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LnuPlay - Linnaeus University MediaSpace

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Webinar with Alastair Creelman (Lnu) and Kiruthika Ragupathi (National University of Singapore) on openness in education, barriers and opportunities. 30 March 2020

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OER Starter Kit
https://books.lib.iastate.edu/index.php/isudp/catalog/book/7

Wiki Educator GoOPEN
https://wikieducator.org/GoOPEN

Tony Bates Compilation
https://tonybates.staging.wpengine.com/e-learning-resources-for-post-secondary-education/resources-on-open-educational-resources-oer/sources/

Open Pedagogy website
http://openpedagogy.org

Wikimedia Commons
https://commons.wikimedia.org

Swedish initiative
http://www.promptedu.se/

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How can we gradually change attitude in education / learning & knowledge creation

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How can we gradually change attitude in education / learning & knowledge creation

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Thank you for your presentation and mind opening thoughts.  They did raise my awareness on the elaboration of "material": I will try to create smaller packages on one topic to share in order to produce "pieces" that can be used and adapted to  different context.... and ... I will use content/work from "creative commons" to start an evolution process at our Institute ...  claudia pbl07

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Thank you so much for a interesting presentation, I really enjoyed. I find it little bit tricky with openess now in relation to GDPR. I also what can I share as a teacher and as a researcher.

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Yael's reflection: "Open" may mean that also uninvited people may show up...

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Yael's reflection: "Open" may mean that also uninvited people may show up...

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While we were discussing openness in ONL201, we had a special experience in an online conference that took place at Linnaeus University the past week. The link to the zoom-room for the conference was openly shared so that colleagues could easily enter the room, but 5 minutes before the first session on the second day was to start, some "party-crashers" or "zoom-bombers" entered the room and created turmoil. I was not in the room at the time, I came just after the moderator had kicked them out. Unfortunately, he also managed to kick out a legitimate participant who then was banned and could not re-enter the room. Talk about experiential learning!

In spite of this experience, I still consider openness to be beneficial for educational purposes in many ways. The more I think about this topic, however, the more I also realize how complex and multilayered it is. I find myself reflecting about how openness relates to fairness, ethics, power, affordability, exclusive knowledge base etc.

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My experience with Open Learning has been a positive one. I have found learning more about this topic interesting, as I have been able to explore the positives and negatives more widely.
In my context, we don't tend to use Open Learning that much, but we do access Creative Commons resources. I encourage my students to access CC resources also, and to make sure they are attributing things correctly.

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Professionally I am quite restrictive outside the University, a lot depends because I want to have control over how my material is used.

Within the university I often share material:
- Creating shared assets in Canvas
- Creating instruction videos on play.ltu.se (Kaltura)
- Creating open presentation

In this cases I often share material as CC BY-NC-ND (attributions-Non commercial-No derivates).

Privately I have create some material that I want others to share, use and remix, in that case I use CC BY-NC license.  An example is a simple replica of a viking chest that we created for our reenactment group.

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Thank you for the video. I really enjoyed it and learnt quite a bit. I absolutely loved the idea of looking at this through the picture of the onion that we would want to peel the many layers. My original idea coming in was that open is simply that open. But as I reflected on it even more - after our group's first meeting - I knew that it isn't as simple. When you talked about the onion, it clicked! Why of course, we should be able to acknowledge and recognize that we're looking at layers here. There may be resources/materials that we cannot open and share. And that this is to be expected. The question was thrown to me as we pushed for online education more recently. My colleagues raised questions about privacy and confidentiality in the information that was being shared on an online space. As an educator I should recognize that going online does not mean an absolute "openness".... Suzaina/PBL13

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My personal definition of Open is not only free and online, but also editable and adjustable by the learners, with the correct moderation. A prominent example of "openness" would be wikipedia, in my opinion. However, when talking about education, we might have to lose the sense of equality that wikipedia fosters among its users: there is a difference between the educator and the learner, at least during the learning process.
The question of Free as to "who's the product" is very relevant: how can free and open education be sustainable? Also, how can we make it be equal, for example: unbiased? Can free and open education help removing unconscious biases that educators, and by consequence learners, might have? I always tend to consider teaching, even at a university level, a matter of both instruction and education, as in I try to teach also certain attitudes that in make the students more prone to question their knowledge, to collaborate, in the hope that they take this attitude outside of the classroom too. Therefore, I see free learning as a tool for society too.

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Many of you are looking for support to get a start on the use and creation of OERs. This OER starter kit is a good place for you start learning about OERs, in finding and creating OER as well as identifying ways to teach with OERs.
The OER Starter Kit by Abbey Elder is available under a Creative Commons Attribution 4.0 International License.

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Thank you for a very informative film. It carried reflections to me about how to keep sharing over time, to not change and become more protective with time age and experience. Listening to you was refreshing! I learn alot about the creative commons that I was surprices I did not know.
Vanja , group 13

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Open learning as defined in the film is really wide. In case open learning is about removing barriers for learning, most teaching probably would be defined as open learning, since teaching should be about supporting learning of all our students.

