Open education: on the road to social justice
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A talk for the European Distance and eLearning Network (EDEN) for European Distance Learning Week. 15/11/19
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Open education: on the road to social justice
- 1. Deakin University CRICOS Provider Code: 00113B Sarah Lambert - 15 November 2019 CRADLE Centre for Research in Assessment and Digital Learning Open Education on the road to Social Justice European Distance Learning Week Organised by European Distance and E-learning Network https://www.eden-online.org/
- 2. Deakin University CRICOS Provider Code: 00113B The Cape Town Open Education Declaration Technology moving so fast! Lets see what happens! Broaden – OER to course UNESCO OER announcement and definition “by and for the developing world” Critical turn in open education – some timelines 2 2002 2007 2012 Paris OER Declaration “social justice please” Critical turn Slow down, rethink, take stock. Increasing global inequalities Social justice please! 2019-2020
- 3. Deakin University CRICOS Provider Code: 00113B The Cape Town Open Education Declaration Technology moving so fast! Lets see what happens! Broaden – OER to course MOOC mayhem. Promises and over- optimism. Education for all. World peace. UNESCO OER announcement and definition “by and for the developing world” Critical turn in open education – some timelines 3 2002 2007 2012 Paris OER Declaration “social justice please” Indian MOOC platform Chinese MOOC platform MOOCs for development Localisation, blended support. Critical turn Slow down, rethink, take stock. Increasing global inequalities Social justice please! Corporate appropriation, “Open-washing” “by us for us” 2019-2020 $#@!?
- 4. Deakin University CRICOS Provider Code: 00113B A red herring. “Regime of truth” (Penny-Jane Burke). Before: openness as emancipation 4
- 5. Deakin University CRICOS Provider Code: 00113B c34K MOOCs made 2014-18* X $100K per MOOC** = $3.4Billion (3,400M) Outcome: invest in the already educated and relatively privileged 5 *Class Central website ** $38,980 to $325,330 per MOOC (Hollands & Tirthali, 2014) $#@!?
- 6. Deakin University CRICOS Provider Code: 00113B The previous ‘regime of truth’ was about the power of ‘openness’ but to place one’s hope in an undefined ‘openness’ is as futile as Freire’s raw hope. Raw hope 6 “The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Paolo Freire Pedagogy of Hope (1994)
- 7. Deakin University CRICOS Provider Code: 00113B The previous ‘regime of truth’ was about the power of ‘openness’ but to place one’s hope in an undefined ‘openness’ is as futile as Freire’s raw hope. Raw hope 7 HOPE ACTION CHANGE Deliberate design: justice for those experiencing injustice
- 8. Deakin University CRICOS Provider Code: 00113B Redistributive (economic), recognitive (social, identity) and representational (political) justice to address social and educational histories of exclusion. Now: open education as social justice 8 New definition from theory. Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development, 5(3), 225–244.
- 9. Deakin University CRICOS Provider Code: 00113B 9 With gratitude to Maha Bali for translation and sharing
- 10. Deakin University CRICOS Provider Code: 00113B Lambert (2020) Do MOOCs contribute to student equity and social inclusion? A systematic review 2014-18 Computers and Education (gold open access) Hope needs evidence 10
- 11. Deakin University CRICOS Provider Code: 00113B MOOCs for widening participation of socio-economically disadvantaged learners a reality 2014-18 11
- 12. Deakin University CRICOS Provider Code: 00113B Highlights 12 • 46 studies, 22 evaluated: reaching 449,403 learners, with 320,7263 pieces of learner data, and 28, 198 survey results. • 87.5% of the 22 programs largely met their equity/inclusion aims • Open and proprietary technologies used, often integrated with class- room based technologies and extra learner supports. • Benefits for enrolled learners (student equity) and also community members (social inclusion). • Issue: Improved research needed to track the progress of under- represented learners in open courses including women in STEM.
