The role of educational developers in supporting open educational practices
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Transcript of The role of educational developers in supporting open educational practices
The role of educational developers in supporting open educational practices
Michael Paskevicius Vivian Forssman
http://bit.ly/EdDevOpen
Our intended session outcomes At the end of the workshop participants will:
• Develop perspective on the unique position and potential value of educational developers in supporting open practices
• Develop a set of strategies for supporting and promoting open educational practices around learning outcomes, teaching strategies, and assessment
• Consider the educational developers role of change agent in advancing openness
Your experience advocating for open education On your own: Take 2 minutes and jot down a few notes about your experience explaining, advocating for, or engaging others with the concept or practice of open education
1. Identify the most significant barrier you have heard in response to the idea
2. Identify the most significant benefit you have heard in response to the idea
3. Identify a single strategy you might use to promote openness?
(Van Note Chism, 2011)
What do educational developers do?• Create and facilitate faculty development opportunities (e.g., instructional,
curricular, and technological)
• design and produce educational resources (e.g., print and media-based)
• collaborate and consult on special projects and policy development initiatives
• advocate for, lead, and facilitate institutional change
• broker relationships and opportunities for partnership
• contribute directly or indirectly to the scholarship of teaching and learning and educational development
(McDonald et al., 2016)
How can educational developers infuse and inspire open educational practices while supporting and consulting with educators and students?
Teaching & Learning Activities
Learning Outcomes
Assessment & Evaluation
Adapted from Biggs & Tang, 2011
Teaching & Learning Resources
Teaching & Learning Activities
Teaching & Learning Resources
Learning Outcomes
Assessment & Evaluation
Accessible, clear, transparent, expansive,
and student-centred learning outcomes
Accessible, adaptable, shared, and collaborative
resources
Student as producer, peer-reviewer, collaborator, and digitally
literate contributor to OEP
Exposed, collaborative, and collectively improved teaching
and learning activities
A working definition for OEP in the context of educational development
Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.
Come up with an open practice for each of the instructional elements (learning outcomes, teaching and learning activities, and assessment and evaluation)
• Describe the practice
• What tools do you need?
• Who are the stakeholders?
http://bit.ly/EdDevOpen
This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/
Benefits of increased open teaching practice
• lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015);
• support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016);
• experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013);
• forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011)
Business as usual
Shares resources
among colleagues
Engages in interinstitutional resource sharing
Licensing and permissions often
unclear
Engages students in contributing or
remixing open access, openly licensed and
public domain resources
Creates and shares T&L
resources that are open access,
openly license and/or public
domain
Shares practice at teaching
conferences and events
Uses open access, open licenses and
public domain resources in
T&L
Adopts and prescribes an open textbook
Engages students in using open
access, open licenses and
public domain resources
Understanding of licensing usage
rights
Understanding and adoption of open licensing
Uses open resources
found online
Often under
fair use
Spectrum of open educational practices
Most common practices
Emerging practicesBleeding edge practices
Weller’s Open Practice Paradoxes
Democratises space - Increases marginalisation
Success of Open - Anti-open culture
Power of Open - Anti-knowledge climate
Formalised - Experimental
Friendly/Supportive - Dangerous/unpleasant
Powerful dissemination - Reduction of discourse
(Weller, 2016)
Pathways to Adopting OEP
http://bit.ly/OEPPathways
Open Educational Practices:A Conundrum for Educational Developers
A reimagining and refocusing of high-impact teaching and learning practices peppered with open
Often considered an ‘extra step’ towards the design of teaching and learning
Sensitivity to student privacy and comfort with operating in the open
Raise disciplinary particularities each with their own resources, strategies, norms, and values
Parallels (murkiness) in relation to networked learning, student engagement strategies, SOTL, experiential learning, existing closed learning technologies
We are all educational developers
Open Pedagogy: Biology 325
• All students built and maintained their own open access Wordpress site tasked with creating two research articles on a local bird species of their choice
• Posts were aggregated into a parent site• Comments emerged as students reviewed
one another's work • This work is now
archived and accessible on the web
http://wordpress.viu.ca/biol325
The Compass Rose open access online journal for undergraduate research in liberal arts
Edited and curated by students
Agreed to Creative Commons licensing for the journal in principle
http://wordpress.viu.ca/compassrose/
Open Pedagogy: The Compass Rose
The ChemWiki is a collaborative approach toward chemistry education where an Open Access textbook environment is constantly being written and re-written by students and faculty members resulting in a free Chemistry textbook to supplant conventional paper-based books.
