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There were lots of good comments in the chat plus plenty useful links. This is a text file so you'll have to copy paste the links.

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09:32:16	 From  Lotta Fröjdfeldt MDH Swe : Different degrees of sharing here! Images, recording and so son... ;-)
09:34:09	 From  Alastair Creelman : https://www.menti.com/kapr3ahjr1 
09:36:31	 From  Lotta Fröjdfeldt MDH Swe : Interesting that it started out rather big then shrinking...
09:37:39	 From  Stefan : Is there a chance to see the distribution of answers along each dimension?
09:39:31	 From  Alastair Creelman : Stefan - I think so but too much multitasking for me just now to check :-)
09:40:04	 From  Lisa Rolf : The Padlet I look into (link on ONL) doesn’t look as the one displayed here.
09:40:13	 From  Heli : The link is to an old padlet - to the course ONL 181!
09:40:26	 From  Lisa Rolf : Aha Thank you
09:40:28	 From  Lotta Fröjdfeldt MDH Swe : Yes, see the Topic 2 intro instead!
09:40:35	 From  Alastair Creelman : https://padlet.com/alacre/ONL192T2
09:40:38	 From  Anna-Karin Welmer : Charing research data is not Always allowed according to the ethical approval.
09:40:42	 From  Lina Nilsson : Just staying for a short time. Have to leave soon. 
09:40:47	 From  Lotta Fröjdfeldt MDH Swe : This: https://padlet.com/alacre/ONL192T2
09:43:24	 From  Alastair Creelman : Where is the wrong Padlet link. Must fix 
09:43:37	 From  Heli : I have also encountered hierarchical thinking where anything that is made public should be checked by one's superiors or even designed by them.
09:43:54	 From  Lotta Fröjdfeldt MDH Swe   to   Alastair Creelman(Privately) : In the even-page
09:43:56	 From  Lisa Rolf : https://www.opennetworkedlearning.se/onl181-overview/topic-2-open-learning-sharing-and-openness/topic-2-event-webinar-sharing-and-openness-2/
09:44:08	 From  Lotta Fröjdfeldt MDH Swe   to   Alastair Creelman(Privately) : I löptexten...
09:44:23	 From  Alastair Creelman   to   Lotta Fröjdfeldt MDH Swe(Privately) : OK thanks. So easy to forget an old link.
09:44:29	 From  Heli : The wrong padlet link is on the front page where all topics and webinars are listed. The correct one is in the actual page for topic 2
09:44:55	 From  Karin Bolldén : I would love to share more, but I experience institutional frame factors. For instance, when consulting the law unit when getting questions from teachers regarding how to use technology in teaching and learning, the answer is often referrals to law, but I am left with interpreting what this means in practice - what I can do and cannot do. This causes frustration and an insecurity and the reaction is often that I choose not to share.
09:44:58	 From  Lisa Rolf : The heading of the page I just sent is ONL 192
09:45:00	 From  Lotta Fröjdfeldt MDH Swe   to   Alastair Creelman(Privately) : It is... ;-)
09:45:46	 From  Heli : Probably the law department would be more helpful if funding was involved.
09:47:09	 From  Saad Mubeen : I am wondering that creative common licenses and other copyrights are not really enforced in many countries. There is always this fear
09:47:46	 From  Christiane Schnabel : I think, institutional support for openness is very critical.
09:51:21	 From  pinardinc : true!
09:51:49	 From  Jan Ray : I think you're getting into the topic of source criticism here.
09:52:23	 From  Jan Ray : Respected journals have a strong review process, whreas there is none for openly available material.
09:52:25	 From  Joachim : state-funded universities that do not openly make their research results available to the general public, which finances them...who finds the mistake? :) 
09:52:35	 From  Maria : I have always wondered why articles aren´t open Access?!?! Exactly what Alistar is now talking about! 
09:52:38	 From  Christiane Schnabel : What do you think about SciHub?
09:53:08	 From  hafizah : It's the perception of value isn't it?
09:53:36	 From  Anna-Karin Welmer : I Think it is problematic with open access since the reserchers have to pay for it ourselves, and we do not have specific funding for that. 
09:53:57	 From  Heli : Actually some of my colleagues are so lazy that they only refer to my open access publications. They are probably googling rather than doing a proper literature search. 
09:54:09	 From  Jan Ray : Absolutely not Kay, but there is still the question of relevance to be considered
09:54:15	 From  Maria : Anna-Karin, that is a very good point!
09:54:40	 From  Karin Bolldén : Yes, I agree with Anna-Karin, I have been in the same situation.
09:54:43	 From  Alastair Creelman : New Mentimeter question https://www.menti.com/x7vsrqkbcr
09:57:11	 From  Siv Jönsson : CC was new to me, I have been at UU for many years...so I think you are right, people do not know about it.
09:57:33	 From  elclmc : quality control 
09:58:00	 From  elclmc : time consuming to get it out on the web.
09:58:05	 From  Siv Jönsson : Yes, Alistair, very strange since we have Tredje uppgiften (third task) which is to share to the public
09:58:52	 From  Heli : Sharing to the public has lot to do with fear of competition and even envy. If people outside your department get excited about your colleague's work ...
09:59:05	 From  Lisa Rolf : You need to have a certain mind set to be able to keep on talking to zoom meeting participants and at the same time follow the chat. Horray for Alistair. I could never do that.
09:59:30	 From  Alastair Creelman : https://www.merlot.org/merlot/index.htm
09:59:49	 From  Joachim : http://ccmixer.edu-sharing.org/ Great tool to see, which cc can be mixed
10:00:38	 From  Alastair Creelman : https://www.open.edu/openlearn/
10:01:37	 From  Kay Oddone : http://www.linkinglearning.com.au/open-pedagogies/
10:01:38	 From  Stefan : When being overwhelmed by sheer amount of OERs you start looking for quality signals, i.e. reputation of providing institutions, that means the already known big players … big players will rule in the end …
10:01:40	 From  Gizeh Perez Tenorio : Thanks thats great
10:01:54	 From  David Bevington : http://www.learnhigher.ac.uk/ is an open access source of free resources
10:02:14	 From  Anya Siddiqi : Thanks, Joachim, great help :).
10:02:31	 From  Alastair Creelman : Thanks for all the links! Very valuable
10:02:36	 From  David Bevington : https://www.projectcora.org/ for open access research assignments.
10:03:35	 From  Lisa Rolf : “Learner-driven education”. Not all learners are able to drive their education.
10:03:44	 From  Alastair Creelman : Kay's blog post on open pedagogies is at http://www.linkinglearning.com.au/open-pedagogies/
 I'll post it on the Padlet page as well.
10:04:15	 From  Alastair Creelman : We teach them how to learn.
10:04:30	 From  David Bevington : So it is all about facilitating community, collaboration and discussion
10:04:33	 From  Alastair Creelman : From consumers to producers
10:06:36	 From  Alastair Creelman : All the photos in the presentation are public domain photos. We still credit the source even if we don't have to.
10:07:07	 From  Lisa Rolf : Some students are almost unable to use digital tools. Not that they would not want, but the digital world is not comprehensible for some
10:07:45	 From  Alastair Creelman : Yes Lisa. we need to work more with digital literacy and providing support to them.
10:08:46	 From  Gizeh Perez Tenorio : https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/
10:08:58	 From  Alastair Creelman   to   Kay Oddone(Privately) : Need to go to group work very soon :-)
10:09:52	 From  Lisa Rolf : Thank you Gizeh
10:10:38	 From  Heli : I like pedagogy of kindness :)
10:11:29	 From  Alastair Creelman : Group work Mentimeter poll https://www.menti.com/tzniwip94v 
10:11:56	 From  Lisa Rolf : Sorry, need to leave the meeting in a minute.
10:12:35	 From  Hanna Liisa Hakala : I wish this open pedagogy info was made available before this session so we could have had more time to process this info in the breakout rooms...:)
10:26:49	 From  Saad Mubeen : Unfortunately, I have to leave soon. Thanks for a useful webinar and discussions!
10:27:47	 From  Christien : Wht I missing in OER is connetiveness sense of belonging
10:28:33	 From  Jan Ray : I think you're missing the point a bit re. the questions of quality, I'll try to elaborate.
10:29:30	 From  Jan Ray : It's perhaps more of a question of there really being a purpose of using OED, it has to bring added value to the quality of the teaching. We shouldn't just assume that using OED automatically does so.
10:29:34	 From  Heli : I have a very good experience of students teaching each other, although it was not online.
10:30:02	 From  Heli : I gave them materials and instructions and was present in the classroom.
10:30:25	 From  Alastair Creelman : Useful resource site about student generated content https://studentgeneratedcontent.weebly.com/index.html
10:30:49	 From  Cecilia : will you save the link in the chatta?
10:30:50	 From  eronenlo : I have also worked in learning cafe model, they really liked it (the students)
10:30:55	 From  Christiane Schnabel : Sorry, I must leave soo.
10:31:05	 From  Gizeh Perez Tenorio : You are right Ray. Sometimes these OER serve as starting points or inspiration for something that you want to develop.
10:31:07	 From  Heli : Exactly, that is what it was called! Thank you!
10:32:13	 From  Lena : next online meeting waiting! Have a nice weekend and thank you!
10:32:27	 From  Marja Elonheimo : I'm sorry, I have to leave, too. Thank you for the interesting webinar and discussion!
10:32:38	 From  Jan Ray : Great, thanks! Those were important points to make. Thanks!
10:32:55	 From  Peter Fogel : Thank you!
10:32:56	 From  Leonardo : thanks a lot!
10:33:00	 From  Leonardo : see you soon :)
10:33:00	 From  Sinako.Mxabo : Best way to learn something, is to teach it.... Alastair Creelman
10:33:00	 From  Cecilia : thanks for today. interesting! 
10:33:01	 From  Hanna Liisa Hakala : Thanks for the fast and furious webinar! ;-)
10:33:02	 From  Rafi Rashid : Thank you!
10:33:05	 From  alw : Thank you very much!!!
10:33:08	 From  Gizeh Perez Tenorio : Thanks for today!

