Designing in the open: Examining the experiences of course developers & faculty

Editor's Notes

• #4: Place and space – being invited in; recognition of those that have gone before
• #5: The pragmatist; the dreamer and the one who keeps us honest – my categorizations not theirs
• #6: Population of Canada fits into the state of California – just a reminder of scale and scope ;) Quick background orientation to RRU – may need to change picture to one that shows campus and online pieces UNSECO 5 pillars of learning - Learning to know; do; live together; to be; to transform oneself and society 13 facets to the LTM – premise of experiential and authentic learning and teaching. We understand learning as a socially constructed activity and we conceptualize lifelong learning as a process of social and personal discovery beyond acquisition of knowledge Associate Faculty model 10 courses ( 3 core faculty rest AF) MALAT 33 credit Masters; 18 credit Diploma Two delivery options: Fully online Blended mostly online with a short, two week on-campus residency Length: Online: 27 months Blended: 24 months Students from each pathway meet in LRNT 503 and continue the program together as one learning community.
• #9: Story – examples (MALAT; Jaigris and Rob M) Digital storytelling in the open examples Padlet – MALAT folks
• #10: Openness as a vehicle for educational change - teaching and learning environments; teaching practices Consistent with social constructionism; constructivism etc. The 5 R’s (retain, reuse, revise, remix, redistribute) Resources; assignments; syllabus Openness is a goal in itself – to be open for the benefits and challenges we (faculty and students) can experience from being open that go beyond saving students money. Consistent with the concept of expansive openness (Kimmons, 2016) Levels of openness; across program/course/activities/assessment Timing is everything: MA program redesign – 5 year review Changing landscape of Higher Ed Internal champions/external push
• #11: Side story – point 1 – talking about changing practice in a raw vegan restaurant as opposed to the 3rd floor or a historic library building Point #2 ; intentionality behind being open – optimistic stance (starting point = open and that is what we are trying to do but not all of us are there yet – because we start from different knowledge and understanding of open/possibilities/trust/power&control A lot of the openness – open pedagogy is unclear and messy. Part of the challenge is that a lot of OER work centres around resources which is easier to come up with a definition for (it’s a paper; a thing people can edit/change/ share etc.) Where we are approaching this is from the standpoint of a continuum of openness and having looked at the lit there are other people have looked at this notion of a continuum but they tend to centre on OER uptake; risk; etc. By going through this and reading the lit we realize there are levels of openness (cite the models in the graphics) but the approach that is resonating with us is Kimmons notion of expansive openness George’s work – “open should not only refer to the content that we use but also the practices and communities that emerge around that content (2013)” 
• #13: I wanted to study what happens in OOS! But quickly realised that only students who had those opportunities were ones who were taught by open educators... * Typically, educators are not asked/required to teach in OOS. It is a *choice*... (TITLE!) It is this choice that I wanted to explore... Why/why not? What encourages/repels? What happens in OOS? While both individual & systemic motivators are drivers of openness, I explore role of ind AGENCY re: how OEP are used in HE CONTEXT: Much literature re: benefits of openness, some re: barriers to openness. MY AIM: conduct an empirical study in a university setting.…using a critical approach to openness.
• #14: The concept of “open education” has continued to evolve since then [1975], but a definitive definition is really no closer to reality. Iiyoshi and Kumar (2008) noted this in the introduction to their book on the topic, in which they stated: “Rather than propose one more definition, our reference to open education embraces the many dimensions of this movement as well the many interpretations of the term ‘open’ as it has been applied to education over time, such as increased access, greater choice and flexibility. What we offer instead is an extension to those definitions that emphasizes the value of collectively leading to an assertion (more in the nature of aspiration) that a key tenet of open education is that education can be improved by making educational assets visible and accessible and by harnessing the collective wisdom of a community of practice and reflection.”(Iiyoshi & Kumar, 2008, p. 2)
• #15: Stagg (2014) offers the following continuum of practice The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting.
• #22: As we got talking about openness – we discovered that there was a continuum of openness and now that we realized there is we are trying to define it. What we are realizing is that there is a continuum of openness for each of the “program design decisions” Unlike open’closed journals - Don’t have much guidance – in the open assessment space so we are still exploring We have a good concept of what is a open reading; student product (cc licenses to blog for example) but what about assessment?
• #30: Faculty and AF – how open do they need to be to teach in this program? What expectations are we cultivating? How are we modeling digital wellbeing that Helen Beetham and others talk about? SO, if you have tried something like this we would love ot talk with you . reinforce we are just starting – have not yet implemented courses – if there are folks who have done something similar we would love to hear from you about lessons learned that we should be considering for implementation. Little or a lot of support for going outside the LMS (CTET very supportive) Defining Open Pedagogy – David Wiley quote from What is Open Pedagogy Oct 21, 2013 What makes this assignment an instance of open pedagogy instead of just another something we require students to do? As described, the assignment is impossible without the permissions granted by open licenses. This is the ultimate test of whether or not a particular approach or technique can rightly be called “open pedagogy” – is it possible without the free access and 4R permissions characteristic of open educational resources? If the answer is yes, then you may have an effective educational practice but you don’t have an instance of open pedagogy. Open pedagogy is that set of teaching and learning practices only possible in the context of the free access and 4R permissions characteristic of open educational resources.
• #31: Want a conversation that expands beyond the tech stuff – Each time we do this – pull things out of the padlet
• #32: Add contact info