Should openness be the default approach in higher education? (ALT-C 2014)
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This document discusses whether openness should be the default approach in higher education. It explores reasons why openness is important, such as optimizing advancement of knowledge and tackling complex problems. The study focuses on areas like sharing resources, open pedagogical models, learning in an open world, and the influence of open practices in research. Interviews with academic staff provided insights into resource sharing, knowledge construction, and professional learning through open educational practices.
Should openness be the default approach in higher education? (ALT-C 2014)
- 1. Should openness be the default approach in higher educa2on? This work is licensed under a Crea2ve Commons A6ribu2on-‐NonCommercial-‐ShareAlike 4.0 Interna2onal Licence. Liz Masterman ALT-‐C 2014: Riding Giants 3rd September 2014 CC BY Liz Masterman
- 2. Why should openness be the default? “The world’s knowledge is a public good” (Atkins, Brown & Hammond, 2007) …and all people should have free access to it. “‘Open’ … op2mizes the possibili2es for the advancement of knowledge … necessary to tackle the increasing complexity and scale of the world’s ques2ons for Research.” (Van der Vaart et al., n.d.)
- 3. Areas of focus in the study • Sharing and reusing resources • Characteris2cs of open pedagogic models • Learning in an open world • Sharing educa2onal knowledge openly • The influence of openness in research Semi-‐structured interviews informed by literature 14 academic staff 1 each of: learning technologist, staff developer, librarian
- 4. Sharing and reusing resources Images accessed from h6p://ww1centenary.oucs.ox.ac.uk; CC BY-‐NC-‐SA University of Oxford
- 5. Open pedagogic models “social interac2on, knowledge crea2on, peer-‐learning, and shared learning prac2ces.” (Ehlers, 2011) CC BY-‐NC-‐SA Jennifer Kontax via Flickr Public domain
- 6. Open pedagogic models 1. a. The teacher’s role changes from source of knowledge to learning adviser. b. The student takes responsibility for their learning, including what they learn. 2. Knowledge is co-‐constructed through mutual interac2on and reflec2on between teacher and students. 3. The development of knowledge and skills required for tackling and solving problems has priority over subject-‐ centred knowledge transfer. 4. Students learn primarily from each other, as a community.
- 7. Open resources as outputs from learning ac2vi2es CC BY Liz Masterman
- 8. Professional learning through open educa2onal knowledge CC BY-‐NC-‐SA University of Oxford
- 9. The influence of open prac2ces in research CC BY David Grémillet via Wikimedia Commons
- 10. Making openness the default in learning and teaching in Higher Educa2on h6p://dic2onary.cambridge.org
- 11. A metaphor for openness as the default… CC BY Liz Masterman
- 12. CC BY Liz Masterman * liz.masterman@it.ox.ac.uk www.it.ox.ac.uk/eet @dotEliza @ltgoxford With acknowledgements to Dr Chris Davies (PI) Jennifer Allen, Steve Albury and Jessica Chan (research assistants)
- 13. References Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A Review of the Open Educa9onal Resources (OER) Movement: Achievements, Challenges, and new Opportuni9es. Menlo Park, CA: The William and Flora Hewle6 Founda2on. Beetham et al. (2012): Beetham, H., Falconer, I., McGill, L. and Li6lejohn, A. Open Prac9ces: Briefing Paper. JISC. Ehlers, U.-‐D. (2011). Extending the territory: From open educa2onal resources to open educa2onal prac2ces. Journal of Open, Flexible and Distance Learning, 15(2): 1–10. Van Acker, F., Van Buuren, H., Kreijns, K. & Vermeulen, M. (2013). Why Teachers Share Educa2onal Resources: A Social Exchange Perspec2ve, in R. McGreal, W. Kinuthia & S. Marshall (eds.), Open Educa9onal Resources: Innova9on, Research and Prac9ce (pp. 177–191). Vancouver: Commonwealth of Learning and Athabasca University. Van der Vaart, L., van Berchum, M., Bruce, R., Burgess, M., Hanganu, G., Jacobs, N., … Stokes, P. (n.d.). “Open” as the default modus operandi for research and higher educa9on. n.p.: e-‐InfraNet.