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Tuesday, April 24


Evidence of Impact: OER impact on student success
The Maricopa Community Colleges located in Phoenix, Arizona, USA has embarked on a research study to ascertain the impact of the OER program, titled the Maricopa Millions project. The study explores research questions dealing with student success, access to education, access to course materials, and method of delivery of OER on student success. The study evaluates a number of metrics including student success, financial aid eligibility, number of classes taken, enrollment in additional OER courses, etc. The research study will examine data from Fall 2013 through Fall 2017 in OER mathematics classes and the 21 OER courses funded by the Maricopa Millions project, as well as explore qualitative data obtained by student and faculty surveys and focus groups.

avatar for Lisa Young

Lisa Young

Faculty Director, Center for Teaching and Learning, Scottsdale Community College
I serve Scottsdale Community College as the Instructional Design and Educational Technology faculty member. I am passionate about helping our students learn whether it be through excellent instructional design, the use of educational technology to resolve and mitigate instructional... Read More →

Tuesday April 24, 2018 10:45 - 11:10
Classroom 12


Assessing the impact of a global health MOOC/OER
Globally, 285 million people are visually impaired, 90% in low and middle income countries (LMIC), 80% from avoidable causes. LMIC settings face a shortfall in eye health specialists, training institutions and faculty. Knowledge and skills to deliver comprehensive health services and strengthen eye health systems is essential to practical functioning of the eye team but is often not included in clinical curricula.
Massive Open Online Courses (MOOCs) are free to access online courses. Open Educational Resources (OER) provide easily downloadable, shareable, adaptable content.
Global Blindness is the world’s first public health eye care MOOC. Over 6 weeks it covers the essentials of planning and managing eye care services. OER content enables further local educational transformation. Global eye care experts contribute to content development and mentor participants.
Course first ran on the FutureLearn platform in 2015. Analytics data, pre- and post-course survey results indicated that health workers in LMICs successfully engaged with it:
• 3,541 joiners, 2,166 active participants
• 69% from LMICs, 81% working in health/social care
• 47% posted comments, 34% completed ≥50%, 20% completed ≥90%
• 96% satisfied/very satisfied
• 206 statements purchased.
After 1 year, online survey sent to assess:
• Did participation lead to career and educational benefits?
• Were OER used to support teaching and learning?
• What impact did course have on health provider practice?
Response rate 3.9%, 82% lived in LMIC, 94% worked in eye care. 88% reported educational benefits; 72% reported career benefits; 85% reported applying their learning; 70% reported challenges in applying learning; 70% reported using OER for teaching and learning.
Currently developing a wider impact methodology to explore cycles of immediate, potential, applied, realised or reframing value from engagement with the MOOC/OER for individual health workers and educators, ophthalmic training institutions, professional bodies and eye care educational landscapes.


Astrid Leck

London School of Hygiene & Tropical Medicine
avatar for Sally Parsley

Sally Parsley

E-learning developer / Technical lead, London School of Hygiene & Tropical Medicine
Technical lead on a programme at the LSHTM to develop a series of Open courses on global eye health. Lots of interests related to improving international Open 'product cycles' including analytics, sustainability & impact, cross-cultural design & equity considerations.

Daksha Patel

London School of Hygiene & Tropical Medicine

Tuesday April 24, 2018 11:10 - 11:35
Classroom 12


A Baker's Dozen successful OER implementations
This presentation describes reports of 13 OER implementations at higher educational institutions in Canada, the USA and five other countries. All implementations have resulted in significant cost savings for students and/or institutions. There was no general consensus on any other benefit or even challenges experienced by the different institutions. Nevertheless, there were some significant commonalities that will be described in this paper, which describes the opportunity, the innovations, benefits and challenges as well as the future potential for OER in their respective institutions.

avatar for Rory McGreal

Rory McGreal

Professor, Athabasca University
I am the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chair in Open Educational Resources and the director of TEKRI at Athabasca University

13OER pdf

Tuesday April 24, 2018 11:35 - 12:00
Classroom 12


OER stigma: its contributing factors and impact on the open movement
The open education movement continues to make strides in the higher education. There is an increasing amount of faculty who have considered authoring and/or adopting open educational resources to enhance their students’ learning experiences. Yet, there are still pervasive barriers that prevent a larger number of faculty from adopting OER. One particularly challenging barrier is the stigmatization of OER. Some faculty assign negative attributes to OER including inferiority to traditional resources and lacking scholarly-inquiry (Belikov & Bodily, 2016). Furthermore, the notion of “open” being “free with permissions” causes some faculty to doubt the quality and efficacy of OER, although there is a growing body of research that states otherwise (Allen & Seaman, 2014; Hilton, 2016). This and more could ultimately contribute to the stigmatization of OER, slowing the efforts of open education advocates. Using Goffman’s theory of social stigma as a model, this presentation seeks to address the contributing factors of OER stigma and carefully examines what systems maintain this particular barrier to OER adoption. While there are numerous studies that document perceptual obstacles to OER adoption, none examine how stigma specifically contributes to the reluctance among faculty to adopt OER and accept open materials as serious scholarly content. The presentation will include coded data of open-ended responses and interviews from faculty and department heads who are not interested in using OER in the classroom. The data will also speak to the challenges of creating cultural change in various departments who have declined to use OER. The audience will learn about a more nuanced approach in considering OER stigma in higher education institutions and, more importantly, what open education advocates can realistically do to overcome this barrier. The overall goal is to motivate open education professionals to create concrete strategies to address and reduce social stigma toward OER among faculty.

