The role of educational developers in supporting open educational practices
1. The role of educational developers in
supporting open educational practices
Michael Paskevicius Vivian Forssman
http://bit.ly/EdDevOpen
2. 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
3. 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?
5. 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)
6. How can educational developers infuse and inspire
open educational practices while supporting and
consulting with educators and students?
8. 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
9. 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.
10. 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
11. 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/
12. 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)
13. 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 practices
Bleeding edge practices
14. 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)
16. 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
18. 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
19. 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
20. 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/
22. Prepared by: Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
michael.paskevicus@viu.ca
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
23. 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/
24. 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
25. 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
26. 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/
28. Prepared by: Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
michael.paskevicus@viu.ca
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
Editor's Notes
I am an educational developer, I work closely with faculty and students to support high impact learning
My colleague who helped prepare this workshop was unable to make the journey to Cape Town. We actually decided to collaborate on this as we originally met back in 2011 as two Canadians in CT.
I am thrilled to be here, I actually did my masters with the University of Cape Town and that is where I was first enculturated into open education with so many special colleagues from the T&L centre there.
I could not be here without the generous support of the Global OER Graduate network
Scholars have suggested a move to openness in higher education may provide an impetus for innovative teaching and learning processes, resulting in new conceptualizations of teaching and learning roles and practices (A. Lane & McAndrew, 2010; Porter, 2013; Littlejohn & Hood, 2016).
No sure about this one.
You may be a faculty member, educational developer, administrator, etc, but am nearly certain you are an advocate for open – cause you are here!
Think about your experience explaining, advocating for, or engaging others with the concept or practice of open education, could be another faculty member, a student, your colleagues, your cousin, or someone you just met.
Identify the most significance barrier you have heard in response to the idea
Identify the most significance benefit you have heard in response to the idea
Time is bound to come up, this is where ed devs can help!
Can we use these later? For soring tnad clustering into themes? Like perry game or policy session with Amanda C.
Review then reflect
Struggling with the challenge of supporting change which is often difficult for faculty as well as infusing open at the same time.
Many in educational development do not come with a background in open, but with a background in more traditional teaching and learning.
My journey has been unique in that I was an open practitioner before becoming an ed developer – now trying to balance and fuse these two words together.
In many ways I feel that educational developers have been supporting open practices for years, by bringing faculty from different dicplines together to share ideas, expose them to new practices, sharing of resources, and supporting change.
Always with a goal to support high quality teaching and learning experiences
Educational developers have many opportunities to have this conversation. In many cases we are talking to faculty who want to make change, who are challenging their practice or norms, with a goal to improve teaching and learning.
How do teaching and learning centres themselves work more openly?
Many in educational development do not come with a background in open, but with a background in more traditional teaching and learning.
My journey has been unique in that I was an open practitioner before becoming an ed developer – now trying to balance and fuse these two words together.
In many ways I feel that educational developers have been supporting open practices for years, by bringing faculty from different dicplines together to share ideas, expose them to new practices, sharing of resources, and supporting change.
Always with a goal to support high quality teaching and learning experiences
The act of instruction could be thought about as consisting of four elements: outcomes, assessments, learning resources, and activities. For teachers, the manner in which they manage the relationships between these elements is what could be considered the core of their instructional practice.
An ideal synergy between learning outcomes, teaching and learning activities, and assessment
“teachers need to be clear about what they want their students to learn, and how they would manifest that learning in terms of ‘performances of understanding’”
Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice
An ideal synergy between learning outcomes, teaching and learning activities, and assessment
Starting in the centre, learning resources (the OER) can support all other aspects of educational practice, including the design of learning outcomes, assessment and evaluation, teaching and learning activities
Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice
While Biggs does not situate educational resources within the model, they are implicitly part of and support each aspect.
Using Biggs’ model we can step through OEP which affect aspects of learning outcomes, instructional activities, assessments, and educational resources.
Furthermore, integrating OEP in a deliberate way, always with a focus towards contributing to meaningful learning outcomes, ensures that OEP contribute to aligned instructional practice.
It would appear that no single definition for OEP has yet emerged in the literature.
I then found it useful to draft a working definition for OEP within the model of constructive alignment.
This situates OEP within a framework for integrated learning design.
Really two parts to this definition, first the integration of open to all aspects of learning design, not simply the use of resources. Second, a deliberate engagement of students with OEP.
Act 1
These may also be examples of things you are seeing in your practice already
Need notes from paper on literature review of each open practice
Braisnstorm of ways in which people come to learn about open and enact open practices?
Should preface this by explaining we are reflecting on our experience supporting primarily residential campuses.
Many educational developers do not come with experience supporting open. In my centre I am pretty much the only champion for OEP. There are OEP developer networks emerging across BC, linking OEP practitioners together to support this change.
There is some significant overlap in the literature between networked learning designs and OEP, when talking about student engagement with open.
The primary difference between the practices associated with networked learning and OEP is the explicit inclusion of open education literacies in the latter. While networked learning practices introduce several key literacies to students for working and collaborating on the web, OEP extends those literacies to include the practices of open collaborative knowledge formation, open copyright, sharing and open access to knowledge.
Further research is needed to determine what additional value OEP might add beyond that of networked learning designs.
So what I am targeting is those activities in the upper right corner of this matrix.
Networked - closed rigid networks explicitly formed, social networks (explicit ties)
OEP - open networks inviting broader participation, on the web (open network discovery and formation)
Increase text size, heavier lines, more color differential
Thank you!
Act 2
Wait…do we all have a vision for what open educational practices are?
In North America open textbooks have taken off and are getting significant attention by faculty, students, and advocacy groups. There is an emerging discourse around how open educational practices should be more than simply replacing commercial texts with those freely available under open licenses.
Some have argued that OEP might not even require OER?