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Nov 4, 2016 Open Ed Conference Jo Axe, PhD Elizabeth Childs, PhD George Veletsianos, PhD
PLAYING WITH JELLO: FACULTY EXPERIENCES ADOPTING OPENNESS AS A CORE VALUE
WeacknowledgethatweworkandliveontheancestrallandsandunceededterritoriesoftheCoastSalishfamilies
ACKNOWLEDGEMENT
INTRODUCTIONS
Jo Axe PhD
Associate Professor and Director, School of
Education and Technology
George Veletsianos
PhD Associate Professor
Canada Research Chair in Innovative Learning and
Technology
Elizabeth Childs PhD
Associate Professor and MALAT Program Head, School of Education and Technology
RoyalRoadsUniversityContext
• PredominantlyMaster’sprograms• Mostprograms=blendedmodel(shortresidencies+fully
online);somefullyonlineprograms• InsGtuGonalLearningandTeachingModel• TwoFaculGes
– FacultyofSocialandAppliedSciences
– FacultyofManagement
• CollegeofInterdisciplinaryStudies
WhyOpenness–WhyNow?
• Timingiseverything:• MAprogramredesign–5yearreview• ChanginglandscapeofHigherEd• Internalchampions/externalpush
• IntenGonToextendthemindsetofopennessacrossagraduateprogram:tomodelthemodel.
• OpennessasadesignprinciplesofaMAprogram(MAinLearning&Technology)
• Explicitintheprogramgoalstatement• Centraltotheoverallprogramdesign;take/
makecourses• Inherentintheprogramlearningoutcomes• Embeddedineachcourse
Theprogramisfoundeduponprinciplesofnetworkedlearningandopenpedagogywherestudentswillcollaborateandcontributemeaningfullytodigitallearningnetworksand
communi8esinthefield.Graduateswillbeabletoworkinthecrea8onandevalua8onofdigitallearningenvironments.Studentswillapplytheore8cal
andprac8calknowledgetocri8callyanalyzelearninginnova8onsandassesstheirimpactonorganiza8onsandsociety.
h?p://www.royalroads.ca/prospec8ve-students/master-arts-learning-and-technology/
program-descrip8on
FramingOpenness–inMALAT
– Opennessasavehicleforeduca.onalchange-teachingandlearningenvironments;teachingpracGces
• ConsistentwithsocialconstrucGonism;construcGvismetc.• The5R’s(retain,reuse,revise,remix,redistribute)
– Resources;assignments;syllabus– Opennessisagoalinitself–tobeopenforthebenefitsandchallengeswe(facultyandstudents)canexperiencefrombeingopenthatgobeyondsavingstudentsmoney.
– Consistentwiththeconceptofexpansiveopenness(Kimmons,2016)
– Levelsofopenness;acrossprogram/course/acGviGes/assessment
OurcurrentworkingdefiniGon…
AkeytenetofopeneducaGonisthateduca8oncanbeimprovedbymakingeduca8onalassetsvisibleandaccessibleandbyharnessingthecollec-vewisdomofacommunityofprac-ceandreflec-on(Iiyoshi&Kumar,2008,p.2)
MastermanandWild(2013)OEREngagementLadder–extended
Stagg(2014)ConGnuumofPracGceforEngagementinOpenEducaGon
AJourneyintoRisk
Falconeretal(2016),
TheForthCategory:EnhancingPedagogy
“Weviewourfourthcategory,enhancingpedagogy,asfundamentallydifferenttothatofproducinghighqualitymaterialsefficientlyorcosteffecGvely,inthatitisunderpinnedbyaltruisGcposiGonsratherthanabusinessmodelapproach.ItputsitsemphasisonthevalueoftheOERdevelopmentprocess,ratherthanonthevalueoftheOERcontentproduced.(Falconeret.al.,2016.p.99)
OPENNESS – A JIGGLY SPACE
OpennessasaconGnuum
• Programdeliverydecisions– (Moodle&WP)
– GoingouttoaskforfeedbackonWPplugins– Balancinglegalrequirementsanddesignprinciples
• DropboxandGoogleDriveasawaytoshareacrossfacultyduringthedevelopmentprocess
• YouTubechannel/course–studentssubscribe• Sociallearningtools
• Coursedesigndecisions– GoogledoccollaboraGvecoursedesign– Designteams(twofaculty(core/AF)+instrucGonaldesigner+PH)
• Readingsandresources– openaccessasthedefaultbutsome(seminalworks)arenot.
OpennessasaConGnuum
• Assessment–currentfocusofourdiscussion– PostdetailandassessmentrubricsoncourseWPsite– Assessmentrubrics(open?shareable?)– Renewableassignments(briefingnoteexample)
• Can/shouldeverycoursehavearenewableassignment?IsitreasonabletoexpectstudentstodothisineverycourseatMAlevel?
• AtwhatpointdoyoureachsaturaGon(akadiscussionforumsbreedinglikerabbits?)
– AuthenGcassignmentsthatgivebackand/orpayforward
– Feedbackprivate(i/s;s/s)orpartopen(s/s;isprivate)fullyopenbothgroups?
EmergingThemesandCurrentQuesGons
• Uncertaintyisn’tabadthing–itisnecessaryforlearning• Modelthemodel–trickerthanitsounds
– Levelofcomfortforriskandchangeliesattheindividual;programandinsGtuGonallevelandallcanbedifferentandexertdifferentpressures
– AtthesameGmeyoucanhaveinsGtuGonalstructuresthataresupporGveandnotsupporGve
• TheoreGcallywearequesGoning-Isopennessapedagogyoraprinciple?
• PracGcallyweareexploring/quesGoningopenassessment(what/howmuch/when);howdowesupportlearnersintheirjourneyontheopennessconGnuum?
Thankyou&[email protected]@[email protected]
References
• Falconer,I.,Liqlejohn,A.,McGill,L.,&Beetham,H.(2016).MoGvesandtensionsinthereleaseofOpenEducaGonalResources:theJISCUKOERprogramme.AustralasianJournalofEduca8onalTechnology,32(4),92–105.doi:10.14742/ajet.2258
• Judith,K.,&Bull,D.(2016).AssessingthepotenGalforopenness:Aframeworkforexaminingcourse-levelOERimplementaGoninhighereducaGon.Educa8onPolicyAnalysisArchives,24(42).doi:10.14507/epaa.24.1931
• Masterman,L.,&Wild,J.(2013).ReflecGonsontheevolvinglandscapeofOERuse.PaperpresentedatOER13:creaGngavirtuouscircle,Notngham,UK
• Stagg,A.(2014).OERadopGon:aconGnuumforpracGce.Universi8esandKnowledgeSocietyJournal,11(3),151–164.doi:10.7238/rusc.v11i3.2102