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World Universities Network seminar as part of open and sustainabilty stream.
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WUN_PRESENTATION__-_ENGLISH.pptx
- 1. Open Ed EducaciĂłn Abierta e Inclusiva Open and Inclusive Education Open, inclusive Education and Social Justice: The role of Open Textbooks Dr Glenda Cox University of Cape Town 24 November 2021 1
- 2. 28 703 STUDENTS 4 928 staff (1 184 academic and 3 744 professional, administrative support and service staff). 2 University of Cape Town
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- 4. Chair of OE Global conference, Cape Town, 2017 4
- 5. Open is based on the philosophical view of âknowledge as a collective social product and the desirability of making it a social propertyâ (Prasad & Ambedkar cited in Downes, 2007:1) Photo by freestocks.org on Unsplash 5
- 6. âOpen Movementâ The Open Movement Open Source Software Open Access Open Licences Open Science Open Society 6
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- 8. Open Educational Practice âthe creation, use and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practicesâ Cronin, 2017 8
- 9. Open Educational Resources (OERs) âąTeaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or repurposing by others (Wiley, 2010). 9
- 10. Open Education (OE) Open Education is a movement to make education accessible to all (Cape Town Open Education Declaration) Broad view of education, beyond institutions Collective term that is used to refer to many practices & activities that have both openness & education at their core. 10
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- 15. OER and Sustainabilty OER is inclusive, because itâs open for all to adapt for diverse needs and have all voices reflected. âą OER is resilient, always there when you need it, free to use in classrooms and carry with you through any future disruptions. âą OER is iterative, a collective work in progress that admits the latest insights into whatâs working, and whatâs not working, as knowledge is created and applied. âą OER is scalable, enabling hyper-local knowledge and lived experiences to be shared and built into a global pool of knowledge. These qualities â inclusive, resilient, interactive and scalable (IRIS) â have been a foundation of MIT OpenCourseWare and will continue to shape what comes next. Newton & Rajagopal, 2021 15
- 17. âOER needs to be fully integrated into other systemsâ Tel Amiel (University of Brasilia where he coordinates the UNESCO Chair in Distance Education) âSustainability (of OER) is about developing the capacity of peopleâ Lisa Petrides (ISKME) OE global 2021 conference- Open educational leadership âOER has taken a significant placeâ Zeynep Varoglu, UNESCO Programme specialist 17
- 18. Why OE matters? Need for accessible and FREE resources Donât have to re-invent the wheel - better use of time Need for localised materials, transforming the curriculum Encourages us to reconsider our teaching and learning approaches Colleagues & students can become co-creators 18
- 19. Widening structural inequality The high cost of textbooks is not only detrimental to students economically but is also a social justice issue. In both the US and in other countries (e.g. from Canada and New Zealand) have found that â those most economically harmed by the COVID-19 pandemic were populations already frequently considered disenfranchised â (Williams & Worth 2020) The authors call for âintentional disruption on the part of the institutionâ 19
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- 23. Social justice is a concept that requires the organisation of social arrangements that make it possible for everyone to participate equally in society. Fraser (2005) considers social justice as âparticipatory parityâ economically, culturally and politically Unpacking social justice https://commons.wikimedia.org/wiki/File:Social_Justice_Pride_Flag.png 23
- 24. Economic â Material resources â Maldistribution and redistribution Political â Political voice â Mis/ representation Mis/framing Cultural â Cultural attributes â Misrecognition and recognition Participatory parity looks at the what, who and how of social justice Justice in each dimension can be viewed from an affirmative or transformative perspective. (But both might be evident!) Thanks to Susan Gredley Social Justice as Participatory parity (Fraser) 24
- 25. â Funders: International Development Research Centre (IDRC), Canada â Period: July 2018 - January 2022 â Host institution: Centre for Innovation in Learning and Teaching, University of Cape Town â Context: UCT, South Africa 25
- 26. Fees must fall, Picture by Ian Barbour; Wikimedia, CC BY-NC-SA https://www.flickr.com/photos/barbourians/22697273532/in/ photostream/ 26
- 27. Project General Objective: To contribute to improving inclusion in South African higher education by addressing equitable access to appropriate and relevant learning resources. 27
