Finding the open in the in-between: changing culture and space in higher education
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This document discusses borderland spaces between binaries in higher education. It notes common binaries like physical/virtual, social/independent, and open/closed. It discusses how borderland spaces can be permissive spaces that allow genuine dialogue and opportunities for co-inquiry between students and faculty. The document advocates for learning in the rich in-between spaces of binaries. It presents a view of open educational relationships and open culture that values knowledge ecologies and connections over ownership of content. It rethinks the 5Rs of openness to emphasize open practices, acknowledging benefits from repositioning work, incorporating others' ideas, expecting divergence in networks, and facilitating knowledge exchange beyond original connections.
![Open Educational Relationships [OERs]: rethinking the 5 Rs?
Actively being open in your practice to others engaging with you, being open to network
possibilities including repositioning of your practice, assuming others are open.
Reuse
Acknowledging in your practice the (potential) benefit from a repositioning or re-
contextualisation of your practice in critical (positive) ways or expansion of network
connections.
Revise
Incorporating, adding meaning to and multiplying knowledge by using the work of
others to generate new ideas, develop and value networks through continual
engagement in different spaces.
Remix
The expectation of divergence, that networked nodes redirect trains of thought.
Awareness, consideration and negotiation of risks associated with sharing your practice
and navigating different networks and spaces. Recognition that connection also means
disconnection.
Redistribute Ecology of connected open scholarship facilitating the growth and exchange of
knowledge beyond the original network/connections/spaces, offering kindness and
support in the exchange/network/space
Retain
Inspired by the work of Catherine Cronin, Frances Bell, Maha Bali, Bonnie Stewart, Martin Weller, Dave Cormier and others
whose work include critical perspectives on openness, digital scholarship, networked identities/practices and connected learning.](https://image.slidesharecdn.com/findingtheopeninthein-between-160420081947/85/Finding-the-open-in-the-in-between-changing-culture-and-space-in-higher-education-7-320.jpg)
Finding the open in the in-between: changing culture and space in higher education
- 1. Andrew Middleton @andrewmid Sheffield Hallam University Finding the open in the in-between : changing culture and space in higher education Kathrine Jensen @kshjensen University of Huddersfield OER16: Open Culture, 19 April 2016, University of Edinburgh
- 2. CC BY 2.0 Mypublic lands https://www.flickr.com/photos/mypubliclands/
- 3. Common binaries Physical Virtual Borderland spaces of becoming Social Independent Teach Learn Asynchronous Synchronous Open Closed Informal Formal Provided Active Passive Public Private Dominant Liminal Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 “Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co- inquiry and reflection between students and faculty (Lodge, 2005). “
- 4. Open Closed Informal Formal Dominant Liminal Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 “Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co- inquiry and reflection between students and faculty (Lodge, 2005). “ learning in the rich spaces in-between binaries Between binariesBorderland spaces of becoming
- 6. An ecological, rhizomatic, learning-centred and scholarly view of experienced knowledge in the open Open Educational RelationshipsOpen culture Inspired by the work of Catherine Cronin, Frances Bell, Maha Bali, Bonnie Stewart, Martin Weller, Dave Cormier and others whose work include critical perspectives on openness, digital scholarship, networked identities/practices and connected learning. A shifting discourse from • ‘rights*’ to ‘expectation’ or ‘responsibility’ • ‘ownership of content’ to common interest, space, identities and practice • valuing knowledge to valuing ecology and connection *Wiley’s 5Rs uses the idea of rights
- 7. Open Educational Relationships [OERs]: rethinking the 5 Rs? Actively being open in your practice to others engaging with you, being open to network possibilities including repositioning of your practice, assuming others are open. Reuse Acknowledging in your practice the (potential) benefit from a repositioning or re- contextualisation of your practice in critical (positive) ways or expansion of network connections. Revise Incorporating, adding meaning to and multiplying knowledge by using the work of others to generate new ideas, develop and value networks through continual engagement in different spaces. Remix The expectation of divergence, that networked nodes redirect trains of thought. Awareness, consideration and negotiation of risks associated with sharing your practice and navigating different networks and spaces. Recognition that connection also means disconnection. Redistribute Ecology of connected open scholarship facilitating the growth and exchange of knowledge beyond the original network/connections/spaces, offering kindness and support in the exchange/network/space Retain Inspired by the work of Catherine Cronin, Frances Bell, Maha Bali, Bonnie Stewart, Martin Weller, Dave Cormier and others whose work include critical perspectives on openness, digital scholarship, networked identities/practices and connected learning.