avatar for Jasmine Roberts

Jasmine Roberts

Lecturer, The Ohio State University
I am a lecturer in the School of Communication at The Ohio State University (OSU). In 2015, I received a grant through OSU’s Affordable Learning Exchange program to design and author open resources. That grant enabled me to author the textbook, “Writing for Strategic Industries... Read More →

Tuesday April 24, 2018 12:00 - 12:25
Classroom 12


Degrees of social inclusion: Open educational practices and resources in the Global South
This presentation explores the question: whether, why, and how do OEP and OER contribute to the social inclusion of underserved communities in the Global South by widening access to education, encouraging educational participation, and fostering empowerment of educators and learners? Using a conceptual framework proposed by Gidley, Hampson, Wheeler and Bereded-Samuel (2010) – which posits that social inclusion “can be understood as pertaining to a nested schema regarding degrees of inclusion” (p.2) comprised of access (the narrowest interpretation), participation (a broader interpretation) and empowerment (the widest interpretation) – the presentation answers this question by highlighting findings from the Research on Open Educational Resources for Development (ROER4D) project, whose research focuses on OEP and OER activities in three regions of the Global South: South America, Sub-Saharan Africa and Asia. ROER4D consists of 18 sub-projects with more than 100 participating researchers and research associates in Afghanistan, Brazil, Chile, Colombia, Ghana, India, Indonesia, Kenya, Malaysia, Mauritius, Mongolia, Pakistan, the Philippines, Somalia, South Africa, Sri Lanka, Tanzania, Uganda, Uruguay, Zambia and Zimbabwe.

avatar for Cheryl Hodgkinson-Williams

Cheryl Hodgkinson-Williams

Associate Professor, University of Cape Town
Cheryl Hodgkinson-Williams is an Associate Professor in the Centre for Innovation in Teaching & Learning at the University of Cape Town in South Africa.  She teaches Online Learning Design and Advanced Research Design courses to postgraduate students and also supervises Masters and... Read More →
avatar for Henry Trotter

Henry Trotter

Editorial Manager & Researcher, University of Cape Town
I'm a researcher and editorial manager for the ROER4D project, based at the University of Cape Town. I work on OER in the Global South.

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


Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Public and Private Ghanaian Universities
This study is part of a larger project on digital and OER differentiation in three regions around the world: Sub-Saharan Africa, South America, and Southeast Asia. This paper is second in a series of the three Sub-Saharan African countries, and deals with Ghana (the other two being Kenya and South Africa). We report on a large-scale quantitative survey study at 2 public and 2 private Ghanaian universities, where students and lecturers have been randomly sampled. The empirical data have been collected from 818 students with a 26-item questionnaire and from 38 lecturers with a 30-item questionnaire. Several differentiations have become manifest, the major ones being: (i) there are digital inequalities between lecturers and students where the lecturers rate themselves more digitally proficient than their students, while you cannot conclude in this respect that either the public or the private universities are doing better; (ii) in the spectrum of processing of educational resources (ER) we see attempts of both lecturers and students to indeed create and share educational resources, no matter whether this is at public or at private universities; and (iii) completely in line with our previous Kenya study, also in Ghana lecturers and students are not really aware of the concept of open educational resources (OER) and the associated global open licensing approach, even though they create and share educational resources (ER).

avatar for Dr. Judith Pete

Dr. Judith Pete

Lecturer & Research Coordinator, Tangaza University College

Tuesday April 24, 2018 14:50 - 15:15
Classroom 1


Open education and open society: Popper, piracy and praxis
What is the point of open education? Uncontroversially, we might suggest that it is about widening participation; equalising access to education; and bringing about a fairer society. This is another way of stating that the main concern of open education is a kind of justice. For many social and political philosophers, justice has been understood as the defining goal [τέλος] of society and civilization. But this relationship between open education advocacy and the goal of social transformation remains remarkably underexplored and undertheorized. This presentation will explore this relationship and the idea of openness in contemporary discourses in education and politics. It will examine the use of the concept of openness in educational and political discourse and use the normative concept of an "open society" to explore the relationship between theory and practice in open education.