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https://play.lnu.se/media/t/0_oshgd4j8/

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The open movement has been defined as:

An informal, worldwide phenomenon characterised by the tendency of individuals and groups to work, collaborate and publish in ways that favour accessibility, sharing, transparency and interoperability. (Couros & Hildebrandt, 2016, p.145)

A feature of the open movement which is gaining increasing exposure, is the concept of open educational practices (OEP). Open educational practices make explicit the understanding that education is about the sharing of knowledge.

The term open educational practices describes the "creation, use and reuse of open education resources, open pedagogies, and open sharing of teaching practices" (Cronin, 2017, p.1). These practices are made possible at scale through networked technologies (Weller, 2014).

In this post, we will look more closely at the concept of open pedagogies, which to me, is 'where the rubber hits the road'. This means that open pedagogies are the ways in which educators can truly demonstrate their commitment to open education, through a variety of practices which enable accessibility, sharing, active participation in learning and the use of open educational resources.

There are many ways in which educators can build open pedagogies into their practice, however before that can happen, we need to understand what in fact we mean when we use the term 'open pedagogy or open pedagogies'.

Understanding the concept of open pedagogies begins with the notion of 'resisting the definition'.

Resisting definitions can make us feel uncomfortable, however the concept of open pedagogy is constantly evolving, and reflective of the ways in which education itself is constantly changing. A firm definition will limit its capacity to morph as it needs to in order to meet the needs of students and educators.

As the image above explains, open pedagogy is an access oriented commitment to learner driven education. It is also a process of designing the architectures (structures or models) and using (and choosing) the tools that allow students to employ agency and autonomy in their learning. Open pedagogies recognise that we are all learners together in the process of developing a shared public knowledge commons. This belief connects strongly with the concepts of connectivism and connected learning, which reflect contemporary ways of understanding learning within environments of information abundance.

There is an impressive array of research and openly shared reflection on open pedagogy. Rather than reproduce this wonderful work, I will provide a top level summary of some of the aspects of open pedagogy which are expressed in the words of De Rosa and Rajib (2017). I have also curated some of the best resources and have included this at the end of this post for your future reading, as well as linked to a key reading or expert on each of the different features of open pedagogy discussed below.