- 28. Disclaimer Three-year (2018-2021) research, advocacy and implementation initiative, following in wake of Research on Open Educational Resources for Development (ROER4D) and other CILT open education initiatives (since 2007). Open education projects in CILT funded by the Canadian International Development Research Centre (IDRC), Andrew W Mellon Foundation, Carnegie Foundation and Shuttleworth Foundation. The Digital Open Textbooks for Development project Dr Glenda Cox Principal Investigator Bianca Masuku Researcher Michelle Willmers Publishing & Implementation Manager 28
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- 31. Drivers/motivation Social Justice dimension (Fraser, 2005) Affirmative/ameliorative response Affordable access Economic (maldistribution of resources) Saving students money Multilingualism Cultural (misrecognition) Terminology in Chemistry and Statistics translated into local languages with the help of students Curriculum transformation Cultural (misrecognition of culture and identities) & Political (misrepresentation or exclusion of voice) Inclusion of local cases and examples, making textbooks relevant Collaboration with colleagues and students (empowering and giving voice) Pedagogical innovation Political (misrepresentation or exclusion of voice) Two examples of changing âclassroomâ practice to deliberately include students as content creators 31
- 32. Institutional support Small to medium-sized grants programmes to facilitate open textbook development and publishing. Recognition of open textbook development efforts for promotion and other forms of institutional reward. Acknowledgement of the time commitment and protracted time cycles involved in open textbook production (with concomitant relief from other academic duties). 32
- 33. We need to⊠be comfortable that the future is unknown and each day it arrives faster and faster. 33
- 34. If we⊠want to influence the future we need to actively play a role in designing it. 34
- 35. Student voices openstax We visited Rice University and spoke with students about their perspectives on free textbooks. Check back tomorrow to see another studentâs perspective. #ForStudentsForever 35
- 36. âOpen is a gift on offer. Like any gift, it is up to you whether you think it is worthwhile to accept it. We only ask that you considerâ (Biswas-Diener & Jhangiani, 2017:6) 36
- 37. A Call to organise open educationâŠ.. What are we organising for? What are we organising against? The current emphasis on market value of HE ( via Neoliberalism) Technological monopolies (technology is never neutral) Perpetuating injustices Racism Economic exclusion Competition for gain âą Equity âą Access âą Intersectionality âą Collaboration âą Community âą Voice âą Generosity âą Care Making open for all 37
- 38. Question 1: From your perspective what is the biggest barrier to extensive use and creation of Open Textbooks? -Lack of policy ( guidelines) -Institutional culture -Reluctance to change practice -Concerns about quality of materials -Lack of time and recognition Question 2: Where do you think marginalised voices including students play a role in Open Textbooks? -Design of materials -Creation -Co-creation -Feedback -Review of content Question 3: Please explain how students can take on that role? Give an example if you have one. Requirements for obtaining the certificate of participation 38
- 39. Related documents Cox, G., Masuku, B. & Willmers, M. 2020. Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town. Journal of Interactive Media in Education, 1 (2):pp. 1â10. Available at: https://open.uct.ac.za/handle/11427/31887 Cox, G., Masuku, B. & Willmers, M. (in press). Open Textbooks, Intuitive Pedagogy and Social Justice. Cox, G., Masuku, B. & Willmers, M. (in press). Internal Conversations and Cycles of Time: Open Textbook Author Journeys at the University of Cape Town. DOT4D. 2021. Open Textbooks in South African Higher Education: Action Brief. Cape Town: Digital Open Textbooks for Development. Available at: https://drive.google.com/file/d/1_BFNLHPRcPP1f94GyR9EiZ98HKKu54f1/view?usp=sharing Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36, 69â88. Retrieved from https://newleftreview.org/II/36/nancy-fraser-reframing-justice-in-a-globalizing-world Newton, C & Rajagopal, K (2021) Open education resources to shape post-pandemic world. University World News Africa edition. Https://www.universityworldnews.com/post.php?story=20210427140906654 Van Allen, J & Katz, S (2020) Teaching with OER during pandemics and beyond. Journal of Multicultural Education. https://www.emerald.com/insight/content/doi/10.1108/JME-04-2020-0027/full/html Williams, K & Werth, E (2021) A case study in Mitigating COVID-a9 Inequities through Free Textbook implementation in the U.S. Journal of interactive Media. Special collection: learning from lockdown (1):1-14. http://doi.org/10.5334/jime.650 39
- 41. This webinar was developed in the framework of the project "Open and inclusive education: WUN and UNESCO training & research networks" funded by the WUN network. Este webinar se desarrollĂł en el marco del proyecto "EducaciĂłn abierta e inclusiva: WUN and UNESCO training & research networks" financiado por la red WUN. 41