- 13. Deakin University CRICOS Provider Code: 00113B Design from scratch with particular learners and their needs in mind (recognitive justice). Design with representatives of the learner community (representational justice.) Don’t re-use (colonial) 13
- 14. Deakin University CRICOS Provider Code: 00113B recognitive justice representational justice Community partners 14 Additional free learner support (redistributive justice)
- 15. Next: “Six critical dimensions of open, online education” JIME Open Education as Social Justice Special Edition #OER20 London Paper in review: new conceptual model for widening participation in online learning
- 16. Deakin University CRICOS Provider Code: 00113B Sarah.Lambert@deakin.edu.au Diversity and Inclusion, Deakin University Thank you! 16
Hinweis der Redaktion
- Critical turn in open education. Recently –in response to a question from esteemed European researcher Araz Bozkurt about what needs updating in open education - I said that I think there has been a critical turn in open education (1), and that ideas of social justice and decolonization for student and social benefit have refreshed what we mean when we talk about ‘democratization of knowledge’ in open education. Because for a good while there, “democratization of knowledge’ was primarily thought about in terms of putting free stuff online for everybody. And in particular, of putting free high status university stuff online for the rest of us who were missing out. I used to think that too. I even put some free Australian higher education stuff online for everybody at one time. But actually my colleagues and I were working in a regional university with strong links to the community and so we instinctually did something a bit different to the big brand MOOCs. Maybe I might return to that later if there’s time. My recent research has been into open courses and open content. So I will focus my examples in that area today. Reference: Lambert, S. R. [@SarahLambertOz]. (2019, September 15). I think there has been a critical turn in open education this is very productive - I think theories of social justice and post-colonialism have refreshed what it is to have “democratisation” of knowledge @sumingkhoo @tanbob @agherdien @Czernie @CherylHW @. [Twitter]. Retrieved from https://twitter.com/SarahLambertOz/status/1173106864764010496
- Critical turn in open education. Discourse (the stories we tell ourselves and each other about what is true and what is important) changed over time. This is a snippet from the timeline of selected texts taken from my definitions paper; https://jl4d.org/index.php/ejl4d/article/view/290/334 In a nutshell, there was social justice discourse as important in the 2002 and 2012 Declarations, but those sections of the texts were rarely cited. We (English speaking universities with aspirations to make a contribution to widening educational participation) got a bit excited about the potential of free courses and resources to educate the disadvantaged in the world. We rarely thought about the educationally excluded on our doorsteps. Like the major under-representation of women in STEM courses and careers. Like the regionally and remote located learners with vastly reduced educational options on their doorsteps. Like the working parents trying to get out from under crushing shift-work jobs schedules.
- Critical turn in open education. Discourse (the stories we tell ourselves and each other about what is true and what is important) changed over time. This is a snippet from the timeline of selected texts taken from my definitions paper; https://jl4d.org/index.php/ejl4d/article/view/290/334 In a nutshell, there was social justice discourse as important in the 2002 and 2012 Declarations, but those sections of the texts were rarely cited. We (English speaking universities with aspirations to make a contribution to widening educational participation) got a bit excited about the potential of free courses and resources to educate the disadvantaged in the world. We rarely thought about the educationally excluded on our doorsteps. Like the major under-representation of women in STEM courses and careers. Like the regionally and remote located learners with vastly reduced educational options on their doorsteps. Like the working parents trying to get out from under crushing shift-work jobs schedules.
- Burke, P. J. (2012). The Right to Higher Education: Beyond Widening Participation. London and New York: Routledge.
- Hollands, F. M., & Tirthali, D. (2014). Resource Requirements and Costs of Developing and Delivering MOOCs. International Review of Research in Open and Distance Learning, 15(5). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1901/3069
- The full Freire quote: “The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Without a minimum of hope, we cannot so much as start the struggle. But without the struggle, hope…. dissipates, loses its bearings and turns into hopelessness…a tragic despair (Freire, 1994, p.2).” Freire, P. (1994). Pedagogy of Hope. London and New York: Bloomsbury Publishing.
- The full Freire quote: “The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Without a minimum of hope, we cannot so much as start the struggle. But without the struggle, hope…. dissipates, loses its bearings and turns into hopelessness…a tragic despair (Freire, 1994, p.2).”
- https://jl4d.org/index.php/ejl4d/article/view/290/334
- https://www.sciencedirect.com/science/article/pii/S0360131519302465#ack0010
- So MOOCs not dead – according to the Class Central website that tracks new MOOCs, there continue to be hundreds of organisations signing up to provide them each month. And not only are they not dead – their original intention to widen participation in education is being achieved by many hopeful organisations and educators who are using deliberate design and support to reach under-served audiences. I therefore argue that we should look at them with fresh eyes and re-invest in them as legitimate community partnership and outreach opportunities.
- I’m being a bit provocative here. Of course, not all re-use is colonial. Although it sure is a risk! So think carefully before promoting the re-use potential of your work. Of course it can be great to re-use other educator’s materials if it saves you time. But the evidence of re-using collections of materials on a topic en masse saving course development costs AND that translating into lower student fees has not materialised. It’s hard to find evidence of re-use as a lever for emancipation of learners. When it happens, its modification across relatively similar contexts – open textbooks adapting from the US to the Canadian context. Digital tools to create from scratch are cheaper and easier than a decade ago. I think re-use is a part of the quality and localisaton conversation though. Noting that often what we re-use is the idea, the pedagogy, the assignment. Not the materials. At the moment I am leading a national scoping study into the potential of open textbooks as social justice in the Australian context. I’m four weeks in. My earliest observation about the context for textbook use at my own institution and the response to the cost problem for students and cultural imperialism of the content of books from north America – it seems we are just as likely to ditch the textbook altogether. We are creating rich online learning and starting to design “Cloud First” for both distance and campus learners. So – voila. The textbook cost has gone from $150 to zero. Not by re-using another book. But by ditching it outright. And again – very provisionally having not yet done the full consultation and online survey nationally – but consultation at my institution suggests using OER texts as free supplementary materials might be very beneficial for students who like one cohesive text rather than multiple learning objects. We shall see. It is early days for this research.