In my context we mainly share educational resources between teachers within the same programme. Teacher days were we exchange experience and learn from each other is another type of sharing.

In my own teaching I sometimes use films that are openly available but I would like to learn more about where to find high quality open educational resources.

Open learning allows students who don’t readily have access to education possibility to learn but how there might not be any quality control system in place. Can likes and reviews act as such?

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Many thanks for a very informative and educational video that brought up many important points. I have virtually no experience with sharing course material with others and have more questions than answers. In my department (Stockholm University) I have tried to encourage teachers to share more materials with each other, in my role as a director of studies, since I regard this as an advantage for teaching and learning in general. In my experience, some teachers are very generous when it comes to sharing , whereas others are more "protective", for different reasons. We have generally not designed courses with free sharing materials, as far as I know. Instead we have learnt that all course materials that have been developed in university courses, belong to the university (and not to the individual teachers). I am therefore not sure exactly to what extent I myself could decide what to share and what not to share, i.e. a video filmed by the official university staff - am I allowed to use this in a MOOC, or should I create this film outside my regular work? The teachers in our department who are most into flipped classroom and active flipped classroom have looked for free materials on YouTube and other sources and developed them further for their own purposes. But I don't know whether they have used their subsequent course material for open purposes as well. In all, I see the development of open, free learning sources as a democratic goal for the planet and as something that should be embraced. It is also a question of economy - why should everybody invent the wheel, when there may be 100 teachers who have designed excellent materials on my topic already? There would be risks as well, regarding misuse and changing of important points in original materials, and I guess there must be good strategies in order to avoid that.

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So far I have shared my material with colleauges at my department. They can use my slides for their lectures, my assignments and my exams - it's all fine. But now I am thinking bigger. To be open would be not only to share with your colleague in the office next to yours, but to share information between universities. I have colleagues in other universities having similar lectures as I. If we share and remix our material, I think we could develope and improve our teaching. I do not see how the employer could mind, because this would save us time in the course preparation.

Another thing I think about is the CC. I am aware of them, but searching the internet for material, I sometimes find it hard to interpret what rights there are for using different sources. It is not always spelled out in a clear way.

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The issue of ’foster openness, enable anyone to assume any roll in the discussion’: In my experience, using students as eg. co-creators work very well in advanced courses but much less so in basic course, simply because the former students rarely have much knowledge to pass on (even though they think they do).

The open rights dimension of OER I think is very appealing, and something I would like to contribute to, and use myself. I would like for other educators to (re)use/revise my material and vice versa.

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Thanks for the very nice and informative discussion. The topic (and discussions arrising out of this) of making teaching material open is very important and of course there are advocates of both being pro and against it. In my opinion, as long as it happens in  a proper way (i.e. acknowledge the source and give proper credit when using it) it is very important that teaching material should be open. This goes to a bit broader discussion on openess and giving the opportunity to the society to have access to educational and research material and overal i think it could only be beneficial. Apart from this, even from a practical point of view it has several benefits. For example students that cannot attend a class, can still keep-up with the progress. Even for teachers, it can save important amounts of time, if they can use material that someone else prepared (of course by giving appropiate credit to the creator).

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Great topic! Myself like openness and I'm happy to share my material with colleagues. So getting a deeper understanding for how openness works on the web will be beneficial for me and for my work.

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First of all, thanks for the presentation. I  have appreciated your thoughts of re-using material that in available on-line to increase efficiency. Sometimes, we really loose so much time to prepare presentations for basic lectures and we could spend our time to focus on more important aspects of teaching. When the resource is classified as not commercial,  does it also mean it cannot be used in teaching? (It is suppose that a teacher is paid my the university to give lectures). Is there any standard to follow when sharing material? (for instance, I could share my PowerPoint presentation without any university heading or template to allow others to re-use it).
Personally, I have never shared any teaching material so far but codes under MIT license, and despite I know who is using them, very few citations came back :). Personally, I do not care, but it is something interesting to study from a cultural point of view.

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How do we ensure quality of the open education?

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How do we ensure quality of the open education?

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Thank you for the video presentation! My reflection on the video is that the openness in education provides fantastic possibilities. At the same time, my question is how to ensure that the material shared online follows an adequate  quality? Are there
quality guidelines for how to perform open education?

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Thank you Kiru and Alastair for a very informative discussion regarding open education. I think that making course material open and available to any audience can promote learning in many different ways. For instance, teachers can use and maybe even improve teaching materials so the quality of a course material will eventually be higher and acquire more insights. Students can have access to different materials from different universities for a certain course enriching their learning experience and giving possibilities for further exploration of a given subject. Moreover, any person, that is inherently interested in a subject and not being necessary an enrolled student at a university, can have access to knowledge or a discipline and get familiar with it. In that way they might find stimulus to put effort to enroll to a university or gain knowledge and improve as an individual. This will be always a benefit for our society.

