Opening up practice and resources

Presenters

Facilitator

Opening up practice and resources: Are we nearly there?

Allison Littlejohn Jonathan Worth Shaun Hides

Chris Pegler

Biographies: See http://bit.ly/T4SwXd

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Presentation Notes

Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide (click ‘Apply’ to change only the currently selected slide, or ‘Apply to All’ to change the footers on all slides.

http://bit.ly/T4SwXd

Missed the start of this session? Visit http://bit.ly/JISCopen12 to find out what to do.

Running order/Plan

15.00 – 15.05 Chris’s Intro 15.05 – 15.20 Allison’s big picture 15.20 – 15.25 Questions for Allison 15.25 – 15.50 Jonathan & Shaun share PHONAR 15.50 – 15.55 Questions for Jonathan & Shaun 15.55 – 16.00 Any final questions Use text-chat to flag questions during the sessions, the facilitator/moderators will note them. If we run out of time to fully discuss in this event we will pick these up in the discussion forum afterwards.

http://bit.ly/JISCopen12



Some handy things to know

• All JISCEL12 live sessions are recorded • After the conference recordings they will be made

freely available through the JISC website. • To make a copy of the Whiteboard, Text-chat and

participants list select: >File >Save … • Run the Audio Set-up Wizard if you have not done

so. (Select: >Tools > Audio > Audio setup wizard). • These and other handy Collaborate instructions are

linked from the site noted below …




What is your take on openness?

• Please put a short intro: your institution and your interest in openness, project URL, discipline affiliation, etc. into the chat box.

• Additionally we ask you to locate your interest level in OER/OEP on the picture which follows

• Do this by making your mark using clip art • We also use this approach in Allison’s talk



Scenario 4

Audience participation: Time for some answers!

1. Click on the clip art option (bottom icon in column to the right of the participants list)

2. Select the symbol – and that appeals to you

3. Place this symbol by clicked on a place of option you choose on the screen.

A. I agree with Chris + ! + !

Making your mark with clip art





Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology www.gcu.ac.uk/academy This work is with: Lou McGill, Isobel Falconer, Lou McGill, Helen Beetham, Jay Dempster

Opening up Practice and Resources: Are we nearly there?

Presenter

Presentation Notes




Scenario 4

What can a shift towards openness bring to education?

What is ‘openness’?




Scenario 4

Openness and everything is now a part of the world we’re living in (R1)

A lot of the things with OERs are about philosophy, it’s About culture, it’s about why are we actually wanting to do this? (R6)

Openness now is part of the team culture in learning technology (R7)

It sort of feels there’s just starting to be a bit of a ground Swell of change in attitude towards ideas about openness (R4)







Scenario 4

Ten dimensions of ‘openness’ in education & learning:

1.OER/ OCW, 2.open environments/networks, 3.open boundaries (eg formal/ informal), 4.open teaching/ mentoring, 5.open research /scholarship, 6.open data, 7.open standards 8.open learning pathways, 9.open roles (eg expert/novice), 10.open learning practice

See John Daniel http://www.col.org/resources/speeches/2011presentation/Pages/default.aspx





Scenario 4

Example 1: Professional learning in companies


Caledonian-Shell ResearchPartnership www.gcu.ac.uk/calshell/




You Your goal

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Dynamic Knowledge, e.g. wikis

Shared resources (e.g. delicious)

Formal Learning

Recommended Resources

Collaborative Spaces

Knowledge Networks

Libraries of Cases / Examples of

Practice

Smart Information

You Your goal

Your Knowledge






Formal Learning



Knowledge Networks


Practice

Smart Information

You Your goal

Your Knowledge

External contacts

You

People with similar skills

Peers with similar goals

Tutor

Team

Anyone

Presenter

Presentation Notes






Formal Learning



Knowledge Networks


Practice

Smart Information

You Your goal

Your Knowledge

External contacts

You



Tutor

Team

Anyone GROUP

Presenter

Presentation Notes






Formal Learning



Knowledge Networks


Practice

Smart Information

You Your goal

Your Knowledge

External contacts

You



Tutor

Team

Anyone NETWORK GROUP

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Formal Learning



Knowledge Networks


Practice

Smart Information

You Your goal

Your Knowledge

External contacts

You



Tutor

Team


COLLECTIVE

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Formal Learning



Knowledge Networks


Practice

Smart Information

You Your goal

Your Knowledge

External contacts

You



Tutor

Team


COLLECTIVE

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Scenario 4

1. Learner sources ‘open’ resources 2. Learning is bounded within large enterprise networks 3. Integration of formal & informal learning 4. People draw on peers and mentors 5. Examples of open research and innovation 6. Data shared across the company 7. Use of propriety open standards 8. Learner sets the learning goals. Goals are not fixed and

sometimes evolve. 9. People act as both learners & teachers. Learners roles

change as they act as expert or novice depending on the task and their level of expertise