- 42. The content of this work is covered by a Creative Commons Mexico 2.5 "Attribution-Non-Commercial-Reciprocal Licensing" (http://creativecommons.org/licenses/by-nc-sa/2.5/mx/) which allows you to copy, distribute and publicly communicate the work, as well as to make derivative works under the condition of acknowledging the intellectual authorship of the work in the terms specified by the author. This work may not be used for commercial purposes, and if you alter, transform or create a work from this work, you must distribute the resulting work under a licence equal to this one. For any use other than the above, written permission must be sought from the author. El contenido de este trabajo estĂĄ amparado por una âAtribuciĂłn-No Comercial-Licenciamiento RecĂprocoâ de Creative Commons MĂ©xico 2.5 (http://creativecommons.org/licenses/by-nc-sa/2.5/mx/) con lo cual se permite copiar, distribuir y comunicar pĂșblicamente la obra, asĂ como hacer obras derivadas bajo la condiciĂłn de reconocer la autorĂa intelectual del trabajo en los tĂ©rminos especificados por el propio autor. No se puede utilizar esta obra para fines comerciales, y si se altera, transforma o crea una obra a partir de esta obra, se deberĂĄ distribuir la obra resultante bajo una licencia igual a Ă©sta. Cualquier uso diferente al señalado anteriormente, se debe solicitar autorizaciĂłn por escrito al autor. 42
Hinweis der Redaktion
- Medium sized university, campus based / Residential with increasing blended and online approaches to teaching. Research intensive university and top ranked in Africa. http://www.uct.ac.za/
- Centre for Innovation in Learning and Teaching A unit that supports teaching and Learning across all faculties. We were responsible for the training staff to move to Emergency Remote Teaching. It includes support for the LMS, Staff development, curriculum development, UCT MOOCs and digital literacy training. And as you can see we also facilitate the annual Teaching and Learning conference. http://www.cilt.uct.ac.za/
- My roles in Open Education since 2010.
- Open education is based on the philosophical view that Knowledge should be available to allâ
- http://vle.du.ac.in/file.php/1/home_page/wordle1.jpg Watch in own time: https://www.youtube.com/watch?v=7NH7vLzt9jY & https://www.youtube.com/watch?v=msgoXAUSsAE JUST BECAUSE YOU CAN ACCESS IT ONLINE DOES NOT MEAN ITâS OPEN⊠[TK: Public Domain is a specific legal term that refers to objects that have passed the term of copyright (50 years after author death) or were never subject to copyright (certain government documents, etc.)]
- http://www.capetowndeclaration.org/read-the-declaration For interest https://en.wikibooks.org/wiki/Open_Education_Handbook/What_is_open_education%3F & https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/openeducationhandbook2014_bis.pdf which includes: ...Open education is about removing barriers to education. This may be through removing entry requirements, as The Open University (UK) has done, or by making content and data freely and legally available for reuse. However it also reflects other cultural changes, such as the move to open up learning methods and practices, which sees the blurring or removal of traditional roles such as teacher and student, moving towards roles such as mentor and learner. Open Education is an area in which priorities and practices are continually changing. There are many aspects of open education that engender debate (such as content licensing, definitions of open, incentives for participation, etc.) and other aspects that are less contentious (the need for technology to support learning, data use to support education initiatives in the developing world, etc.) Overall, there is increasing recognition that education is being transformed and that open education can play a significant role in this transformation. Some people tend to think about open education in terms of the content and resources used in education. Seen this way, a piece of data or content is open when it meets the Open Definition, "if anyone is free to use, reuse, and redistribute it â subject only, at most, to the requirement to attribute and/or share-alike." This means that, with the right 'open' licence, resources like textbooks, websites, videos, curricula, lesson plans, audio and image files can be free to share and adapt according to pedagogical needs. Open licensing typically results in resources being made available more cheaply (or for free). Some commentators have suggested that the distinction between 'open' and 'free' that is derived from the open source movement. While free software focuses on the freedom of agents within the software world (eg. users and developers) 'open source' software focuses on the advantages to the software development process of transparency and sharing. In open education, for a resource to be open, it must be both 'gratis' and free/open. That is, one must be able to access the educational resource at no cost and have the legal rights to reuse, revise, remix and redistribute the resource and/or adaptations of the resource. In the context of open education the focus until recently has tended toward open access to resources, but there are other ways of being open, reflected in the language of 'open educational practices' (OEP). These are innovations in educational practice that are made possible by open licensing of resources. It is worth remembering that the open in 'open education' does not apply just to content, data or resources. Openness is part of wider change and movement towards equality and collaboration.