Tuesday April 24, 2018 14:50 - 15:15


A social media analysis of open education discourses found on Twitter from 2009 to 2016
In recent years, open education has gained significant interest among educational institutions, innovation leaders, and within popular media. In this study, we use Twitter social media data to examine the discourses surrounding openness as well as the people who participate in the discourse around openness. By targeting hashtags related to open education, we gathered the most extensive dataset of historical open education tweets to date (n = 178,304 tweets and 23,061 users) and conducted a mixed methods analysis of openness from 2009 to 2016. We find that the movement towards openness in education has a variety of meanings for different people and has evolved significantly over time. Findings show that the diversity of participants has varied somewhat over time and that the discourse has predominantly revolved around open resources, although there are signs that an increase in interest around pedagogy, teaching, and learning is emerging.

avatar for Royce Kimmons

Royce Kimmons

Assistant Professor, Instructional Psychology & Technology, Brigham Young University
Dr. Royce Kimmons is an assistant professor of Instructional Psychology and Technology at Brigham Young University and is the founder of EdTechBooks.org. He has worked in the realm of teacher education for 11 years and has presented and published widely on issues related to teacher... Read More →
avatar for Michael Paskevicius

Michael Paskevicius

University of Victoria
Michael Paskevicius is an Educational Developer in the Centre for Innovation and Excellence in Learning at Vancouver Island University and a Ph.D. candidate with the University of Victoria. His research focusses on open educational practices, emerging technologies, and knowledge management... Read More →
avatar for George Veletsianos

George Veletsianos

Professor and Canada Research Chair, Royal Roads University
open and networked scholarship, online learning, social media, emerging pedagogies, student and faculty experiences in online settings

Tuesday April 24, 2018 15:15 - 15:40


Investigation into reuse of OER for synchronous online language teaching
One significant development that has recently come to disrupt teaching practices is the emergence of Open Educational Resources (OER). In the last 15-20 years, researchers have mainly focused on the creation, reuse and sharing of OER. However, little attention has been given to what users do with the resources in their classroom and to date, there is scant evidence of OER reuse impacting on teaching practices. This study examines the process that a group of online synchronous language teachers undergo while adapting and repurposing digital resources. The research participants are part-time language teachers with a range of experiences and cultural backgrounds, who teach online across a range of languages and levels at the Open University, a distance learning Higher Education institution in the UK. Data were collected and analysed within a constructivist grounded theory methodology. The experience of teachers’ reuse of OER was explored via seventeen semi-structured interviews. Consistent with a grounded theory approach, conceptual categories for the analysis of data were allowed to emerge, rather than initially driven by a theoretical framework. Results can be initially summarised as follows:
(1) As in previous findings about OER reuse in language teaching, users select resources they can adapt to suit their teaching styles and accommodate their students’ needs; at the same time, teachers are hesitant to share their adapted resources, deemed of no value to anybody else.
(2) OER reuse promotes self-reflection and can play a significant role in teachers’ development as online educators; however, findings also challenge the assumption that teachers work together in communities of practice and develop open educational practices as a result of working with OER.
(3) OER reuse support teachers’ development of technical online skills but not necessarily resulting in changes in online teaching methodologies or beliefs.


Helene Pulker

The Open University

Tuesday April 24, 2018 15:15 - 15:40
Classroom 1


Increasing Use of OER in Ontario Using a Sensemaking Approach
In this 30-minute presentation session, Jenni Hayman will describe her doctoral action research to date. The purpose of her research is to increase the use of OER in Ontario, Canada by designing and delivering an educator awareness and support strategy in partnership with college and university staff. She is currently at the end of data collection and will have a variety of preliminary analyses and findings. Jenni will also describe her research design and her application of Weick, Sutcliffe, and Obstfeld’s (2005) organizational "Sensemaking" model influencing her interactions with learners, educators, and administrators. Session attendees will be encouraged to share their own successes and challenges related to increasing use of OER in their contexts.


Jenni Hayman

Arizona State University

Tuesday April 24, 2018 16:10 - 16:35
Commissie 3


Exploring Open Educational Resources, Open Pedagogy and Teachers’ Trust
Within Canadian K-12 education, the nascent movement toward OER use and practices continues to develop within various pockets throughout the country. Unlike the growth of OER at higher education, for the Canadian K-12 system unique OER complications arise with which school authorities at all levels must wrestle, in part due to provincial authority over this level of education, the role of information privacy concerns for minors, and the powerful legacy of educational publishers dominating the supply of resources for K-12. Despite these complications, OER and an Open Pedagogy are developing within K-12 classrooms although practitioners may not initially identify their educational practices as part of an Open Pedagogy. This lack of acknowledgement of their open practice speaks to the need for further OER awareness within the field by all levels of educators. Albeit nascent OER users, educators practice to some degree aspects of the eight attributes of an Open Pedagogy (Hegarty, 2015) and it is through their experiences of teaching that they explore and discuss their perceptions of OER and the complicated implications that accompany the use of and support for K-12 OER. This paper provides the context for a proposed research study whereby practicing K-12 teachers as part of their graduate studies, participated in online discussion forums that examined OER awareness, use and issues. Using an interpretative phenomenological analysis will be justified to examine the eight attributes of an Open Pedagogy with a deeper examination of the attribute of Openness, Trust and People. This presentation examines the research in process with respect to the role of trust within an Open Pedagogy.