10. Peoples’ learning is aligned with work & learning goals.

Characteristics of ‘open’ professional learning




Scenario 4

Example 2: Massive Open Online Course (MOOC) Study of Self Regulated Learning in MOOCs http://www.gcu.ac.uk/academy/srl-mooc/

Characteristics of learning in MOOCs




Scenario 4





Scenario 4


Image courtesy of Open University KMI: http://oer.kmi.open.ac.uk/?page_id=1503




Scenario 4

1. Learners source open and (some) create resources 2. Learning is within open networks 3. Integration of formal & informal learning 4. People draw on peers and mentors 5. Limited examples of open scholarship 6. Data tends not to be shared 7. Use of propriety open standards 8. Teacher sets the learning goals. Few learners align with these

goals 9. People act as both learners & teachers. Learners roles

change as they act as expert or novice depending on the task and their level of expertise

10. High degree of confidence and digital literacy required





Scenario 4

Who should decide what people learn in open learning?

•Who should decide what people learn in open learning?

•What construct aligns people's open learning?

•What literacies, practices and mindsets do people need to learn in an open, networked world?

•Should open courses be structured such that everyone on the course is teaching and (at the same time) learning?




Scenario 4

Audience participation: Time for some answers!

1. Click on the clip art option (bottom icon in column)

2. Select the symbol that appeals

3. Use this as a stamp to mark option(s) you choose

I agree with Chris + ! + !




Scenario 4

Who should decide what people learn in open learning?

Teacher/s Learners

Institution/s Community/ies




Scenario 4

Yes! No!

Depends on the discipline

Depends on the Level

(eg UG or PG)

Should open courses be structured such that everyone on the course is teaching and (at the same time) learning?




Scenario 4

Information literacies

most critical

IT skills most important

Confidence and motivation

most essential

All of these!

What literacies, practices and mindsets do people need to learn in an open, networked world?




Scenario 4

Example 3: Academics’ professional learning

Characteristics of academic professional learning

HEFCE Review Study http://www.gcu.ac.uk/academy/oer/ Academic Network Practice Study http://www.gcu.ac.uk/academy/academicnetworkingpractices/




Scenario 4

Academic’s network practices


1. Exchange of resources within bounded environments 2. Over-reliance on physical proximity 3. Learning tends to be informal/ unstructured with

pragmatic goals (eg where do I find a resource on x) 4. Teaching/ mentoring within closed environments 5. Very little open research /scholarship




Scenario 4

Review of academic practice: insights from expert interviews

Practice Evidence of change in professional practices •CoPs useful as a first step. Longer term can be inward looking, and homogeneity limits progress, as people form similar mindsets. • Evidence that practices have moved from individualistic to collaborative, though missing some opportunities for open, collective work.

Pedagogy • Some signs of shift to ‘open pedagogy’ (more later!)





Scenario 4

Journeys highly contextualised. Critical factors have to be in place for institutions/ people to move forward. Universities tend to journey to familiar destinations, building on what they are already doing. By following familiar paths institutions are bringing about change, though the change tends not to be transformational.




Coventry Open Media Classes

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Hello My name is Shaun Hides – I’m head of the Dept of media – I want to set our Open Class in Context Particularly in terns of media and creative practice and analysis on UK HE And in relation to Open Education

Questions We were thinking about What literacies, practices and mindsets do people need to learn in an open, networked world? Who should decide what people learn in open learning and how? What construct aligns people's open learning? Should open courses be structured such that everyone on the course is teaching and (at the same time) learning? The speakers will also offer insight into the pragmatic practice-based queries from fellow teachers such as: How do you cope with people failing to complete an open course - does it matter and what are the effects? How do you know that work is theirs? Why bother with the open option? I can't do what you do, so how do I start?

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Photographic Mediations has had over half a million listeners

picbod.org

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#picbod is a second year class which deals with representation of the body alongside the importance of the photographic artifact.

picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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picbod.org

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Coventry Open Classes

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This whole shift led us to the Open Media Classes as a key part of this approach In the last year we have been undertaking our JISC funded project -

Open learning

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And Living in a digital world in the area Media and cultural Research You will hear about two of these classes from Matt who will talk about photography and Pete who will talk about creative media activism But a key development is that they have now stimulated a series of others . PETE / MATT

picbod.org

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Project within a class that was around getting students to engage with the context of their work. looking at the role of creativity in social and cultural change, through the creation of media content such asweb content, film, photography, sound, facebook groups whatever. Last year was particularly important in terms of these questions being asked around power- occupy, leveson inquiry into the press, banking scandall content alone isnt good enough anymore, focus on the craft and form is important but how it exists within an ecology is even more important in this world of super-abundance

www.creativeactivism.net

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Discussing Creative work at the intersection of political, social and cultural change

http://www.creativeactivism.net

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Exploring creative approaches to problem solving, looking at a number of different areas and methodologies in creative design,, media and cultural theory whatever.

