Opening up practice and resources

Presenters
Facilitator
Opening up practice and resources: Are we nearly there?
Allison Littlejohn
Jonathan Worth
Shaun Hides
Chris Pegler
Biographies:
See http://bit.ly/T4SwXd

Missed the start of this session? Visit http://bit.ly/JISCopen12 to find out what to do.
Running order/Plan
15.00 – 15.05 Chris’s Intro
15.05 – 15.20 Allison’s big picture
15.20 – 15.25 Questions for Allison
15.25 – 15.50 Jonathan & Shaun share PHONAR
15.50 – 15.55 Questions for Jonathan & Shaun
15.55 – 16.00 Any final questions
Use text-chat to flag questions during the sessions, the facilitator/moderators will note them. If we run out of time to fully discuss in this event we will pick these up in the discussion forum afterwards.

Some handy things to know
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All JISCEL12 live sessions are recorded
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After the conference recordings they will be made freely available through the JISC website.
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To make a copy of the Whiteboard, Text-chat and participants list select: >File >Save …
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Run the Audio Set-up Wizard if you have not done so. (Select: >Tools > Audio > Audio setup wizard).
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These and other handy Collaborate instructions are linked from the site noted below …

What is your take on openness?
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Please put a short intro: your institution and your interest in openness, project URL, discipline affiliation, etc. into the chat box.
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Additionally we ask you to locate your interest level in OER/OEP on the picture which follows
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Do this by making your mark using clip art
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We also use this approach in Allison’s talk

Scenario 4
Audience participation: Time for some answers!
1.Click on the clip art option (bottom icon in column to the right of the participants list)
2.Select the symbol – and that appeals to you
3.Place this symbol by clicked on a place of option you choose on the screen.
A. I agree with Chris
+
!
+
!





Making your mark with clip art

Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy This work is with: Lou McGill, Isobel Falconer, Lou McGill, Helen Beetham, Jay Dempster
Opening up Practice and Resources: Are we nearly there?

Scenario 4
What can a shift
towards openness
bring to education?
What is ‘openness’?

Scenario 4
Openness and everything is now a part of the world we’re living in (R1) A lot of the things with OERs are about philosophy, it’s About culture, it’s about why are we actually wanting to do this? (R6) Openness now is part of the team culture in learning technology (R7) It sort of feels there’s just starting to be a bit of a ground Swell of change in attitude towards ideas about openness (R4)

Scenario 4
Ten dimensions of ‘openness’ in education & learning:
1.OER/ OCW,
2.open environments/networks,
3.open boundaries (eg formal/ informal),
4.open teaching/ mentoring,
5.open research /scholarship,
6.open data,
7.open standards
8.open learning pathways,
9.open roles (eg expert/novice),
10.open learning practice See John Daniel http://www.col.org/resources/speeches/2011presentation/Pages/default.aspx

Scenario 4
Example 1: Professional learning in companies
Caledonian-Shell ResearchPartnership
www.gcu.ac.uk/calshell/

You
Your
goal

Dynamic Knowledge, e.g. wikis
Shared resources (e.g. delicious)
Formal Learning
Recommended Resources
Collaborative Spaces
Knowledge Networks
Libraries of Cases / Examples of Practice
Smart Information
You
Your
goal
Your Knowledge

Formal Learning
Knowledge Networks
Smart Information
You
Your
goal
Your Knowledge
External contacts
You
People with similar skills
Peers with similar goals
Tutor
Team
Anyone

Formal Learning
Knowledge Networks
Smart Information
You
Your
goal
Your Knowledge
External contacts
You
Tutor
Team
Anyone
GROUP

Formal Learning
Knowledge Networks
Smart Information
You
Your
goal
Your Knowledge
External contacts
You
Tutor
Team
Anyone
NETWORK
GROUP

Formal Learning
Knowledge Networks
Smart Information
You
Your
goal
Your Knowledge
External contacts
You
Tutor
Team
Anyone
NETWORK
GROUP
COLLECTIVE

Scenario 4
1.Learner sources ‘open’ resources
2.Learning is bounded within large enterprise networks
3.Integration of formal & informal learning
4.People draw on peers and mentors
5.Examples of open research and innovation
6.Data shared across the company
7.Use of propriety open standards
8.Learner sets the learning goals. Goals are not fixed and sometimes evolve.
9.People act as both learners & teachers. Learners roles change as they act as expert or novice depending on the task and their level of expertise
10.Peoples’ learning is aligned with work & learning goals.
Characteristics of ‘open’ professional learning

Scenario 4
Example 2:
Massive Open
Online Course (MOOC)
Study of Self Regulated Learning in MOOCs http://www.gcu.ac.uk/academy/srl-mooc/
Characteristics of learning in MOOCs