avatar for Constance Blomgren

Constance Blomgren

Assistant Professor, Athabasca University
Dr. Connie Blomgren is an Assistant Professor at Athabasca Univeristy where she has designed and implemented professional learning modules to further digital pedagogy ( Blended and Online Learning and Teaching). The BOLT blog hosts teacher commentaries regarding technology-enhanced... Read More →

Tuesday April 24, 2018 16:35 - 17:00
Commissie 3


Wikipedia as a toolset for Open Education
Wikipedia (along with its sister projects on the Wikimedia platform) is becoming part of the toolset of more and more educators. Still, a number of myths and a relative lack of understanding of its inner works limits uptake. In this presentation, we will discuss the value of getting students to contribute to Wikipedia, inserting it into planning (in lieu of a disposable assignment), and the competencies that are built through this type of task. We will explore how this activity is true to the idea of Open Education, and serves the needs of students, educators, institutions and society.

avatar for Vahid Masrour

Vahid Masrour

Wikipedia Education Program Manager, Wikimedia Foundation
The presentation i used can be found here: https://commons.wikimedia.org/wiki/File:Wikipedia_as_a_toolset_for_Open_Education_publish.pdfWikipedia, Education, Higher education, open education, open knowledge, edtech

Tuesday April 24, 2018 16:35 - 17:00
Commissie 2


The student as prosumer. Open pedagogy for ICT education.
The research’s objective was to design and implement a student proactive open pedagogy that would enable students to find and use (open) learning materials needed to explore and apply a self-chosen ICT technology. The course’s open pedagogy was designed using the idea of open practice (Ouwehand & Schuwer, 2017) and the ambition of giving students control over their study, based on insights from studies on intrinsic motivation, like the flow theory (Csikszentmihalyi et al. 2005) and Self Determination Theory (Deci & Ryan, 2002; 2008). The student proactive open pedagogy resulted in a total of 51 self-chosen different ICT technologies being studied and used to create individual applications for which the students found and used over 450 educational resources.
These resources were analyzed on (a) descriptive characteristics, (b) educational fit and (c) reputation and (student) evaluation. The analysis was used to reflect on important findings from the OER literature such as Wiley’s 5R, the Wiley Paradox and educational fit. Results of the reflection were evaluated with six of the participating students during semi-structured interviews, leading to the following conclusions.
The study brought interesting insights in relationship to the OER literature and classical OER challenges.
Due to the fact that in an open student proactive pedagogy the learning content is ‘created’ by the student and from a student’s perspective some of the pitfalls, downsides, conditions and problems described in OER literature still apply but no longer obstruct the pedagogy and are successfully bypassed as a result of the pro-activeness of the students.
Therefore the open student pro-active pedagogy should focus on the student’s pro-activeness, the ability to analyze and describe his/her knowledge needs and matching available resources. In other words, a successful open proactive pedagogy largely relies on the development of 21st century skills and not on formal OER requirements and deficits.


Lennart de Graaf

Fontys University of Applied Sciences

Tom Langhorst

Fontys University of Applied Sciences

Tuesday April 24, 2018 17:00 - 17:25
Wednesday, April 25


A qualitative analysis of open textbook reviews authored by higher education faculty and instructors: Insights for open textbook authors, adopters, and publishers.
In their comprehensive reviews of existing open textbooks, American higher education faculty and instructors provide evaluative insights into the strengths, weaknesses, curricular alignment, affordances, and limitations of individual, openly-licensed textbooks (“open textbooks”). Reviewers also share suggestions for improving the open textbook in order to benefit students and instructors; describe how they might use the open textbook with students in specific course contexts; compare the open textbook to its commercial counterparts; and offer broader perspectives on open educational resources in higher education. In this presentation, we will explore findings from our recent, qualitative analysis of 963 reviews of open textbooks. Faculty and instructors who are affiliated with American colleges and universities authored these reviews. This work was in association with their participation in educational workshops about open educational resources, were facilitated by the Open Textbook Network. The reviews carry a CC-BY license and are openly accessible alongside the descriptive open textbook records that comprise the Network’s searchable Open Textbook Library. Reviewers followed a standard review format, wherein they addressed the comprehensiveness, accuracy, relevance and longevity, clarity, consistency, modularity, organization, interface, grammar, and cultural relevance of the open textbooks. Through our presentation of our research findings, participants will have the opportunity to consider how reviews of open textbooks may be especially informative for open textbook authors and publishers. Participants will also be able to reflect on why and how open textbook reviews may be of value and interest to students, instructional designers, librarians, academic staff, higher education administrators, and other individuals who support or have an interest in faculty and instructors’ exploration and adoption of open educational resources. We will close this presentation with brief discussion, inviting attendees to share their perspectives on the ways in which open textbook reviews may be of value to them and to their higher education communities.