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Existing in between spaces, fragmented publication and affect

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Stimulus and networks. Bringing in, often non academic, Comedian- not an activist, but probably is. Things are often funny because often they stand at the edges- but really they are right at the centre

Changing Mind-sets

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NEED A STRONG SENSE of direction since “Open” is highly disruptive of established pedagogic assumptions - an ethos and approach to organise experiments in new ways of working � Task was - not take a stand in the face of incoming tide of new information-media - to protect the traditional academic model

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MEDIA

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For us this was also abut understanding how our teaching connected to the changing media context

MEDIA ?

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We have fundamentally re-appraised the subjects we teach - what the Dept. is for and about What is and where is media content As well as how how we might use these technologies also offers new possibilities

New media ecologies

Media will increasingly be generated by prosumers: Outside dedicated/restricted platforms Outside broadcast modes and channels A-synchronously On ‘converged’ devices On mobile devices

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Its about recognising new modes of media content production

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together with that of the digital classroom.

Significance – Connection

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NEW PLAYERS

Changed Perspectives Using traditional media models in this context may well lead us to act like the Traffic cop in Delhi’s rush hour trying to assert authority/ control over overwhelming flows - how do we keep control /control quality / ensure that students finish?

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Trying to hold people within existing media platforms - with pay-walls around them, is probably not a viable business model

New Mindset in education: The 21st century scholar-curator

As media educators scholars and students we might hope that our role becomes something like that of the curator ‘arranging’ the flows of information into new outcomes within the collective production of knowledge A very new skill set

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We had to begin to define a new role for ourselves

Open Media Policy

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NEED A STRONG SENSE of direction Open Media strategy - an ethos and approach to organise experiments in new ways of working � Task was - not take a stand in the face of incoming tide of new information-media - to protect the traditional academic model

Use of technologies and resources

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Everyone in the Dept makes smart use of relevant technologies As of Sept 2012 all new student will be provided with your own mobile learning pack – specialist laptop, with software etc. So that you can work in this new way

phonar.org

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Our Open classes have also gone MOBILE Staff and students need new digital literacies to participate, share and follow FLAGSHIP free and open Transmedia class as highlighted with our exchange this year with DS106

Changing our facilities

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Our facilities have been re-developed to enable you work flexibly and more effectively

Sustainable Professional Practice

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STUDENTS ENCOURAGED TO SEE WHAT THEY ARE DOING, in a DIFFERENT way – as Open Media as professional practitioners from the outset. To quote one of our 3rd year students “everything we do here at Coventry is OPEN”

Global visibility

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They have to use new media technologies and ways of working to magnify the scope, scale and impact of your work.

Visible using networks

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Students will spend 3 years developing communities and relationships both inside and way beyond your course

BENEFITS and IMPLICATIONS

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NEED A STRONG SENSE of directrion Open Media strategy - an ethos and approach to organise experiments in new ways of working � Task was - not take a stand in the face of incoming tide of new information-media - to protect the traditional academic model

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Joanna Ornowska’s Work being used in feature on a story about the Opne photography classes

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Marta Kochanek using open classes and open-media practices enabled her to gain an internship with Annie Liebowitz in NY

hashtagphotographymagazine.com

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Shifting mind-sets our students Genea Bailey and Daisy Ware Jarrett

hashtagphotographymagazine.com

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are already on their 2nd edition of their online photography magazine

“What Coventry University is doing is cutting edge and will, I think, revolutionise the way the next generation of journalists gather and distribute news. It's an exciting prospect and I look forward to seeing it in action.” BJTC Accreditation panel member

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Recognition from the Broadcast Journalism Training council - notwithstanding there somewhat traditional (TV and Radio) perspective.

“Best practice across the sector” Mary Agnes Krell BA Media Production external Examiner “ Highly Innovative supportive and creative … the blogs are a brilliant way for all students to develope” Trevor Harris MA Media Production External Examiner

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Photographic Mediations has had over half a million listeners

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Recent innovations/ “moonlighting” or explorations of new business models Task was - not take a stand in the face of incoming tide of new information-media - to protect the traditional academic model

Classroom time ‘accounted’ = 50 hours Additional ‘unaccounted‘ = 86 hours

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The new models of open teaching are not only time intensive - but almost impossible to account for within existing time allocation models. Task was - not take a stand in the face of incoming tide of new information-media - to protect the traditional academic model

“a passionate proposal... which I think everyone should read”

Fred Ritchin Prof. of Photography

New York University

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PBUT is this - teaching innovation, peer-esteem building, PR, Marketing, - its all of the above but institutions separate out these as activities - cost centers: Institutional disruption. �

Shaun Hides Martyn Lee Jonathan Worth Pete Woodbridge

[email protected] [email protected] [email protected] [email protected]

http://www.jonathan-shaw.com