Open pedagogy is access oriented

Consider access and equity by choosing resources and pedagogies that reduce barriers - including economic, technical, social, cultural and political factors...

Using Open Educational Resources to reduce economic costs

Choose technology with accessibility features so all learners can access content

Consider equitable times and places for learning which consider students' personal, cultural or economic needs

Maintain and encourage respect for and understanding of cultural differences in choice of content and in pedagogical approaches

Maha Bali writes extensively and authoritatively on the importance and value of access oriented education. If you are interested in open education beyond this course, I would definitely encourage you to follow her work and to engage with her open activities online. You can get an idea of just some of the ways in which accessibility can be improved by reading What is Open Pedagogy by Maha - open here and scroll to the second entry, which is hers.

Open pedagogy is learner driven

Consider how students can exercise greater agency and autonomy in their learning and learn through creation as much as (or more than) consumption:

Student negotiated/directed curriculum - allow students to contribute their thoughts and ideas as to what areas of curriculum to focus upon

Production centred learning - not all learning must be through consumption; active, constructionist learning opportunities are often richer and more authentic!

Student curated resources - challenge students to contribute resources which the cohort will learn through - an exercise in information literacy as well as content knowledge.

Kill the 'disposable assignment' : "assignments that add no value to the world - after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away." David Wiley

Making the leap to learner driven pedagogy takes courage and may be a significant change - but it doesn't have to be a complete flip in practice. Begin by introducing small elements of choice or active learning and build from there. For a great list of ideas for developing learner driven pedagogy in higher education, check out http://openedgroup.org/oer-enabled-pedagogy.

Designing architectures for open pedagogy

Enabling learner driven pedagogy is often through the design of architectures that enable active participation, the development of community and connections with others:

Provide an online space for conversation, feedback and support

Create learning experiences that require student contribution for learning

Consider inviting and encouraging connections within and beyond the cohort; consider peers from other universities, experts, the general public... (a unit Twitter hashtag can be a great way to achieve this!)

Learning can be openly shared and community within and beyond the cohort encouraged - here's an example of a Master of Education unit that I designed using open architecture:
LCN600 Open Connected Learning

Tools to encourage open pedagogies

Take advantage of the affordances of open, accessible and connected social technologies that mediate learning through knowledge construction and sharing; however do not view open as neutral:

Engaging with open pedagogy means moving beyond the Learning Management System, and engaging (where possible) on the open web. This is no easy feat, and is not always possible or even appropriate. However Jesse Stommel presents a thought provoking challenge to consider how we might break out of the walled garden in this chapter of his excellent book, An Urgency of Teachers.

Understanding our part in the public knowledge commons through open pedagogy

Overwhelmingly we are seeing the need to transform our understanding of learning. Open pedagogy recognises students as fellow learners, and education as richer than a simple transactional process where students are consumers and teachers are the producers or holders of that knowledge. It values the humanity within education.This transformation also challenges us to reflect upon the way we relate to and understand the role and identity of the student. If we are all learners together, then a pedagogy of kindness such as the one Catherine Denial describes makes perfect sense.

From the post:

"My graduate education encouraged me to think of students as antagonists, always trying to get one over on their instructors. I was urged to be on the lookout for plagiarism, to be vigilant for cheaters, to assume that the students wouldn't do the reading, and to expect to be treated as a cog in a consumerist machine by students who would challenge their grades on a whim."

Catherine Denial shares how a pedagogy of kindness, entailing believing students, and believing in students has transformed her practice and her personal experience of teaching.

In conclusion

This post is but an introduction to the concept of open pedagogy.

If you would like to share this post as a presentation, you can access slides which include this information here.

References:

Couros, A., & Hildebrandt, K. (2016). Designing of open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications (pp. 143-161). Edmonton, AB: Athabasca University Press. doi: https://doi.org/10.15215/aupress/9781771991490.01

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5), 15-34. doi: https://doi.org/10.19173/irrodl.v18i5.3096

Weller, M. (2014). Open scholarship. In M. Weller (Ed.), Battle for open: How openness won and why it doesn't feel like victory (pp. 135-151). London: Ubiquity Press. doi: https://doi.org/10.5334/bam

Banner image by Free-Photos from Pixabay

Curated Content

Below you will find links to interesting and useful readings by a range of experts, researchers and practitioners who share their thoughts and reflections on open pedagogy.

See Original | Powered by elink

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Open pedagogies: Transforming and empowering learning

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The open movement has been defined as: An informal, worldwide phenomenon characterised by the tendency of individuals and groups to work, collaborate and publish in ways that favour accessibility, sharing, transparency and interoperability. (Couros & Hildebrandt, 2016, p.145) A feature of the open movement which is gaining increasing exposure, is the concept of open educational practices (OEP).

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What are the main barriers to open education in your institution?

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What are the main barriers to open education in your institution?

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See results by clicking below

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Interact with your audience using real-time voting. No installations or downloads required - and it's free!

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Which aspects of open pedagogies could you adopt most easily in your teaching?

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Which aspects of open pedagogies could you adopt most easily in your teaching?

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See results of the webinar poll

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Interact with your audience using real-time voting. No installations or downloads required - and it's free!

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I think I'm open to share material and knowledge. At my last job my boss didn't want us to put our material public. It was just for us. At my work today we are networking a lot, sharing materials and thoughts and how we work.

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I think I'm open to share material and knowledge. At my last job my boss didn't want us to put our material public. It was just for us. At my work today we are networking a lot, sharing materials and thoughts and how we work.

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As teacher I have used a lot of resources that others have created, lessons, cc-images etc. But in the graphical field where I worked before, most things were copyrighted and you had to buy different licenses to be able to use other peoples material; images, illustrations etc.

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Pedagogical work has quite recent started to be a qualification within the academy. Traditionally an academic career would be focused on sharing scientific work and reflections. So why bother with sharing pedagogical issues and reflections? Lately this has changed and I believe that most of us may be a little confused about the relevance and benefits of sharing pedagogicial works.