http://chemwiki.ucdavis.edu/
OEP and Networked Learning
Prepared by: Michael Paskevicius Learning Technologies Application DeveloperCentre for Innovation and Excellence in [email protected]
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/
Presentations: http://www.slideshare.net/mpaskevi
This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0
References
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4 edition). Maidenhead: Open University Press.
Carnegie Mellon University. (n.d.). Align Assessments, Objectives, Instructional Strategies-Teaching Excellence & Educational Innovation. Retrieved 17 November 2016, from https://www.cmu.edu/teaching/assessment/basics/alignment.html
Carey, T., Davis, A., Ferreras, S., & Porter, D. (2015). Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship. Open Praxis, 7(2). doi:10.5944/openpraxis.7.2.201
Conole, G., & Weller, M. (2008). Using learning design as a framework for supporting the design and reuse of OER. JIME, 2008(1), 5. doi:10.5334/2008-5
DeRosa, R. (2017, January 23). Extreme Makeover: Pedagogy Edition. Retrieved from http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/
DeVries, I. & Harrison, M. (2016) Advocating for open: The instructional design experience. Open Education 2016. Richmond, VA.
McDonald, J., Kenny, N., Kustra, E., Dawson, D., Iqbal, I., Borin, P., & Chan, J. (2016). The Educational Developer’s Portfolio (Educational Development Guide Series No. No. 1). Ottawa, Canada: Educational Developers Caucus.
Mulder, A. (2011). Open Educational Resources and the Role of the University. EDUCAUSE Review, vol. 46, no. 5 (September/October 2011).
Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: implications for teachers and learners. Open learning, 26(1), 39-49.
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators' social media participation. British Journal of Educational Technology, 44(4), 639-651. https://doi.org/10.1111/bjet.12052
Weller, M. (2016, December 13). The paradoxes of open scholarship. Retrieved from http://blog.edtechie.net/openness/the-paradoxes-of-open-scholarship/
How you would advocate for openness around the strategies you have developed?
• When is the best time to advocate?
• How would you form your argument?
• What are the benefits and risks associated with the practice?
http://bit.ly/EdDevOpen
Some wicked questions How do teaching and learning centres themselves work more openly?
How do we support open educators on the margins as well as our super keen champions?
What is the goal of open? (popularity, engaging students, creating community, peer review, bringing in expert?) Does it differ by discipline? How do we manage as educational developers?
Open for rogues (Rogue innovator) versus open for institutions? Hard for sessionals to replicate rogue innovation. Need to be able to scale innovation. How to we scale this for new faculty AND make it easy? Development of media takes time, how to ensure it stays open. Investing in closed technology locks us in, how do we get our data out?
Open for rogues (Rogue innovator) versus open for institutions? Hard for sessionals to replicate rogue innovation. Need to be able to scale innovation. How to we scale this for new faculty AND make it easy? Development of media takes time, how to ensure it stays open. Investing in closed technology locks us in, how do we get our data out?
Open practice should not be about faculty creating open content on the web, but rather students self publishing and engaging as makers on the web
Openness creates a skills set, highly relevant, and desirable
Invites interdisciplinary opportunities (engages us in critical thinking) , naturally opens up our disciplines to others, and learning communities - all foundational for social change
The slide with my Open Pedagogy definition changes every time I give a presentation
about it.Derosa, 2017
http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/
https://thatpsychprof.com/pragmatism-vs-idealism-and-the-identity-crisis-of-oer-advocacy/
http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer
https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept /
Do open educational practices extend beyond the use of open educational resources?
Prepared by: Michael Paskevicius Learning Technologies Application DeveloperCentre for Innovation and Excellence in [email protected]
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/
Presentations: http://www.slideshare.net/mpaskevi
This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0