openness as a core value

Nov 4, 2016 Open Ed Conference Jo Axe, PhD Elizabeth Childs, PhD George Veletsianos, PhD

PLAYING WITH JELLO: FACULTY EXPERIENCES ADOPTING OPENNESS AS A CORE VALUE

WeacknowledgethatweworkandliveontheancestrallandsandunceededterritoriesoftheCoastSalishfamilies

ACKNOWLEDGEMENT

INTRODUCTIONS

Jo Axe PhD

Associate Professor and Director, School of

Education and Technology

George Veletsianos

PhD Associate Professor

Canada Research Chair in Innovative Learning and

Technology

Elizabeth Childs PhD

Associate Professor and MALAT Program Head, School of Education and Technology

RoyalRoadsUniversityContext

•  PredominantlyMaster’sprograms•  Mostprograms=blendedmodel(shortresidencies+fully

online);somefullyonlineprograms•  InsGtuGonalLearningandTeachingModel•  TwoFaculGes

–  FacultyofSocialandAppliedSciences

–  FacultyofManagement

•  CollegeofInterdisciplinaryStudies

WhyOpenness–WhyNow?

•  Timingiseverything:•  MAprogramredesign–5yearreview•  ChanginglandscapeofHigherEd•  Internalchampions/externalpush

•  IntenGonToextendthemindsetofopennessacrossagraduateprogram:tomodelthemodel.

•  OpennessasadesignprinciplesofaMAprogram(MAinLearning&Technology)

•  Explicitintheprogramgoalstatement•  Centraltotheoverallprogramdesign;take/

makecourses•  Inherentintheprogramlearningoutcomes•  Embeddedineachcourse

Theprogramisfoundeduponprinciplesofnetworkedlearningandopenpedagogywherestudentswillcollaborateandcontributemeaningfullytodigitallearningnetworksand

communi8esinthefield.Graduateswillbeabletoworkinthecrea8onandevalua8onofdigitallearningenvironments.Studentswillapplytheore8cal

andprac8calknowledgetocri8callyanalyzelearninginnova8onsandassesstheirimpactonorganiza8onsandsociety.

h?p://www.royalroads.ca/prospec8ve-students/master-arts-learning-and-technology/

program-descrip8on

FramingOpenness–inMALAT

–  Opennessasavehicleforeduca.onalchange-teachingandlearningenvironments;teachingpracGces

•  ConsistentwithsocialconstrucGonism;construcGvismetc.•  The5R’s(retain,reuse,revise,remix,redistribute)

–  Resources;assignments;syllabus–  Opennessisagoalinitself–tobeopenforthebenefitsandchallengeswe(facultyandstudents)canexperiencefrombeingopenthatgobeyondsavingstudentsmoney.

–  Consistentwiththeconceptofexpansiveopenness(Kimmons,2016)

–  Levelsofopenness;acrossprogram/course/acGviGes/assessment

OurcurrentworkingdefiniGon…

AkeytenetofopeneducaGonisthateduca8oncanbeimprovedbymakingeduca8onalassetsvisibleandaccessibleandbyharnessingthecollec-vewisdomofacommunityofprac-ceandreflec-on(Iiyoshi&Kumar,2008,p.2)

MastermanandWild(2013)OEREngagementLadder–extended

Stagg(2014)ConGnuumofPracGceforEngagementinOpenEducaGon

AJourneyintoRisk

Falconeretal(2016),

TheForthCategory:EnhancingPedagogy

“Weviewourfourthcategory,enhancingpedagogy,asfundamentallydifferenttothatofproducinghighqualitymaterialsefficientlyorcosteffecGvely,inthatitisunderpinnedbyaltruisGcposiGonsratherthanabusinessmodelapproach.ItputsitsemphasisonthevalueoftheOERdevelopmentprocess,ratherthanonthevalueoftheOERcontentproduced.(Falconeret.al.,2016.p.99)

OPENNESS – A JIGGLY SPACE

OpennessasaconGnuum

•  Programdeliverydecisions–  (Moodle&WP)

–  GoingouttoaskforfeedbackonWPplugins–  Balancinglegalrequirementsanddesignprinciples

•  DropboxandGoogleDriveasawaytoshareacrossfacultyduringthedevelopmentprocess

•  YouTubechannel/course–studentssubscribe•  Sociallearningtools

•  Coursedesigndecisions–  GoogledoccollaboraGvecoursedesign–  Designteams(twofaculty(core/AF)+instrucGonaldesigner+PH)

•  Readingsandresources–  openaccessasthedefaultbutsome(seminalworks)arenot.

OpennessasaConGnuum

•  Assessment–currentfocusofourdiscussion–  PostdetailandassessmentrubricsoncourseWPsite–  Assessmentrubrics(open?shareable?)–  Renewableassignments(briefingnoteexample)

•  Can/shouldeverycoursehavearenewableassignment?IsitreasonabletoexpectstudentstodothisineverycourseatMAlevel?

•  AtwhatpointdoyoureachsaturaGon(akadiscussionforumsbreedinglikerabbits?)

–  AuthenGcassignmentsthatgivebackand/orpayforward

–  Feedbackprivate(i/s;s/s)orpartopen(s/s;isprivate)fullyopenbothgroups?

EmergingThemesandCurrentQuesGons

•  Uncertaintyisn’tabadthing–itisnecessaryforlearning•  Modelthemodel–trickerthanitsounds

–  Levelofcomfortforriskandchangeliesattheindividual;programandinsGtuGonallevelandallcanbedifferentandexertdifferentpressures

–  AtthesameGmeyoucanhaveinsGtuGonalstructuresthataresupporGveandnotsupporGve

•  TheoreGcallywearequesGoning-Isopennessapedagogyoraprinciple?

•  PracGcallyweareexploring/quesGoningopenassessment(what/howmuch/when);howdowesupportlearnersintheirjourneyontheopennessconGnuum?

Thankyou&wewouldlovetohearfromyoujo.axe@royalroads.caelizabeth.childs@royalroads.cageorge.veletsianos@royalroads.ca

References

•  Falconer,I.,Liqlejohn,A.,McGill,L.,&Beetham,H.(2016).MoGvesandtensionsinthereleaseofOpenEducaGonalResources:theJISCUKOERprogramme.AustralasianJournalofEduca8onalTechnology,32(4),92–105.doi:10.14742/ajet.2258

•  Judith,K.,&Bull,D.(2016).AssessingthepotenGalforopenness:Aframeworkforexaminingcourse-levelOERimplementaGoninhighereducaGon.Educa8onPolicyAnalysisArchives,24(42).doi:10.14507/epaa.24.1931

•  Masterman,L.,&Wild,J.(2013).ReflecGonsontheevolvinglandscapeofOERuse.PaperpresentedatOER13:creaGngavirtuouscircle,Notngham,UK

•  Stagg,A.(2014).OERadopGon:aconGnuumforpracGce.Universi8esandKnowledgeSocietyJournal,11(3),151–164.doi:10.7238/rusc.v11i3.2102