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My question is whether open networked learning is particularly relevant for subjects like applied ethics and integrative sciences/ engineering because of the collaborative reasoning, reflection, and problem-solving involved. (I teach courses on applied ethics and interdisciplinarity to STEM students and am wondering whether openness in these 2 areas is something worth pursuing.)

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How do you guys do research, analyse and publish data using  MOOCs and other similar online tools?

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After watched the movie and discuss the subject with my group in the meeting today , I gave some thought about if I am already open, If I want to be open, or if I could be open even if I want to. I think I am partially open, and would like to be more open, but I can't. In the system that we live today (or at least I live), be totally open means not publish papers in peer review journals (they need novelty...), and these publications are necessary to get grants to keep doing research, to publish more papers and so on. Also, there is a problem of how many of our students have the proper access to computers and a good internet connection to be online. To those who have, open online learning is a wonderful tool to keep connected and learning. To those who haven't, this could be a close door. So, I guess, the best way of these is to be in the middle of way...

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DEMOCRACY is the first thing I think about!

The fantastic possibility for all people to get free access to courses in higher education.
The only thing it “costs” is access to a computer and a working internet.

If we take away the possible language barrier (mostly English) and possible internet limitations in some dictatorial countries (one of the problems) we can turn our faces to see that some poor countries actually try to build out the wifi connection even into small rural villages! To help people communicate (eg Mocambique). It gives some people wonderful possibility to learn more and distribute their knowledge to the other population/students. But how and who can be the informer of the existence of the MOOCs, so they really get to know? I use to inform my extended family members, sending links of possible interest to them- we actually need a kind of network for that.

Another problem could be the overwhelming amount of courses- how to choose the right and most suitable?

In my unit we have not been very strict in sharing our presentations, some are, but I think we (I) need to discuss it more, especially the use of CC. In my point of view, the most important for me is that the students learn and understand what to learn and as we have different preferable ways of learning, some want to take a photo of a slide, some wants to have the whole presentation, some make notes, we as lecturers need to be flexible. Unless it’s private photos, I don’t mind to share. It might be an honour or a disaster….

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This was an interesting video, and the tips for materials sound like something that I will definitely explore in the future. Thank you! A quick point that came to mind: a central dilemma may be the conflict between openness and maintaining a standard or official recognition through issuing actual credits, as you sort of mention already here. I then began to wonder: In this time and age of so-called "alternative facts" and out right lying and falsehoods all over the place in public - can we, should we, or how can we safeguard knowledge? Is what we do enough as teachers - that we are raising awareness and teaching our students critical thinking skills in our classrooms and on our courses? Can openness in education in this way be misused or manipulated for sinister purposes?

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I have no previous experience with MOOC and need to learn a lot about the options and alternatives. I've heard some colleagues had already worked with it (or similar) but they complain about students involvement and legal and social status acknowledge of its certificates.

I understand MOOC as a larger system/ strategy than a common distance learning based program, which (at least the ones I took part of) are more inclined to reproduce on line traditional ways of teaching and learning.

I see challenges envolving offering health courses in a MOOC environment, once we have to attend national rules at the same time we're sharing knowledge that can be used abroad, but, as a adbantage, it would avoid duplication of efforts, once at a same place, people from different scenarium could share knowledge and practices.

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Kari. Can being open and sharing also create rigidity?

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Kari. Can being open and sharing also create rigidity?

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This was an interesting video. I really enjoyed it and learned a lot from it. I am generaly for sharing teaching tools and lectures. However, I was wondering if by sharing one could inadvertedly become rigid. Not feel like they can ”change” their mind on something because the lecture is ”out there”. Just a reflection after seeing the video and having our ONL discussion with my group.

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"We need to ask whether MOOCs are successful in anything other than reaching large numbers of learners. For instance, how should we measure the success or failure of MOOCs"?

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I suspect that I'm not the only one who has been 'disengaged' from the online world of online learning for the past few weeks, in my case for minor medical reasons, and in your case I hope enjoying sun, sand and socializing. So in this post I'm going to pull together a number of recent publications in the blogosphere which taken together, suggest that there are deep rumblings in North America's public post-secondary education systems, if not outright panic in the streets. Or it may just be summer madness and too much heat. I'll leave you to judge.

There's a lot of reading covered, so I'll try and cover the main points then identify some of the lessons I think we can learn from these developments.

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Is online learning really cracking open the public post-secondary system?

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I suspect that I'm not the only one who has been 'disengaged' from the online world of online learning for the past few weeks, in my case for minor medical reasons, and in your case I hope enjoying sun, sand and socializing.

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I found this presentation extremely interesting and I recognised myself and others in these questions ! What means a closed/open door ? Who is left outside ? Who should be able to access the higher education learning space ?

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I found this presentation extremely interesting and I recognised myself and others in these questions ! What means a closed/open door ? Who is left outside ? Who should be able to access the higher education learning space ?

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This is not easy questions to answer but I can start...
1) If I think about the question “how open I am ?” it is very difficult to answer, I can be from extremely open to totally stubborn :-). But I think I can say that, as for 20 years, I have lived in many different countries, I had to learn how to adapt to my new hosting country and the new community. That way, I had to open my mind a lot, I had to leave on the side some “inbreed ideas” that I had about openness and habits. It brought a lot in my life and in my way of looking at others. I have students from all over the world and I also learnt a lot from them and their culture, their way of interpreting conversion, their way of sharing, working and transparency.
2) In the best world, education HAS TO BE OPEN. Through education, I am convinced that we can build a better world. But as it was discussed in the movie, there are some restrictions (commercial, transparency, other obstacles (politics, religions, cultural…). MOOC is a powerful tool to share our knowledge all over the world and possibly to better understand each other. However, we have to realise that not the whole world is connected and free education learning system is based on computers with internet access, a large part of the world is still not connected or under restriction... Would that mean that a large part of the world will be left outside the door of open learning ?

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I think that we could share a lot more as Open Educational Resources. Especially when it comes to generic skills and when same subject courses are held in different institutions. The schools and universities in Sweden are all paid by tax money. But still we treat universities as companies with separate economy. I hope that digitalization will lead to more collaboration between institutions. This does not mean replacing local universities with MOOCs. We need to use recourses wisely both in terms of economy and pedagogy.