- UNESCO launched forums and led policy driven debates on how to raise awareness and implement the adoption and use of OER https://en.unesco.org/news/covid-19-catalyst-greater-oer-use-worldwide The UNESCO OER Dynamic Coalition Advisory Group Members, representing OER Experts and Governmental Partners from all UNESCO regions intervened in this panel discussion. The debates emphasised the crucial role of OER in ensuring continuity of formal and informal learning and the transformative power of OER during the Covid-19 pandemic crisis, where online and digital learning became the new normal for learning worldwide. Bottlenecks include the issue of access to resources and internet, and the challenges of ensuring resources in the languages and context of the users. Speakers highlighted the policy potential of university peer networks, the influence of governmental policy approaches on institutions. Regarding the adaptation of OER to different languages, the debates underscored the need to ensure adoption both at a contextual and pedagogical level for success. In addition, international collaboration based on an intersecting bottom-up and top-down approaches were highlighted. . This webinar was organized as part of the Open Education 2021 Conference hosted by the University of Nantes, France. The focus of the Open Education Global 2021 Conference is on the implementation of the OER Recommendation. It is being held online from 27 September to 1 October 2021.
- https://www.universityworldnews.com/post.php?story=20210427140906654 OER is situated in a rich open knowledge environment that takes many forms and serves the needs of many distinct communities. From the dynamic, crowdsourced richness of Wikipedia, to rigorous peer-reviewed journals that publish under open licences, the ethos of open sharing has taken hold and grown. This open knowledge progress has not come a moment too soon. During the peak of quarantines in 2020, global visits to MIT OCW spiked by 75%, and this increased use carried through 2021, with over 1.2 million visits from African learners and teachers. Other free educational resources, from edX to open-licensed journals, to other OER resources, saw a similar rise in interest as people sought to learn from home.
- Teaching with OER during pandemics and beyond Jennifer Van Allen , Stacy Katz Journal for Multicultural Education ISSN: 2053-535X Open Access. Article publication date: 23 June 2020 Issue publication date: 11 December 2020 https://www.emerald.com/insight/content/doi/10.1108/JME-04-2020-0027/full/html
- MIT is celebrating 20 years and will launch its NextGen OCW later this year. In the article already discussed above by its director Curt Newton outlines aspects of MIT OCW and OER that have enabled sustainability and why OER is moving into the futureâŠ.
- Inclusion: creating and adapting for radical inclusion Sharing through a network of unshakeable resilience Rapidly iterating to include the latest expertise and knowledge Experimenting and refining with adaptive scale
- Over 2 billion works are now licensed with a Creative Commons licence
- Lisa Petrides, Ph.D., is CEO and Founder of the education nonprofit, the Institute for the Study of Knowledge Management in Education (ISKME). As a scholar and international open educational resources (OER) expert, she leads research, policy, and practice to support the field of open education, with the goal to make learning and knowledge-sharing participatory, equitable, and open.