Scenario 4

Scenario 4
Image courtesy of Open University KMI: http://oer.kmi.open.ac.uk/?page_id=1503

Scenario 4
1.Learners source open and (some) create resources
2.Learning is within open networks
3.Integration of formal & informal learning
4.People draw on peers and mentors
5.Limited examples of open scholarship
6.Data tends not to be shared
7.Use of propriety open standards
8.Teacher sets the learning goals. Few learners align with these goals
9.People act as both learners & teachers. Learners roles change as they act as expert or novice depending on the task and their level of expertise
10.High degree of confidence and digital literacy required

Scenario 4
Who should decide what people learn in open learning?
•Who should decide what people learn in open learning?
•What construct aligns people's open learning?
•What literacies, practices and mindsets do people need to learn in an open, networked world?
•Should open courses be structured such that everyone on the course is teaching and (at the same time) learning?

Scenario 4
Audience participation: Time for some answers!
1.Click on the clip art option (bottom icon in column)
2.Select the symbol that appeals
3.Use this as a stamp to mark option(s) you choose
I agree with Chris
+
!
+
!






Scenario 4
Who should decide what people learn in open learning?
Teacher/s
Learners
Institution/s
Community/ies

Scenario 4
Yes!
No!
Depends on the discipline
Depends on the Level (eg UG or PG)
Should open courses be structured such that everyone on the course is teaching and (at the same time) learning?

Scenario 4
Information
literacies most critical
IT skills
most important
Confidence and motivation most essential
All of these!
What literacies, practices and mindsets do people need to learn in an open, networked world?

Scenario 4
Example 3:
Academics’ professional
learning
Characteristics of academic professional learning
HEFCE Review Study
http://www.gcu.ac.uk/academy/oer/
Academic Network Practice Study
http://www.gcu.ac.uk/academy/academicnetworkingpractices/

Scenario 4
Academic’s network practices
1.Exchange of resources within bounded environments
2.Over-reliance on physical proximity
3.Learning tends to be informal/ unstructured with pragmatic goals (eg where do I find a resource on x)
4.Teaching/ mentoring within closed environments
5.Very little open research /scholarship

Scenario 4
Review of academic practice: insights from expert interviews Practice Evidence of change in professional practices
•CoPs useful as a first step. Longer term can be inward looking, and homogeneity limits progress, as people form similar mindsets.
• Evidence that practices have moved from individualistic to collaborative, though missing some opportunities for open, collective work. Pedagogy
• Some signs of shift to ‘open pedagogy’ (more later!)

Scenario 4
Journeys highly contextualised. Critical factors have to be in place for institutions/ people to move forward.
Universities tend to journey to familiar destinations, building on what they are already doing. By following familiar paths institutions are bringing about change, though the change tends not to be transformational.

Questions We were thinking about What literacies, practices and mindsets do people need to learn in an open, networked world? Who should decide what people learn in open learning and how? What construct aligns people's open learning? Should open courses be structured such that everyone on the course is teaching and (at the same time) learning? The speakers will also offer insight into the pragmatic practice-based queries from fellow teachers such as: How do you cope with people failing to complete an open course - does it matter and what are the effects? How do you know that work is theirs? Why bother with the open option? I can't do what you do, so how do I start?

Opening up practice and resources

New media ecologies
Media will increasingly be generated by prosumers: Outside dedicated/restricted platforms Outside broadcast modes and channels A-synchronously On ‘converged’ devices On mobile devices

Changed Perspectives
Using traditional media models in this context may well lead us to act like the Traffic cop in Delhi’s rush hour trying to assert authority/ control over overwhelming flows - how do we keep control /control quality / ensure that students finish?

New Mindset in education: The 21st century scholar-curator
As media educators scholars and students we might hope that our role becomes something like that of the curator
‘arranging’ the flows of information into new outcomes within the collective production of knowledge
A very new skill set

Use of technologies and resources

Sustainable Professional Practice

hashtagphotographymagazine.com

“What Coventry University is doing is cutting edge and will, I think, revolutionise the way the next generation of journalists gather and distribute news. It's an exciting prospect and I look forward to seeing it in action.” BJTC Accreditation panel member

“Best practice across the sector” Mary Agnes Krell BA Media Production external Examiner “ Highly Innovative supportive and creative … the blogs are a brilliant way for all students to develope” Trevor Harris MA Media Production External Examiner

Classroom time ‘accounted’ = 50 hours
Additional ‘unaccounted‘ = 86 hours

“a passionate proposal... which I think everyone should read”
Fred Ritchin Prof. of Photography New York University

Shaun Hides
Martyn Lee
Jonathan Worth
Pete Woodbridge
s.hides@coventry.ac.uk
m.lee@coventry.ac.uk
j.worth@coventry.ac.uk
p.woodbridge@coventry.ac.uk

Opening up practice and resources

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