Download - Openness As a Core Value
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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
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WeacknowledgethatweworkandliveontheancestrallandsandunceededterritoriesoftheCoastSalishfamilies
ACKNOWLEDGEMENT
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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
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RoyalRoadsUniversityContext
• PredominantlyMaster’sprograms• Mostprograms=blendedmodel(shortresidencies+fully
online);somefullyonlineprograms• InsGtuGonalLearningandTeachingModel• TwoFaculGes
– FacultyofSocialandAppliedSciences
– FacultyofManagement
• CollegeofInterdisciplinaryStudies
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WhyOpenness–WhyNow?
• Timingiseverything:• MAprogramredesign–5yearreview• ChanginglandscapeofHigherEd• Internalchampions/externalpush
• IntenGonToextendthemindsetofopennessacrossagraduateprogram:tomodelthemodel.
• OpennessasadesignprinciplesofaMAprogram(MAinLearning&Technology)
• Explicitintheprogramgoalstatement• Centraltotheoverallprogramdesign;take/
makecourses• Inherentintheprogramlearningoutcomes• Embeddedineachcourse
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Theprogramisfoundeduponprinciplesofnetworkedlearningandopenpedagogywherestudentswillcollaborateandcontributemeaningfullytodigitallearningnetworksand
communi8esinthefield.Graduateswillbeabletoworkinthecrea8onandevalua8onofdigitallearningenvironments.Studentswillapplytheore8cal
andprac8calknowledgetocri8callyanalyzelearninginnova8onsandassesstheirimpactonorganiza8onsandsociety.
h?p://www.royalroads.ca/prospec8ve-students/master-arts-learning-and-technology/
program-descrip8on
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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
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OurcurrentworkingdefiniGon…
AkeytenetofopeneducaGonisthateduca8oncanbeimprovedbymakingeduca8onalassetsvisibleandaccessibleandbyharnessingthecollec-vewisdomofacommunityofprac-ceandreflec-on(Iiyoshi&Kumar,2008,p.2)
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MastermanandWild(2013)OEREngagementLadder–extended
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Stagg(2014)ConGnuumofPracGceforEngagementinOpenEducaGon
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AJourneyintoRisk
Falconeretal(2016),
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TheForthCategory:EnhancingPedagogy
“Weviewourfourthcategory,enhancingpedagogy,asfundamentallydifferenttothatofproducinghighqualitymaterialsefficientlyorcosteffecGvely,inthatitisunderpinnedbyaltruisGcposiGonsratherthanabusinessmodelapproach.ItputsitsemphasisonthevalueoftheOERdevelopmentprocess,ratherthanonthevalueoftheOERcontentproduced.(Falconeret.al.,2016.p.99)
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OPENNESS – A JIGGLY SPACE
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OpennessasaconGnuum
• Programdeliverydecisions– (Moodle&WP)
– GoingouttoaskforfeedbackonWPplugins– Balancinglegalrequirementsanddesignprinciples
• DropboxandGoogleDriveasawaytoshareacrossfacultyduringthedevelopmentprocess
• YouTubechannel/course–studentssubscribe• Sociallearningtools
• Coursedesigndecisions– GoogledoccollaboraGvecoursedesign– Designteams(twofaculty(core/AF)+instrucGonaldesigner+PH)
• Readingsandresources– openaccessasthedefaultbutsome(seminalworks)arenot.
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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?
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EmergingThemesandCurrentQuesGons
• Uncertaintyisn’tabadthing–itisnecessaryforlearning• Modelthemodel–trickerthanitsounds
– Levelofcomfortforriskandchangeliesattheindividual;programandinsGtuGonallevelandallcanbedifferentandexertdifferentpressures
– AtthesameGmeyoucanhaveinsGtuGonalstructuresthataresupporGveandnotsupporGve
• TheoreGcallywearequesGoning-Isopennessapedagogyoraprinciple?
• PracGcallyweareexploring/quesGoningopenassessment(what/howmuch/when);howdowesupportlearnersintheirjourneyontheopennessconGnuum?
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Thankyou&[email protected]@[email protected]
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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