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Openness in the concept of sharing information brings to mind the same feelings that topic 1 did, how present do you want to be on the Internet and how your digital identity and footprint looks like. With the openness of sharing resources it is a bit the same, with who do I want to share and what do I want to share and what happens to the material that I share? Again the fear of the unknown keeps at least me from being as open as I might want to. As I'm only starting my career as a teacher this is a good opportunity to think about these things and learn more. I do remember the first lecture I had and all the hard work I put down on doing my material for the lecture. So when I found out that all the material is actually owned now by the institution and not me, the little 2 year old inside me did want to have a tantrum and shout “ This is MINE MINE!”. I still think it is an interesting discussion about who owns what but I do feel passionate now about sharing course material, knowledge, ideas and so on with my colleagues (and this is the practice of my institution) and would like the sharing and openness spread across borders of different faculties. The fact that there are many faculties in Finland that teach the same thing and in my case it´s a question about teaching nurses and other health care students, I think there shouldn't be a difference in our knowledge and expertise as a student when you graduate depending on where you have gotten our degree. But unfortunately there is and talking to students you can see big differences in how some topics are thaught quite different or with very different focus. This is very much a question about openness and sharing in my view.

MOOC is something new for me, I hadn´t heard about it before (shame on me). It sounds like a great opportunity to utilize the technology of today and bring together people from all over the world to share and learn together. I find myself wondering though how these massive courses are facilitated, how do you know that you learn what you are supposed to learn? And as in one of the introduction videos it is you that decide in the end of the course if you succeeded or not.  Maybe I´m a bit old-fashioned but at least in my field (health care) it feels like there is a lot that the students need to learn to be able to work safely and this kind of learning where the emphasis is on open discussion and students searching for the information on their own feels a bit scary. So for some type of courses a MOOC is probably great but it doesn´t suite every field of education in my view.

The question about the closed door and open windows is also interesting. If I think about a closed door I ask am I on the inside or the outside? On the inside I would see it being a closed community or group where you share ideas and information to maybe then come to some sort of conclusion and then you are ready to open a window to let others have a peek. But through a window there is only a limited amount of people that can look in at the same time so the openness and sharing is still a bit closed of. Like the sharing of course material that I talked about in the beginning, the material is constructed and shared within our own institute with our colleagues at you department and then maybe if your institute is a part of some sort of collaboration with other institutes in the same country or a couple of other countries. But still there are a lot of people that don´t have access to your information and knowledge. Maybe we could at least open the door too if knocking down the whole wall feels a bit too much!

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Greetings from Heli who works at Stockholm University! I am now in Finland in the city of Lahti, visiting my parents. 

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Greetings from Heli who works at Stockholm University! I am now in Finland in the city of Lahti, visiting my parents. 

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Since I am a linguist who has specialized in metaphors and the meanings of words, I really liked Kay's thoughts about what the word openness means and how we could characterize open learning. Thank you!
The Oxford English Dictionary Online in fact lists as many as 33 different senses of the adjective open. I do not have the time to study and discuss them in detail, but I will use them a little in my comment here. I would like myself and my actions be open in the following senses: (1) generous, (2) frank, candid, (3) open to new ideas, (4) plain, easy to understand, and (5) available to business. However, openness also suggests vulnerability and insecurity, so it is important to take care that what I do does not hurt anyone or expose anyone to risk.
It therefore requires constant vigilance and attention to be open - or rather, one needs to monitor oneself to see what can be said or distributed openly so as to profit as many people as possible and what cannot. It can indeed be part of my daily routines to monitor these things. I will finish with the metaphor of an open coat to illustrate this: when walking outdoors in the autumn or spring, the weather may change during the day so that we need to open and close the buttons several times throughout the day.

Photo by Subhkaran Singh on Unsplash

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After listening to the introduction, I feel there is so much more I (we) could do wrt openness and sharing and also his in others resources - very useful intro starting my thoughts. I made some notes on a piece of paper wrt the question - hope you can read it.

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From a personal experience, I never finished a MOOC. I am not alone, about 90% of students drop out.  How do we change this?

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As technology advances, we have more access to information. One technology, Massive Open Online Courses (better known as MOOCs) is beginning to change the way we look at education. These online courses are free and filled with information on just about anything you want to learn - from project management skills to learning a new language. And because MOOCs are free, access is open to anyone with a computer.

Just as learners have open access to MOOCs, instructors from schools and universities to a variety of education providers, and practically anyone with a skill to share can host a MOOC. The emergence of MOOCs has the potential to inevitably change the way we receive our education.

Just how prevalent are MOOCs? There are hundreds of MOOCs globally, some from even established universities such as Harvard and Stanford. MOOCs fill a void for learners who lack the time - and/or dollars - to physically attend a course featuring high-quality content. Needless to say, MOOCs are regarded as a game-changer in online education.

But are they really changing the game in learning?
Why MOOCs Aren't Working Right Now
In the future, MOOCs have the potential to completely transform education. However, as of right now, don't expect to see universities shutting down as a result, as some experts have begun projecting. Despite the recent rapid rise in MOOCs, this format continues to be an evolving model, and one that isn't quite established yet.

Despite the seemingly unlimited access to free information through MOOCs, a 2012-2013 study conducted by MIT and Harvard revealed an overwhelming 95 percent of students dropped their online courses before completion, a rate substantially higher than traditional education's dropout rates. While some students have expressed satisfaction taking MOOCs, others give various reasons for dropping them. Among the most common reason cited behind this dropout rate: there is no live teacher engagement.

Currently, just 10 percent of MOOC registrants complete their courses. Why - if all the materials are free and available with the click of a mouse? MOOCs are structured using a series of pre-recorded video-based, self-paced classes offered to students for free. There are no live instructors to help facilitate the classes, lectures or content. There is also no straight-and-narrow path from beginning-to-end and the format does not encourage the exchange of different thoughts and ideas among learners. The lack of live instructor involvement also means no follow-up with the student, or any assurance along the way that the student's learning trajectory is heading in the right direction. At the course's conclusion, only the learner can determine if he or she was successful.