avatar for Olga Belikov

Olga Belikov

Student, Brigham Young University

Merinda McLure

Health & Human Sciences Librarian, University of Colorado Boulder

Wednesday April 25, 2018 10:45 - 11:10
Commissie 2


Building on Textbook Affordability: A case study in evaluating multi-layered impacts of openness interventions
This paper reports on a series of interviews conducted with faculty members who participated in Temple University Libraries’ Textbook Affordability Project, a library led intervention that seeks to ease the burden of textbook costs for students and their families. Librarians, while recognizing the immediate, material benefit of this project, conducted follow-up interviews with participants in an effort to understand how participation in the Textbook Affordability Project might influence faculty members’ attitudes toward open educational resources and openness in higher education more generally. The paper takes an interest in how openness interventions, like this project, might promote a cultural shift towards openness across the institution and how these results may offer a model for other academic libraries seeking to promote multi-layered impacts through their openness initiatives. We use the content of interviews with faculty to determine the extent to which the Textbook Affordability Project has been effective in fostering a culture of openness on our campus. We argue that initiatives with the immediate goal of alleviating the burden of textbook costs for students can have peripheral, long-range impacts on institutional attitudes toward openness in an academic community. These peripheral impacts should be investigated to harness untapped potential to grow openness initiatives on university campuses. Too often academic libraries implement innovative projects without pursuing adequate evaluation and assessment. We argue that conducting this assessment helps reveal the peripheral impacts of projects, allowing for a snowball effect to develop in promoting conceptual frameworks that build off of one another as constituencies become acquainted to openness by seeing its practical advantages. We hope that this case study might offer both a practical and theoretical orientation for rethinking the interconnectivity of the promotion, implementation and evaluation of openness initiatives in our field.

avatar for Urooj Nizami

Urooj Nizami

Resident Librarian, Temple University
Urooj Nizami is a Resident Librarian at Temple University Libraries. She received her Masters in Information Studies from McGill University in 2016. Urooj is currently working to innovate her library's approach to Open Education through open pedagogical approaches and the incorporation... Read More →
avatar for Adam Shambaugh

Adam Shambaugh

Temple University

Wednesday April 25, 2018 11:10 - 11:35
Commissie 2


Open Innovation on Tour: Bringing Open Textbooks to a UK Audience
Textbook costs represent a considerable barrier to participation in education both in the US and elsewhere around the world. With the cost of textbooks rising over 800% in the past 40 years [1] and US student loan debt currently standing at $1.4 trillion, [2] the drive to mainstream and strategically embed the use of open educational resources (OER) such as open textbooks has saved students in the United States millions of dollars whilst increasing engagement in educational opportunities. Students in the UK face similar challenges: student loan debt now stands at more than £100billion [3] whilst the average cost of books and equipment per academic year is around £1000 [4].

The Hewlett Foundation funded UK open textbook project (UKOpenTextbooks.org) involving UK HEI’s The Open University (UK), University of the West of England (UWE) working in collaboration with WonkHE, OpenStax (based at Rice University, Houston, TX, USA) and Open Textbook Library (at the University of Minnesota, MN, USA) have joined efforts over 2017-18 to examine the feasibility of different open textbook adoption approaches in the UK Higher Education context.

In this presentation we will share the outcomes of the UK Open Textbook project to date. From summer 2017 onwards a number of open textbook workshops based on the Open Textbook Library’s methodology, and conference exhibitions and poster presentations to raise awareness of OpenStax materials were conducted across the UK and Ireland. We will report on the current levels of awareness of open textbooks, the outcome of the two approaches, any changes made to the models and a report on known adoption numbers. We will also present a number of case study examples and make a series of recommendations regarding next steps and the potential mainstreaming of open textbooks in an European context.

1: https://www.ft.com/content/e7aed422-16c4-11e6-b197-a4af20d5575e
2: https://www.ft.com/content/a272ee4c-1b83-11e7-bcac-6d03d067f81f
3: http://www.bbc.co.uk/news/education-40511184
4: https://www.nus.org.uk/en/news/81-per-cent-of-students-want-textbooks-included-in-tuition-fees/

SLIDES: https://www.slideshare.net/BeckPitt/open-innovation-on-tour-bringing-open-textbook-to-a-uk-audience


Beck Pitt

The Open University
avatar for Vivien Rolfe

Vivien Rolfe

Lecturer, University of the West of England
Sharing open educational resources to support life sciences education. Like to animate physiological processes. Saxophoning. Dog walking. Jellied Eels.

Wednesday April 25, 2018 11:35 - 12:00
Commissie 2


Open Textbooks in Theory and Practice: Lessons from California
Few virtues are as celebrated in the contemporary higher-ed landscape as openness. A key strand of the drive to open education is the movement for open educational resources and open textbooks, which suggests that the application of open, permissive licenses to educational resources is a means of widening access to knowledge and educational opportunity, along with increasing cross-institutional collaboration, and spurring pedagogical innovation. The on-the-ground reality of open textbook implementation and use, however, is quite far removed from the 5R framework (Retain, Reuse, Revise, Remix and Redistribute) envisioned by advocates of “open”, and is strongly shaped by unresolved issues and tensions concerning labor structure, institutional characteristics and priorities, as well as technical interoperability and software modularity.

