Mainstreaming Open Educational Practice in a Research University: Prospects and Challenges (Slides)
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This work is licensed under a Crea2ve Commons A6ribu2onNonCommercialShareAlike 4.0 Interna2onal Licence. Mainstreaming Open Educa2onal Prac2ce in a Research University: Prospects and Challenges Liz Masterman OER15: Mainstreaming Open Educa2on 14 th April 2015 CC BYNC Simon Q via Flickr
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Transcript of Mainstreaming Open Educational Practice in a Research University: Prospects and Challenges (Slides)
This work is licensed under a Crea2ve Commons A6ribu2on-‐NonCommercial-‐ShareAlike 4.0 Interna2onal Licence.
Mainstreaming Open Educa2onal Prac2ce in a Research University: Prospects and Challenges
Liz Masterman OER15: Mainstreaming Open Educa2on 14th April 2015
CC BY-‐NC Simon
Q via Flickr
Research universi2es
• ‘High concentra2on of talent’ • ‘Abundant resources’ • Governance structures à academic autonomy • Educa2on: • Research-‐informed teaching • ‘Curious, driven, responsible’ students • Outreach
(Chirikov, 2013; Spronken-‐Smith et al., 2014; Mapstone et al., 2014)
Context of the study CC
BY-‐NC Simon
Q via Flickr
Context of the study
Context of the study CC
BY-‐NC Simon
Q via Flickr
Methodology: research ques2ons 1. To what extent do Oxford academic staff
recognise … values and prac2ces that are associated with openness?
2. To what extent is their current teaching prac2ce shaped by • their discipline, • open prac2ces in research and • Oxford’s organisa2onal structure and culture?
3. What cons2tutes op2mal engagement with open educa2onal prac2ce at Oxford?
Methodology: approach
• Semi-‐structured interviews informed by literature • 14 academic staff • 1 each of: learning technologist, staff developer, librarian
Methodology: framework of OEP ‘…collabora2ve prac2ce in which resources are shared by making them openly available, and pedagogical prac2ces are employed which rely on social interac2on, knowledge crea2on, peer-‐learning, and shared learning prac2ces’ (Ehlers, 2011) • Sharing and reusing resources • Characteris2cs of open pedagogic models • Learning in an open world • Sharing educa2onal knowledge openly • The influence of openness in research
Methodology: open pedagogic models 1. a. The teacher’s role changes from source of
knowledge to learning adviser. b. The student takes responsibility for their learning, including what they learn.
2. Knowledge is co-‐constructed through mutual interac2on and reflec2on between teacher and students.
3. The development of knowledge and skills required for tackling and solving problems has priority over subject-‐centred knowledge transfer.
4. Students learn primarily from each other, as a community.
Research universi2es
• ‘High concentra2on of talent’ • ‘Abundant resources’ • Governance structures à academic autonomy • Educa2on: • Research-‐informed teaching • ‘Curious, driven, responsible’ students • Outreach
(Chirikov, 2013; Spronken-‐Smith et al., 2014; Mapstone et al., 2014)
Outreach
h6p://www.openspires.ox.ac.uk
Outreach
• Knowledge as a public good and freely accessible to all; sharing
• Sharing (as far as possible) at the heart of the academic process
• Mo2va2on: incl. altruism, knowledge self-‐efficacy (Van Acker et al., 2013)
• Barriers: incl. privileging of research over teaching in RUs
Pedagogy: research-‐informed teaching
CC BY-‐NC-‐SA University of Oxford
Pedagogy: research-‐informed teaching • Research-‐led
• ‘the teaching is driven by research and … they’re coming to par2cipate in that’
• Research-‐oriented • ‘guiding a student through your own interpreta2on of a discipline in order to help them learn their own techniques’
• Research-‐based • ‘learning to be a good learner is learning how to do research’
• Research-‐tutored • ‘the student leaves the tutorial with a different perspec2ve on the essay which they brought to it’
(Spronken-‐Smith, Mirosa & Darrou, 2014, based on Healey & Jenkins, 2009)
OER for research-‐informed teaching…
?
OER for research-‐informed teaching… • Research-‐led
• open access journal ar2cles; openly licensed project reports
• Research-‐oriented • insights into the research process eg through w-‐i-‐p blogs • open source tools for research
• Research-‐based • access to OER collec2ons • OER/courses in research skills • coaching in open science methods
• Research-‐tutored • OER/courses in academic wri2ng skills • blog posts instead of essays
Governance
Public domain: h6p://pixabay.com/en/books-‐library-‐lexicon-‐read-‐learn-‐584999/
Governance: subsidiarity and openness
• Subsidiarity: ‘deciding what to research is a ma6er for individuals and, where relevant, research groups’
• Openness at the ins2tu2onal level: • Core philosophy • Global responsibility • Inherent in charitable status
Conclusion • Outreach • ‘Globally available resources’ vs OER • Reciprocity
• Teaching and learning • Awareness of legi2mate use • Fit to ins2tu2onal objec2ves, recast in an open world:
• Equip ‘ci2zens of tomorrow’ • Prepare for academic prac2ce
• Governance • Making OER for teaching and learning ‘a ma6er for … the University as a whole’
Conclusion
• Hidden slide – created to hold overspill of notes from the previous one.
CC BY Liz M
asterm
an
! www.it.ox.ac.uk/eet
@dotEliza @ltgoxford
With acknowledgements to Dr Chris Davies (PI) Jennifer Allen, Steve Albury and Jessica Chan (research assistants)
References Chirikov, I. (2013): Research universi2es as knowledge networks: the role of ins2tu2onal research, Studies in Higher Educa1on, 38: 456-‐469. dos Santos, A. I. (2008). The Discourses of OERs: how flat is this world ? Journal of Interac1ve Media in Educa1on. h6p://jime.open.ac.uk/2008/11. Ehlers, U.-‐D. (2011). Extending the territory: From open educa2onal resources to open educa2onal prac2ces. Journal of Open, Flexible and Distance Learning, 15(2): 1–10. Mapstone, S., Buitendijk, S., & Wiberg, E. (2014). Online learning at research-‐intensive universi2es. Leuven, Belgium: LERU. h6p://www.leru.org/files/publica2ons/LERU_AP16__Online_Learning_at_RIUs_final.pdf Spronken-‐Smith, R., Mirosa, R. & Darrou, M. (2013). ‘Learning is an endless journey for anyone’: undergraduate awareness, experiences and percep2ons of the research culture in a research-‐intensive university. Higher Educa1on Research & Development, 33: 355-‐371. Van Acker, F., Van Buuren, H., Kreijns, K. & Vermeulen, M. (2013). Why Teachers Share Educa2onal Resources: A Social Exchange Perspec2ve, in R. McGreal, W. Kinuthia & S. Marshall (eds.), Open Educa1onal Resources: Innova1on, Research and Prac1ce (pp. 177–191). Vancouver: Commonwealth of Learning and Athabasca University.