The modern MOOC - without live and interactive teacher engagement - is essentially an Internet version of a book. That said, there is tremendous potential for the MOOC to evolve in a major way. To reduce dropout rates, the MOOC must be structured around live teacher engagement.

Some online learning platforms are now taking notice of this need for student-teacher engagement. At WizIQ, for example, our platform is an open marketplace where anyone can offer a MOOC, but we are integrating actual teacher engagement into the MOOC, filling a need within the online education sector.
Still Plenty of Room - and Time - For Growth
With the potential evolution for more online courses to include live instructor interaction, MOOCs can have a significant impact in higher education. Economics alone provides a huge advantage for MOOCs. According to a Deloitte study: "Massive Open Online Courses (MOOCs): Not Disrupted Yet, But The Future Looks Bright," in 2003, the total amount of student debt in the U.S. had reached more than $200 billion. Just nine years later, that debt ballooned to $1 trillion. In that same study, since 2000, the tuition cost in colleges has increased by 72 percent, whereas earnings for people ages 25-30 have decreased by 15 percent. Looking at this information, it's obvious that economics are on the side of MOOCs.

Some colleges have partnered with companies to develop programs and pipelines that meet the student's current and future needs. This type of partnership could also help students enter the workforce fresh out of graduation. If, somehow, MOOCs are able to establish similar partnerships with companies and provide better opportunities for students to find work, there is a real incentive for people not to go to college and just register for MOOCs. This shift will not occur anytime soon, however, because the social pressure to go to college and get a degree still exists. Such pressure results in the ongoing issue of student debt in our country. When this pressure no longer exists, and when economics play a larger role in determining how students receive their education, it is at that point when MOOCs could potentially replace higher education as we know it.

In addition to its potential in higher education, MOOCs that feature instructor engagement will also benefit those taking courses to enrich their lives. Classes like learning an instrument, a foreign language or how to cook would be enhanced by the presence of a live instructor, who can exchange feedback with the student on whether or not the assignments are being done properly. Programming courses on WizIQ, for example, allow students access to remote, virtual labs with live lab instructors to run programs practicing real world scenarios. This method is far more efficient than learning from a video-based course, or trying to understand course lessons on YouTube.
Where Will MOOCs Be Just Two Years From Now?
Within the next two years, MOOCs will quickly evolve from lacking teacher engagement to having a lot of teacher engagement. Right now, it's essentially a model where computers are teaching students. This model is simply not sustainable in the long run without live student-teacher engagement. Teachers are the key that unlocks learning in these courses. They help students resolve issues and problems.

Do YOU believe that the biggest change in online education moving forward will be putting live teachers at the center of the MOOC (not just on video)? Let me know what you think.
Harman Singh is the CEO of WizIQ.

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What's Wrong With MOOCs, and Why Aren't They Changing the Game in Education?

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As technology advances, we have more access to information. One technology, Massive Open Online Courses (better known as MOOCs) is beginning to change the way we look at education. These online courses are free and filled with information on just about anything you want to learn - from project management skills to learning a new...

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I am only sharing and using resources within the organisation. Always asking permission when re-using some teaching material in a course that some colleague built up earlier.  I think open access learning also can be like, giving a chance to study and maybe later on study at some University, for people who might not had the interest or possibility to do it earlier in life? It can open doors. It can also work as advertising for a University, which I think doesn't have to be a negative thing. From a student perspective, that could be helpful when choosing a University to apply to.  Source criticism is something that comes into my mind with the word  open access. In healthcare we have a lot of programs and new technique that could be useful to learn for students, before entering practical training and work life. But that is a field that is strictly copyright. More openness is maybe something that both University and work life could benefit of, in that case? We are in Finland getting a new digital patient information system in the University hospitals and smaller hospitals in the same organisation. We cant teach the students anything about that in forward...

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I can say, that I learnt more from the mooc  courses rather than with face to face learning experience. I learnt the subject as a receiver but could not transform to producer one.

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I like the idea of openness a lot. I think we way to much reinvent the wheel over and over again instead of sharing and developing ourselves and materials together. I try to share videos, guidelines eg that I have made and is sometimes astonished by the reaction I get while doing it. Over and over again I hear that the other person hope that I will not feel that they steal material, that they will tell that it comes from me/ our course or whatever. Hey, I like other people to use it and it gives me a chance to tell about my ideas behind the structure/topic or whatever it is. It gives me a possibility to put words to my thoughts and it helps me to make better choices. Hopefully. I also like when students want to try different tools than what we suggest or usually use. BUT- that also put some demands on me. I think I will save them for my blogg post this week. /Lena

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Just a few days ago, a colleague admitted to a newer one that we might not want to use some materials from an older course in any of our current blended or online courses as 'during the time' when the material was created, it was common practice to appropriate extracts of journal articles, images, and other online texts just for our pedagogical use--without thinking of citing the source or even if it was legal to do what we were doing. I was one of those inadvertent criminals!

Therefore, this topic on openness, creative commons licenses, etc. is very welcome, and I've come a long way since then. But to answer the questions posed in the video:

Q1 How open am I?

I immediately think of how our LMS sites at our university are by default open, and that it is up us teachers to change that accessibility once a course begins. And as one colleague reminded me recently, we should ensure that our front-page to the course remains open to the world. As mentioned in the video, most of my teaching is ‘closed’; first, because I am following my institution’s practices, but also because I hesitate to share my drivel with the rest of the world. False modesty? I don’t think so. As Kay Oddone states, the world and dissemination of knowledge has changed startlingly for the better and worse over the decades. I completely agree that we teachers are now co-learners with our students (at least at the tertiary level).  I am very much aware that I can share with the outside world what I am doing and I do that via formal/ professional (e.g. conferences, teacher ERASMUS+ exchanges) and informal channels, but I am very conscious of the desire to not re-invent the wheel.

There is also the question of who gains from us being open with our materials? Although culturally it is encouraged, I’m not sure I like my material being plagiarized in another place where notions of academic integrity are non-existent.

