educators who want to adopt or create OER. This presentation is intended primarily for university educators, although many aspects will resonate with instructional designers and librarians. We will review the literature on OER and openness in education to identify the major challenges educators face when adopting an open approach to teaching. We will also explore the various approaches to openness in education (Nasccimbeni, Fabio and Burgos, & Daniel, 2016; White & Manton, 2011). Second, drawing on the challenges and considerations identified in the literature, we will propose an eight-factor conceptual scale (Authors, 2017) for measuring openness, which will help educators understand what openness looks like for each of the OER factors. We will explore what the implications of “absolute openness” are and how some approaches to openness can negatively impact student learning. Participants will leave this presentation with practical knowledge that will prepare them when transitioning to OER for their teaching.

Speakers
avatar for Erik Christiansen

Erik Christiansen

Assistant Professor/Librarian, Mount Royal University
Erik G. Christiansen is an Assistant Professor/Librarian at Mount Royal University in Calgary, Alberta. His research interests include open pedagogy, open education resources policy, education technology, and web accessibility and usability for libraries. Previously, he worked as... Read More →
MM

Michael McNally

University of Alberta
Michael B. McNally is an Assistant Professor at the School of Library and Information Studies at the University of Alberta. His research interests include intellectual property and its alternatives including open educational resources, user-generated content, radio spectrum management... Read More →



Tuesday April 24, 2018 16:10 - 16:35
Classroom 12
 
Wednesday, April 25
 

10:45

Understanding the continuum open practice: a conceptual model for practitioner and institutional support of OEP
Early open educational practice (OEP) research and projects uncritically promoted openness as a ideological societal good contrasted against traditional educational systems predicated on economies of scarcity, and systemic inequality in access to, and participation with, formal education. Open educational resource (OER) production – often beginning with 'legacy content' - privileged original authoring over reuse, positioning initial engagement with openness from familiar practices. As an understanding of the complexities of openness matured – and continues to do so – policy and strategy need to be informed by the lived experience of open practitioners, and the inherent challenges explicitly articulated. Whilst the barriers and enablers of OEP have focused researcher effort, and have a degree of consistency globally, nuance and context are almost entirely absent in the literature.

This paper seeks to address the gap of nuanced practitioner experience by drawing together two conceptual models – a Continuum of Open Practice, and the Ecology of the Open Practitioner as a tool for understanding practice at the individual, institutional, and national levels. Situated in higher education experiences of openness, the model draws upon initial data from four case study sites to determine the breadth of activity and the localised norms that influence engagement with openness.

At key points during the session, participants will be asked to reflect on their contexts, and how this influences local OEP – from the practitioner, and institutional (or organisational) perspectives with particular emphasis on unearthing contextual enablers and barriers for mainstream adoption of open education. The global nature of the conference provides positive affordances by actively engaging participants, and building discussion for practical, evidence-based action.

Speakers
avatar for Adrian Stagg

Adrian Stagg

Manager (Open Educational Practice), University of Southern Queensland


Wednesday April 25, 2018 10:45 - 11:10
Senaatszaal