- Images: https://www.pexels.com/photo/man-in-black-and-white-polo-shirt-beside-writing-board-159844/ and https://www.pexels.com/photo/adult-book-book-series-college-545062/ Also for interest WATCH Juane speaking about why OER? http://open.uct.ac.za/handle/11427/2604 Good overview of how open evolved https://www.youtube.com/watch?v=IeWuQ9O0NqQ
- There are so many current positives to take forward in the open education movement but also there is underlying caution and therefore there are a number of considerations that must inform current and future open education initiatives. This article by Williams and Worth is next on your reading list⊠The complexities of the worldâs higher education system will be discussed in the interview with Laura Czerniewicz
- According to political philosopher Nancy Fraser, social justice is a concept that requires the organisation of social arrangements that make it possible for everyone to participate equally in society. Fraser (2005) considers social justice as âparticipatory parityâ economically, culturally and politically. There are however many other conceptualisations of social justice both operationally and theoretically. Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36, 69â88. Retrieved from https://newleftreview.org/II/36/nancy-fraser-reframing-justice-in-a-globalizing-world (available via UCT Library) Recognition, Redistribution and Representation in Capitalist Global Society: An Interview with Nancy Fraser https://www.jstor.org/stable/4195051?seq=1
- Nancy Fraser wears a number of hats, so to speak; she is a feminist scholar, a moral philosopher, a political and social theorist, whose work over the past three decades has been central to debates over what constitutes a socially just society. She is particularly well known for her three-dimensional framework of PP (her âgreatest contributionâ (Blackmore 2017)) Fraser equates participatory parity with social justice: PP is the ability to participate as equals or peers in social interaction. Social and institutional arrangements can either enable or constrain participatory parity from three dimensions: the economic which relates to the distribution, maldistribution and redistribution of material resources the cultural â relates to the misrecognition and recognition of cultural attributes and the political â relating to political voice and contains two levels of injustice, misrepresentation and misframing Participatory parity looks at the what, who and how of social justice All three dimensions are mutually entwined and reciprocally influence and reinforce each other but none are reducible to the other. Efforts to work towards social justice must thus involve all three of these dimensions â the emphasis will be tactical and strategic. She uses the slogan âNo redistribution or recognition without representationâ (Fraser, 2008:282) â all three conditions are necessary for participatory parity and none alone is sufficient Social justice in each one of these dimensions can be viewed from an affirmative or transformative perspective â and I will discuss this a bit more later.
- # feesmustfall Economic dimension # Rhodesmustfall Cultural dimension Opening up education can address some economic and cultural dimensions of social justice
- Activity 1: Case studies 4 in depth case studies (purposive-different approaches) Outputs: 1.1 Situational study/desktop review plus interviews-informs selection of cases, includes policy overview and research design methodology 1.2 4 case studies: interviews (min. 4), student data, technology used etc. Activity 2: DOT grants Grant allocation- at least 7 grants of up to R55 000 (considering gender, discipline, transformation, collaboration, student co-creation) Outputs: 2.1 Reports on each grant, includes interviews and design research methodology One or more grant projects to be case studies Activity 3: Impact events Series of engagements with stakeholders regionally and nationally Outputs: 3.1 Meetings with regional and national stakeholders ( Presentations and discussions) 3.2 Presentations at 2 international conferences 3.3 Roundtable stakeholder event 3.4 Policy brief
- Open textbooks authors from Statistics, Chemistry, Mathematics, Architecture, Surgery, Computer Science, Marketing, Construction economics, Orthopaedic surgery and Mechanical engineering.
- Read table Quotes from OER and SJ chapter (Cox et al. in press) In this sense, open textbooks allow for cultural recognition and political representation not previously witnessed in HE. Within these classrooms there is more than an affirmative or ameliorative change. Do open textbooks address underlying structures of dominance and subordination? Only if they are created and used across the institution and potentially across South Africa in order to embrace critical reflexivity and pluralism valuing previously excluded knowledge and legitimising indigenous resources. Looking ahead towards a transformative response to social injustice, the valiant efforts in some classrooms need to extend across the institution and across institutions. Institutional support in the form of open textbook awards, recognising open education work in promotion criteria, empowering academics through intellectual property rights and ownership, and sourcing funding to support the work of educators and students involved in open textbook production are crucial for transformation.
- What a great feeling it must be to walk into a classroom and know all students have the textbook that you wrote and co-created with students. Everyone has access to the knowledge that they need.
- Open is a gift on offer. Like any gift, it is up to you whether you think it is worthwhile to accept it. We only ask that you considerâ (Biswas-Diener & Jhangiani, 2017:6)
- Call to Action by Kathleen Fitzpatrick in OpenEd plenary session to organize. We need to clearly outline where we stand- here as some main points there can be more that you can add to your own list.