Q2.1 How do you share your resources?
If I picture this as a concentric circle (circles within circles) with the inner circle being completely closed; for example, only the students of one particular course see and use the material and interact with one another; and the outer circle representing completely open material sharing and interacting, then I would say that only those courses that I teach alone (no other teacher teaches it) might be in the very inner circle, but there will be ‘leaks’ into the next outermost circles as students learn and practise to use it in their studies and/or working life, share what they've learnt with others and so on. Therefore, it is not as if the circle is sealed tight like an air bubble. All this to answer the question that I share my resources indeed with my colleagues who are teaching the same course, with colleagues in other countries (e.g. through Erasmus+ exchanges) as well as in Nordplus+ project groups.

Q2.2 How can (or do) you use others’ resources in your teaching?

I wouldn’t manage without them! Fortunately our teaching team has been from the outset sharing materials, but I remember when we went through a phase of writing our names at the end of any material we created (copyrighted by…) as a sign of authorship, but a willingness to let others use and modify it. This was all before open source materials and creative commons entered the mainstream.

Q3.1 How can MOOCS and other forms of open education contribute to the growth of higher education?
Although we have no MOOCS for professional and/or academic communication skills in English at our university, I like it that our Finnish colleagues have created one (Finnish as an additional language) which is for those who are simply curious about Finnish as a language, but also serves as an excellent way of already linguistically preparing those international students coming to our university to get a taste and a feel for the language. Although it serves a very practical aim, it also is a way, as Alastair mentioned in the video, to showcase your institution.

Q3.2 What possible problems do you see in this development?

Rampant plagiarism?

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Currently I only share within the institution. Open access is an excellent way to share knowledge and resources to improve teaching. With so many different open network sites available, one has to ensure that one accesses sites that have credible peer reviewed articles in order to conduct research.

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What if we do a SWOT-analyses on Moocs? What would you consider to be the results? Moocs have to get their name out and attract students in order to get students to the courses (is this a strength or weakness?).  How well are Mooc credits recognized? Are they considered to be as  "good" as credits given by traditional classroom education/universities? Minna

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I can choose to write as a lecturer from experience but decided that most people would. To add another dimension, I will reflect as a manager in private education. Given the current economic climate most companies are reducing expenses, which means restricted travelling. Our brands are geographically dispersed in South Africa. We have no choice but to use online resources to meet and share ideas. I consider myself an immigrant/visitor in the context of technology. However, love the idea of sharing my knowledge and learning from others so I push myself to improve and shape myself toward the resident state in various open resources. Professionally I work extensively with MS Teams, Blue Jeans and One drive. I share my knowledge openly, but I find that colleagues are not prepared to share. Being educated implies sharing to learn (Wiley).My observation reveals that education does not imply openness but the level of humility and competence plays a major role too.

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I can choose to write as a lecturer from experience but decided that most people would. To add another dimension, I will reflect as a manager in private education. Given the current economic climate most companies are reducing expenses, which means restricted travelling. Our brands are geographically dispersed in South Africa. We have no choice but to use online resources to meet and share ideas. I consider myself an immigrant/visitor in the context of technology. However, love the idea of sharing my knowledge and learning from others so I push myself to improve and shape myself toward the resident state in various open resources. Professionally I work extensively with MS Teams, Blue Jeans and One drive. I share my knowledge openly, but I find that colleagues are not prepared to share. Being educated implies sharing to learn (Wiley).My observation reveals that education does not imply openness but the level of humility and competence plays a major role too.

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Open learning requires certain attributes, according to Hegarty (2015), for open interactions to be successful. As I read them I can forsee major challenges to implementation in my context.

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I loved what David Wiley says “ If there is no sharing there is no learning”.  I have learnt so much after the introduction of the internet - in just a few minutes you can find information or learn about basically anything from others who have openly shared. I worked as a researcher for many years and I believe that if you are going to share information you must cite correctly. My research background has taught me that I must be very guarded when it comes to sharing information that I have no clue where it came from – so I consider myself to rather be closed in sharing and if I absolutely must share – CITE IT!

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Interesting introduction to think about the pros and cons of openness in teaching and learning! I think i am closer to closed in the scale, as I usually keep my work to myself. it was only a few months ago when I was unable to resist my friend who told me I absolutely have to have an academia.org page!
When it comes to sharing my resources I am more open, I like sharing what I know, what I read, etc. I use others' work, i.e. the literature, almost all the time, and I don't see a problem with it as long as I cite them properly (which I believe i do). MOOCs can be good or bad, like discussed in this video. it has benefits, but I do not believe it can replace the traditional lectures (at least not yet :) ) I like the idea/approach of a space with a closed door but open windows!

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Open education is appealing, and virtually gives anyone access to higher education - if there wasn't a digital divide. Closing the knowledge gap is an important task. In my upper secondary teaching practice, I try to narrow the gap for my students from families with limited resources.

I use collaborative platforms like OneDrive and Google  Drive and I choose to share only with my students. You see, I have observed that they have limited digital competence and I believe that students must acquire skills that involve those common platforms I order to be able to participate in future education and work. They learn to use the platforms (orient themselves in the structure, find, upload, download...)

As for my practice, I consider the availability of resources a diamond mine for learning, criticism, understanding and so forth. I do not produce anything myself (yet), but leave that to others.

When I retire, I hope to contribute with open courses for school drop outs.

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This is an interesting topic. There is always the question of quality when looking at Open Access. For example, how do we ensure that journal articles are high quality if anyone/everyone can publish freely online?

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In an ideal world, all knowledge and information is free and accessible for everybody, but in reality, someone has to pay for a great many things involved in making it freely accessible in the first place. E.g. a MOOC that functions as an introduction to a specific field at some university for people perhaps interested in studying the field is financed by the institution in question, and e.g. in teachers sharing curricula, material etc., are part of a collaboration between people or institutions, an exchange takes place. There’s a reason that content is shared, quid pro quo, so to say (Alastair discusses e.g. OER and conditions involved with it in the video).

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I think of myself as quit closed. Both in person and online.

But apparently I’m not…not completely anyway.