This presentation will draw on 40 interviews conducted with instructors, OER coordinators, students and librarians at community and 4-year undergraduate state colleges across California to discuss institutional, economic, technical and infrastructural barriers to open textbook mainstreaming in the state of California. In addition, I will consider what this distance between the rhetoric and practice of openness means for understanding and defining open textbooks as digital and social objects. One key objective is to raise questions over how we might theorize the nature of open textbooks, their process of development and the practices surrounding them in a way that recognizes their material, local and situated nature. This presentation will be relevant for researchers interested in the philosophy of open education and open education theory more broadly; those interested in the nature and future of “open”; and those who are seeking to better understand the barriers to OER mainstreaming in the US context and beyond.

avatar for Natascha Chtena

Natascha Chtena

Doctoral Candidate, UCLA Department of Information Studies

Wednesday April 25, 2018 12:00 - 12:25
Commissie 2


“Kallipos”, the first initiative for producing open academic e-textbooks during the years of crisis in Greece and its sustainable continuation
In this session, we explore the challenges towards the adoption/use of Open Educational Resources (OER) within the Greek Higher Education. To achieve this objective, first, we present the “Kallipos”, a large-scale open access textbook publishing initiative that was launched in 2013 by the Hellenic Academic Libraries Link (HEAL-Link) consortium. Then, we analyze and interpret the results of two surveys performed at the outskirts of this project/action. The first survey, committed among faculty members that authored or peer-reviewed an open textbook, highlights the barriers they faced, as well as the teaching and learning benefits from OER adoption/use. The second survey addressed to university administrative executives (Deans of Schools) and identifies their views about the OER usefulness and further development. The empirical data were collected by the use of two questionnaires. The findings align with the results of the current European and international research, thus are usable not only by the national but also by the international policymakers and educational leaders. We conclude by summarising the main lessons learned by “Kallipos”, and by suggesting policy proposals for the sustainable continuation of the action guided by strategies for its potential international scope expansion.

Link to the full paper published in Conference proceedings


Dimitrios Kouis

TEI of Athens

Stamatina Koutsileou

avatar for Nikolaos Mitrou

Nikolaos Mitrou

Professor, ECE, National Technical University of Athens
Nikolas Mitrou received his diploma in Electrical Engineering (1980) from the National Technical University of Athens (NTUA), the MSc degree in Systems and Control (1981) from UMIST, Great Britain, and the PhD degree in Electrical & Computer Engineering (1986) from NTUA. He is a full... Read More →

Wednesday April 25, 2018 12:25 - 12:50
Commissie 2


OER Librarians supporting open education in Europe
University libraries are becoming more involved in supporting open education. And when they do, it becomes clear that they can play an important role in taking open education to the next level. Librarians support and facilitate practical workflows for creation, management and re-use of educational materials, discovery of OER and advise on copyright issues. Being involved in promoting open access and open science, librarians can make the connection between different developments, policies and strategies to stimulate open publishing of educational materials in the way that open access has been put on the European strategic agenda.
In the US, OER librarians have taken up this work, in Europe, they have not yet organised themselves in this way. This panel presents four university librarians that have started to organise support for open education at their institutions and they will share developments in the UK, Denmark, Germany and the Netherlands with the audience.

avatar for June Hedges

June Hedges

Head of Liaison and Support Services, UCL Library Services, University College London

Hanne Munch Kristiansen

Arhus University Library

Jan Neumann

Head of Legal Affairs & Organization, Hochschulbibliothekszentrum des Landes NRW
avatar for Hilde Van Wijngaarden

Hilde Van Wijngaarden

Library Director, Vrije Universiteit Amsterdam
OER librarians

Wednesday April 25, 2018 15:10 - 16:00
Classroom 1



Learning from the past: Development of open and distance education research over time
Much recent research in open and distance education references literature that was produced primarily over the past decade. While the field of open education continues to evolve and branch out, many of its themes bear similarities to earlier research from the late 1960s and developing through to the ‘80s and beyond. As indicated by a lack of earlier references in current literature, there appears to be a low level of awareness of this earlier body of research, let alone how it may connect to recent scholarship.

There is potentially much to be gained from a deeper understanding of how open and distance education research developed over this time period. In addition to studies into practice, an extensive body of theory in open and distance education emerged over this time (Zawacki and Anderson, 2014), which can add valuable insights for current researchers and practitioners. In addition, researchers and graduate students will be able to enrich their studies by tracing ideas, connections, biases, discontinuities and patterns gleaned from the analysis of earlier studies. Further, current discourses about the meaning of openness in education may benefit from an understanding of historical patterns of, and problems in, open and distance education research.