- 8. Let’s continue the conversation… Andrew Middleton @andrewmid Sheffield Hallam University Kathrine Jensen @kshjensen University of Huddersfield presence borderland space place intersection interstitial openness ritual liminality ambiguity spirit experience
Editor's Notes
- #2: This paper reports on the proposition that "the richest space of all is the in-between space" and connects thinking on liminality (Shortt, 2015), hybridity (Goodwin, Kennedy & Vetere, 2009), Third Space (Bhabha, 2004), and non-formal learning (Eraut, 2000). The challenge of the open is cultural. Ultimately learning happens how and where the learner decides, epitomising the notion of 'remix' (Wiley, 2014) and the other '4Rs' that frame open education. We draw upon a series of self-determined non-formal initiatives that critically examine and seek to develop the relationship between binaries such as formal and informal, teacher and learner, physical and virtual, open and closed to reveal a liminal learner-centred world. Here the learner is already open and is faced with constraints that are remnants of a previous academic tradition. We demonstrate the inadequacy of binaries and polarities in the way we, as academics and as higher education institutions, talk about how students learn and teachers teach, and we make strong connections to the rhetoric and principles of open learning. References Bhabha, H. (2004). The location of culture. New York: Routledge. Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136. Goodwin, K., Kennedy, G., & Vetere, F. (2009). Exploring co-location in physical, virtual and ‘hybrid’ spaces for the support of informal learning. ASCILITE 2009 "Sa,ed places, different spaces", Auckland Harriet Shortt (2015) Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, April 2015, 68(4), pp. 633-658 Wiley, D. (2014) ‘The Access Compromise and the 5th R’. [online] Available at:http://opencontent.org/blog/archives/3221. CC BY 2.0 Mypublic lands https://www.flickr.com/photos/mypubliclands/
- #3: Rich and complex layers of the in-between? https://www.flickr.com/photos/mypubliclands/9406947868/ CC BY 2.0 Mypublic lands https://www.flickr.com/photos/mypubliclands/ Excellent picture – Metaphor: Movement, gaze and the freedom to let your eyes follow the picture Continuity and connection/connectivity Light-shade and dynamism Open-contained/enclosed Dominant spaces and liminal in-between Rough-smooth Can we understand education in this permissive and spatial way? …
- #4: Andrew A pair of slides that illustrate the futility of binaries as obstructing ‘the richest space of all” “In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.” Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
- #5: “In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.” Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
- #6: Kathrine I think of this slide as a work in progress, as a way to simultaneously unpack and retain the complexity of the notion of ‘in-between’.
- #7: David Wiley has 5 Rs so I added Retain- see http://opencontent.org/blog/archives/3221
- #8: David Wiley has 5 Rs so I added Retain- see http://opencontent.org/blog/archives/3221 “Retain – the right to make, own, and control copies of the content” – that is so masculine! So we could simplify it as…? Reuse –Pro-actively open to connection in practice Revise – Pro-actively open to revision of context Remix – Pro-actively open to collaboration and collegial scholarship Redistribute - Pro-actively facilitating connections that precipitate further growth/learning/knowledge Retain – Pro-actively open to re-interpretation, multiplication and divergent ‘knowledges’ Kathrine: I am not clear what this means: “Awareness, consideration and negotiation of risks associated with sharing your practice and navigating different networks and spaces. Recognition that connection also means disconnection.“ – is it the rhizomatic divergent point? Wiley: The 5Rs of Openness – Retain – the right to make, own, and control copies of the content – Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) – Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language) – Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) – Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)