A week ago I was reminded of some YouTube videos I made a few years back when someone commented on them. It was scary at first. Did someone see them? Yeah…3000 views apparently. Someone has questions about it? I convinced myself to answer and what do you know? It worked out fine. So from now on I’m not going to be that closed. I could actually help someone to learn something and it didn’t cost me a thing.

I now run an online course that is quit closed to our LMS. But I would gladly open up the lectures but have the assements and examinations closed. We have to get paid in some way and we want students in the course that will register and earn their credits. That’s how we get paid in Sweden.

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I'm quite open with all the materials that I use and I've learned to share as much as possible with my colleagues but I do it mainly inside my organization. We have 6 teachers teaching the same courses and we mix it every year who teaches wich courses and with whom. So we are used to use the materials created and revised by others and maybe do our own adjustments. Our materials are also available via our LMS for anyone interested (or if they can find those).

MOOCs and other form of open education is fantastic especially from the accessibility point of view. Although it already demands quite a lot of resources (wifi connection, tools, time, vocabulary)..

I really like the idea of closed door but open window. It would be interesting to hear what could it mean in practice..?

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Sometimes it's also a question of one openly sharing e.g. in a team, with others simply using what you have shared with no acknowledgment given and no sharing back.
Agree with the comment above that this too could be overcome if everyone collaboratively created and shared.

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Open Education Movement thoughts (Kelly Maroon)

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Open Education Movement thoughts (Kelly Maroon)

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I really like that Kay spoke about access and accessibility and working at dismantling the barriers to education. I really want to explore this more in detail - what are some interesting projects/resources that we could look at of people who are doing do work in this area. I am also thinking specifically around different abilities as well as those impacted by the digital divide. When I think about MOOC's, I often think that it's most often targeted to those who are already employed/qualified. Additionally, and maybe a separate thread - employers are defiantly hesitant, in many traditional work sectors, to recognise MOOC certificates in lieu of other formal qualifications.

I do want to believe that I am very much an open student, and an open educator. I believe in sharing knowledge and skill so as to 1) not gate keep knowledge and 2) to widen access so not to perpetuate the excluding intellectual hierarchies.

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I could definitely be more open than I am. Except from feeling a bit hesitant I lack knowledge about how to apply CC in a recommended way and what platforms I could use in order to share. May I apply CC on my produced artefacts without asking permission from the university? (I am thinking of the constantly ongoing discussion (in Sweden) regarding whether it is the teacher or the university who owns the artefacts (slides and so on)). As far as I can understand, the university has access rights, does that affect how I could apply CC? During my PhD studies I wanted to publish my articles in Open Access format, but met obstacles (a question of money that my institution unfortunately could not support). When I am sharing, it is not (yet) presentations but rather reading suggestions that relates to my areas of interest. I feel so boring when also answering that my behaviour relates to time. If I had time to share more, I would have done that. But since there are no incentives to carry out these activities as part of my work, it inevitable constitutes a frame factor.

When I am thinking of how MOOCs could support the growth of higher education I often return to the university course "Teaching and learning in higher education" (a mandatory course that university teachers in Sweden should take in order to teach at university level). I took it at one university and later had a glimpse into how another Swedish university arranged it. Now, I have yet another glimpse of a third university. All three have/had somewhat varied content. It should not matter where you have undergone this course, but I think that teachers have different experiences from these courses. Could this situation be subject to a nation-wide course, and perhaps as some sort of MOOC? An advantage of that kind of solution is that each university could contribute with what they are distinguished in, such as PBL, accessibility, feedback, and so forth. On the other hand - how do you capture and engage the local needs?

Last but not least (and I have not been thinking this through in a pervasive manner). I think I know what you are after when posing the question of what affordances a closed door signifies. The first that came to my mind was  - "well, that would probably depend on if you are watching the door from the outside or the inside". A closed door from the inside could perhaps afford sensitive discussions, a safe climate where you can test not fully developed ideas without loosing your face in front of people you may not even meet, or perhaps meet when you are applying for a job. To try out skills and test my knowledge in relation to others could be seen as something scary, and therefore enjoins a safe climate - a training arena rather than a public stage. Perhaps we could find fruitful ways in combining closed training arenas and public arenas, based on pedagogical purposes/a pedagogical rationale?

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Maybe one of the biggest challenges with being open and sharing is having the courage to do so. We are often hesitant to share openly because we are worried that what we have is not good enough. I find this obstackle easier to overcome if we collaborately create and share, either with collegues at our own institution or with other institutions.

At the same time, there has been a tendencie to being hesitant to use material created by other institutions. Maybe both these tendencies are in the changing now?

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In the "real world", my office door is literally always open for students to drop by. But online I am not very open. For example, I made some films for a course, and I keep them within the LMS. In last week's topic we talked a lot about the fear of being present online, and I think it is the same here. It is not that I don't want to give others the opportunity to learn, it is more a feeling of "I don't want to be out there".

But I am happy when I can use someone else's resources in my own teaching, going back to the idea that we don't all have to invent the wheel. So I want others to share but I do not want to do it myself. However, with my colleagues, I am happy to share my resources, but that is in a very closed environment I guess.

The larger question about open education also concerns reimbursement. In some way we need to be reimbursed for the effort that we put down, otherwise there will be very small incentives to provide open (?) education.

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Introductory tutorial (Watch this video first!)

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Introductory tutorial (Watch this video first!)

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Kay Oddone and Alastair Creelman introduce some basic principles of open education.
Just click below to go to the video.
https://play.lnu.se/media/t/0_o3kepcds

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On this page we would like to gather your reflections and questions about open education.

FIRST watch the introductory tutorial video (click the box on the right)

THEN write questions or short reflections on questions raised in the video on this page. Check the information box "How to use this page" on the left to learn how to use this page.

These are the questions considered in the tutorial video. Add your reflections on these questions to this Padlet for discussion during the webinar.

How open are you?

How do you share your resources?

How can you use others’ resources in your teaching?

How can MOOCs and other forms of open education contribute to the growth of higher education?

What possible problems do you see in this development?

What are the affordances of a closed door?

Can we imagine a space with a closed door but open windows?

We (Alastair and Kay) will use your reflections and questions in our course webinar  on Friday 18 October, 09:30 CEST.