The purpose of this study is to enrich current scholarship by exploring frequently cited publications, authors and themes found in open and distance education research published from the 1960s onward. Using a network citation analysis methodology, this work builds on a systematic approach that identified a corpus of historical open education articles from the 1970s which are almost entirely overlooked in the literature today (Rolfe, 2016). It is intended that this study will provide an accessible starting point for researchers to deepen their understanding and further explore and incorporate earlier open and distance education research into their work.

avatar for Irwin DeVries

Irwin DeVries

Adjunct Faculty, Education, Thompson Rivers University
Open educator, musician, semi-retired from Thompson Rivers University, Open Learning and now teaching part time for TRU and Royal Roads University.
avatar for Katy Jordan

Katy Jordan

PhD student, Consultant
avatar for Vivien Rolfe

Vivien Rolfe

Lecturer, University of the West of England
Sharing open educational resources to support life sciences education. Like to animate physiological processes. Saxophoning. Dog walking. Jellied Eels.

Martin Weller

Professor of Educational Technology, UK Open University

Wednesday April 25, 2018 16:55 - 17:20
Classroom 1


Experiential learning in design and social sciences: dialogue, reflection and social learning in the city
The paper highlights the opportunities for social learning, dialogue and critical reflection offered for students, local stakeholders as well as ourselves as educators within a service learning framework that involved traditional and distanced educational experiences. The research project ‘Arcades in Thessaloniki (Greece): memory and emerging entrepreneurialism’ brought together social science and graphic design students from two universities in Greece and the US. Based on a Deweyan understanding of experiential learning as experimental thought and activity involving interaction between humans, the environment and its artifacts (Miettinen 2000), the collaboration allowed us to examine interdisciplinary perspectives and reflect on pedagogical issues inherent in both disciplines. The process required a situational and participatory outlook to research (Wildemeersch et al. 1998) and involved openness to the role of the stakeholders, who were seen as knowledgeable and resourceful in solving problems (Manzini 2015) while understanding the inherent complex (aka ‘wicked’) problems related to sustainable development (Rittel and Webber 1973). Using a focused ethnographic case study approach, social science students explored place, identity, and entrepreneurial strategies of diverse stakeholders at Stoa Malakopi, a historically significant arcade. Distanced online participation involved working with written, visual, sound and other time-based media, such as video, but additionally had the added complexity of translation, especially in regards to social science students conveying interpretation methods and findings to an English language cohort, who then developed communicative visual design artifacts as part of the engagement platform in Greece. These instructional experiences evidence a potential for online educational resources and digital assets as common reference points that can be shared across different (but allied) disciplines openly. We will overview a matrix of experimental, necessity driven online components in 2017 and outline our tentative instructional plan for 2018, which emphasizes digital resources and a refined pedagogical framework with an emphasis on open sharing.


Maria Patsarika

Adjunct Professor, American College of Thessaloniki

Scott Townsend

North Carolina State University

Wednesday April 25, 2018 17:20 - 17:45
Classroom 1
Thursday, April 26


Australian Teachers’ Experience of Professional Learning through Open Education
This study explored Australian K-12 teachers’ experience of professional learning through open education. In this context, open education is associated with resources, tools, practices and culture enabled through open Web technologies. In an attempt to increase student engagement and achievement in STEM subjects, the Australian Government seeks to improve the capacity of teachers and the quality of their STEM teaching, through professional learning. However, professional learning is often perceived by teachers as ineffective and irrelevant to their needs. Since beliefs impact on practice, this was considered an important area to explore in terms of meaning rather than effectiveness. Meaning is central to the field of adult education and, in this study, teachers are viewed as adult learners. Despite professional learning being widely researched, studies from the teacher’s perspective, and the perspective of teachers as adult learners, are limited. Similarly, the concept of open education is widely researched, but limited in the context of K-12 teacher professional learning. This gap was addressed by asking: what are the qualitatively different ways in which Australian teachers experience open education for professional learning? A phenomenographic approach was used to explore this question. Firstly, demographic data and information regarding teachers’ knowledge of open education was collected through an online survey. Secondly, data was collected through semi-structured interviews with 20 Australian primary and secondary teachers involved in STEM education and learning through open education. This study revealed the meaning of professional learning through open education is related to: having autonomy, information, other people, being creative, permeable classrooms, complexity and personal change. This study provides new knowledge about the meaning teachers attribute to professional learning through open education. It also contributes to research into adult learning through exploration of experience, a concept central to transformative learning theory.


Thursday April 26, 2018 10:30 - 10:55
Commissie 2


Breaking the Stigma: Faculty and Student Perceptions and Experiences with OER
Over the last few years, Affordable Learning Georgia, an initiative of the University System of Georgia, has been releasing Textbook Transformation Grants to promote creation and adoption of Open Educational Resources across USG institutions. Many of the faculty at Kennesaw State University, located just outside Atlanta, Georgia, have taken advantage of these grants to create, revise, remix, and reuse OER in their online, hybrid, and face-to-face courses in place of expensive textbooks. As of October 2017, sixteen teams at KSU had been awarded textbook transformation grants, and those projects have a combined estimated annual impact of $2.7 million saved among an estimated 7,500 students each year, and counting. This presentation and paper will outline the various open textbooks created, resources gathered, and classes transformed by ALG grants at KSU. It will also explore the student perceptions of these projects based on survey data, grade and withdrawal statistics in comparison to the same classes with expensive textbooks, and faculty perceptions and experiences with their created, reused, and remixed OER within their classes.

