OPENNESS IN HIGHER EDUCATION: Choosing Our Paths презентация

NUI Galway
#tlfest15 • 12th June 2015

Operating System

support for creating & sharing

social connection

members believe their contributions matter

informal mentorship

/ place
collaborative ✓ time / duration
agentic

Participatory Culture
literacy practices

students navigate the dissonance between these – WITH or WITHOUT our support

Le Cornu 2011)

#vandr
Visitors and Residents resources http://goo.gl/vxUMRD

by Lynne Connaway, David White & Donna Lanclos
http://www.slideshare.net/oclcr/evaluating-online-behaviours-a-visitors-and-residents-approach

the level of use of non-traditional resources and also masks the methods learners use to increase their understanding of subjects, creating what we have called The Learning Black Market. The point at which learning takes place is often not being discussed because either explicitly or implicitly learners are being told by their educational intuitions or perceive that the educational institutions view that their information-seeking practices are not legitimate.

David White, Lynn S. Connaway,
Donna Lanclos, Erin M. Hood & Carrie Vass
Evaluating digital services: a Visitors and Residents approach, JISC InfoNet

“

connect
across boundaries

never end, as there is always a cohort to carry on, and lead into the next group, and when they overlap that’s great – that’s where the genuine collaboration happens. Traditionally, we deliver modules/courses, neatly chunked into 12 weeks, with units of assessment, leading to grades etc. and that’s the way things are (generally) done. I’m not saying scrap all of that, but I do think that modules are best served as springboards to other things.
Increasingly, students are connecting across levels and cohorts through Twitter and now we have ex-students getting together with current students, undergrads coming to postgrad classes (and vice versa) as they’ve connected online and have a genuine interest in getting involved in other groups/further curricula outside of their taught modules.”

#icollab

Helen Keegan (2012)
@heloukee

“

and learning communities
also can be nodes, e.g. via #hashtags.

this I would have been less likely to express my views to a group of people online whereas now I would not have a problem in doing so.

By posting publicly it opened up our world to other academics or people who are just interested in the topic... I don’t think anyone would have thought that the author of one of the works we were researching would get involved.

#studentvoice

openness...

“

“

keeping in contact with people, but since have discovered they both have much more to offer.

They are places to discover new information and boost your knowledge. That both education and socialising can be rolled into one.

#studentvoice

social networks...

“

“

connect
across boundaries

digital services: a Visitors and Residents approach, JISC InfoNet

constellation of practices that skirt the institutional structures and roles by which formal learning has been organized for generations.
– Bonnie Stewart (2015)

Educational Resources)
?
Free
?
Open Admission (e.g. Open University)

DEFINITIONS of ‘OPEN’

Culture
?
Values
?
Practices
?
Activities

LEVELS of OPENNESS

product after all. It’s not so much the what we learn but the how and the who with and the why we do so… it’s not so much about “open” as an adjective to describe education; rather it’s “opening” as a verb to describe what we must do. What we want students, learners, all of us, to do.
Audrey Watters (2012)

“

truly open, online and networked learning in the wilds of the Internet, with the expertise represented by institutions of higher education.”

http://open.media.mit.edu/

is the process [of] establishing oneself as a node in a broad network of distributed creativity.”
– Joi Ito @joi

Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink

their identities, and adopt subject positions through different social technologies and media.

These opportunities can only be supported by academic staff who are themselves engaged in digital practices and questioning their own relationship with knowledge.

- Keri Facer & Neil Selwyn (2010)

the absence of a profound love for the world and its people. – Freire

Visitors & Residents
@gconole digital identity; learning design
@bonstewart digital identity; social media
@veletsianos networked & open scholarship
@mweller open education
@oerresearchhub open education (OER & OEP)
@mizuko connected learning
@jimgroom #ds106; Reclaim Your Domain
@audreywatters critical issues in education/edtech

Activities Report, Leicester: Leicester City Council (CC BY-NC 3.0).
Campbell, Gardner (2012). Ecologies of Yearning. Keynote - Open Ed Conference 2012.
Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research. In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age. Routledge.
Gutiérrez, Kris D. (2008). Developing a sociocritical literacy in the Third Space. Reading Research Quarterly, 43(2), 148-164.
Heaney, Seamus (1991) Lightenings viii, Seeing Things. Faber and Faber.
Ito, Joi (2011, December 5). In an open-source society, innovating by the seat of our pants. The New York Times.
Jenkins, Henry. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation, Chicago
Keegan, Helen (2012). A new academic year: global, connected, creative – and not (quite) a MOOC.
Pew Research Internet Project (2013). Social Media Update 2013.
Rainie, Lee & Wellman, Barry (2012). Networked: The new social operating system. MIT Press.
Watters, Audrey (2012). Gardner Campbell, J. Alfred Prufock, and the Ecologies of Yearning. hackeducation
Wenger, Etienne (2010). Knowledgeability in Landscapes of Practice SRHE Conference 2010. In deFreitas & Jameson, Eds. (2012) The e-Learning Reader.
Williams, Bronwyn (2009). Shimmering Literacies: Popular Culture and Reading and Writing Online (New Literacies and Digital Epistemologies. Peter Lang Publishing.