Andrew Middleton @andrewmidSheffield Hallam University

Finding the open in the in-between : changing culture and space in higher education Kathrine Jensen @kshjensen

University of HuddersfieldOER16: Open Culture, 19 April 2016, University of Edinburgh

CC BY 2.0 Mypublic lands https://www.flickr.com/photos/mypubliclands/

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). “

Open

Closed

Informal

FormalDominant

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

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

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.

Let’s continue the conversation…

Andrew Middleton @andrewmidSheffield Hallam University

Kathrine Jensen @kshjensenUniversity of Huddersfield

presence borderland space place intersection interstitial openness ritual liminality ambiguity spirit experience