avatar for Tiffani Reardon

Tiffani Reardon

Instructional Designer, Kennesaw State University

Thursday April 26, 2018 10:30 - 10:55
Commissie 3


Librarians as Open Education Leaders: Responsibilities and Possibilities
A common claim in open education is that librarians are effective supporters in open education work because their talents for research, organization, and working with students make them natural supporters of faculty designing OER courses. In this presentation we will discuss the results of a study that sought to understand how librarians and faculty interacted with one another through deliberate cooperation in course design. Seventeen faculty-librarian partnerships were awarded $3000 stipends to cooperate in designing open courses. Each participant kept a weekly journal describing current contributions to the course project. Early findings from analysis of the journals shows that librarians are effective supporters, but careful planning and organization of the projects was very necessary for the collaborations to be successful.

avatar for Quill West

Quill West

OER Project Director, Pierce College
Librarian, AdministratorI am the OER Project Director at Tacoma Community College and I believe that adopting, adapting and accessing OER empowers faculty, students and administrations to grow educational opportunities. I've been a user, a pusher, a creator and a teacher of OER. (From... Read More →

Thursday April 26, 2018 10:55 - 11:20
Commissie 3


Towards free-range professional development of HE teachers
In this presentation the implications and opportunities for the professional development of HE teachers will be explored linked to the outputs of a phenomenographic study in which the collaborative open learning experience in informal cross-institutional development courses was studied in depth and brought new insights. The findings of this study revealed two distinct collaborative learning patterns, selective and immersive collaboration, and show that open and collaborative and cross-boundary practices and communities motivate and empower academics to engage, change and often transform their practices as a result of their engagement in such initiatives. How can academics and institutions harness such alternative free-range professional development practices and what could this mean for individual institutions, their professional development offer and for learning and teaching in higher education more widely? Come along to find out.

avatar for Chrissi Nerantzi

Chrissi Nerantzi

Principal Lecturer in Academic CPD, Manchester Metropolitan University
Chrissi Nerantzi (@chrissinerantzi): Is a Principal Lecturer in Academic CPD in the Centre for Excellence in Learning and Teaching at Manchester Metropolitan University in the United Kingdom. Her approach is playful and experimental and she specialises in creative, innovative and... Read More →

Thursday April 26, 2018 10:55 - 11:20
Commissie 2


K-12 public education in Brazil suffers from little investment in teacher training resulting in lack of support to foster pedagogical change through use of digital technological resources for pedagogical use. The use of Open Educational Resources (OER) in the K-12 public education sector enables teachers to have access to a wide variety of free sources and new ideas for planning and enhancing their lessons and affords teachers the possibility to improve their knowledge and skills in information and communication technologies (ICTs). There has been little empirical research on teachers’ use of OER in K-12. This case study addresses that gap, exploring what could be a set of guidelines for a teacher professional development program (TPD) on OER in Brazilian K-12 public schools by means of the development and delivery of a face-to-face OER professional development program (ODC). The study was conducted at one Brazilian fundamental education public school; quantitative data assessed the intention of the participants of the study to adopt and use OER; qualitative data identified barriers, learning needs and assessed learning outcomes upon completion of the ODC. The findings of this study suggest that ongoing facilitator support, practical, hands-on TPD can enhance teachers’ engagement and confidence with OER. This type of TPD holds the potential to provide teachers with the necessary support for scaffolding engagement and learning in order to progressively lead them to empowerment and provide them with the autonomy and confidence required to learn about OER. Findings also indicate that school administrations’ awareness and engagement with OER is imperative to provide the necessary support. The study proposes a set of guidelines for TPD in OER for stakeholders who wish to promote the adoption and use of OER in the Brazilian public fundamental education system as well as in other K-12 education systems of developing countries.

Thursday April 26, 2018 11:20 - 11:45
Commissie 2


The road to MOOC-learning is paved with good intentions, but what happens to them along the way?
Currently success measurement of MOOCs is certificate- and completion-centric and fails to take student intention into account. This study builds on a theoretically grounded model for measuring success and dropout in MOOCs by Henderikx, Kreijns and Kalz (2017a, 2017b). This model redefines success in MOOCs as all MOOC-takers who achieve their individually intended goals or more, are considered successful. Yet, as some MOOC-takers reach their initial intentions and others do not, it is important to consider the process of the translation of the individual intention into actual behaviour. In this presentation, we present a model which explains what may happen when these individual intentions are acted out. It provides insight into the dynamics of the intention-behaviour process on an individual level and therefor into possible reasons that can cause the intention-behaviour gap. This, in turn, can support MOOC-providers and designers in determining whether adaptations to course design are indeed justified.

avatar for Maartje Henderikx

Maartje Henderikx

PhD student, The Open University

Marco Kalz

Welten-Institute - Research Center for Learning, Teaching and Technology
avatar for Karel Kreijns

Karel Kreijns

Associate professor, Open Universiteit

Thursday April 26, 2018 11:20 - 11:45
Commissie 3