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Thank you for the presentation, Kiru and Alastair! After having a, initial meeting the PBL13 have some questions about the legal aspects of going open (more questions will come, I'll start with my). If I as a teacher produce a number of video lectures, am I entiteled to share those videos as I see fit, or are they the "propoerty" of the University? Connected to the first question, when I leave the University, can they still use the video-lectures?

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...is also about respect and also an ethical issue, I believe. How to behave with copyright is tricky and not always easy. I really have respect about that. I liked the word of sharing and openness, but as you say in the video, the concept of openness is complex and differ in different context. It is also about layers of openness (like an onion). However, this introduction video and also D Wiley (TED)  about Openness, opened my mind. This raced question to my self "How open am I as an educator and researcher?" Is my online material accessible for the students? Do I use transparency? Open rights is a very important OER, that I will think about more. Why invent the wheel again? I need to know more about Creative Commons, I believe.
//Ulrika

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Very interesting to think about accessibility as an aspect of openness. I recently asked a guest teacher to record a presentation. When she asked me how we went about to add subtitles I was ashamed to admit it was the first time I had ever thought about it. Turned out that no one else one my department had thought about it either - we didn't know how to do it and we had not allocated time or money to do it. Of course, subtitles can be crucial for someone with impaired hearing or other difficulties related to perception.

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Thanks, this was a very helpful presentation. In particular, I liked the Creative Commons part. I am all for sharing and I share material all the time, with colleagues and students. There have been issues about ownership at my university, legal aspects, and I would like to learn more about such matters. I would really appreciate good advice on which digital platform to use if I want to start publishing my own materials online. Nothing too complicated or fancy, but reliable and solid (and free!).

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As a teacher I might be ready to share my material, but my employer might think that because they are pay for my time (when I prepare the material and teach), they also have rights to the material. I guess different countries are in different situations in relation to this, but is there any discussion about it?

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This is very interesting topic and everyone should be looking forward to exploring it. It seems we are opening a magical box.

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I Believe one advatage of going open with something you feel is really good is that it will be good marketing of your University. To make a good MOOC will make your other Courses more popular.

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Freedom is Not Free (Robert's Reflection)

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Freedom is Not Free (Robert's Reflection)

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I very much enjoyed some of the metaphors provided in the presentation. The example of the park made me chuckle as it reminded me of the Simpsons episode where they are in Central Park when it starts getting dark. I've tried to find a clip, but couldn't. Talk about openness...

Jokes aside, I think that open education, learning and publishing are important, but they require more than just willingness to share and let others reuse, redistribute and remix. As some of my colleagues have already brought up in previous comments there are usually quite some institutional barriers when it comes to "opening" up. This comes from business models behind universities and publishing houses and the (sometimes ridiculous) barriers they have set in place of open access. Especially in places such as business schools that must achieve "competitive advantages" this leads to the almost hypocritical situation in which we reuse and remix others' materials anyway without crediting them. Add to that that in some places education costs quite a lot and the idea of "competitive advantage" becomes even more relevant.

To add to the discussion, one challenge that I have noticed is that there is a lot of open content out there offered for free by organisations that are not necessarily in education. For instance, I teach a course on Digital Marketing and part of it, I ask students to complete a Fundamentals of Digital Marketing course offered for free by Google. Students have to watch videos about all sorts of concepts, do quizzes and if they pass everything they receive an official Google certificate. I agree that it does not make sense for me to waste time in recycling the same content and calling it my own, but I cannot help but wonder what the added value of what I do actually is. I tell myself that I use Google's free resources as a baseline and I build on them with more complex tasks, assignments and discussions that make students think critically. In other words, I wonder what is my competitive advantage as an educator if there are so many free and high quality resources available out there?

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Where I work we have a debate going on whether the material you as a teacher own the material you create and if you should share it or not. I didn't know about the CC-marking as a way to share the material but just to the exent that you feel comortable with. You can of course never have Control of what is out there. But still, it might feel a bit more comfortable to share.

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Recently, a lot of universities have advocated for open publishing. However, there is a barrier to that which is the tax you have to pay for when you are accepted in one of those journals. Also, many of these taxes are in euros or dollars and, with the exchange rates, it makes almost impossible for some researchers to pay for, even with the discounts that some countries have. So, how to overcome this barrier in open publishing in the academic context?

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There is a big concern around the topic of openness and how open one can be putting in mind the restrictions that exist in different institutions. I will make an example of my institutions, when it comes to eBook's and electronic journals students are only subjected to downloading the first 100 pages which is available for 30 days. With this said I totally agree with Kiruthika and Alastair there are hidden boundaries in open education  and one has to ask themselves, is open really open when there are limitations?

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In theory I just love the idea of being as open as possible. In practice, I sit wondering whether is would work for a course I am responsible for: introduction course in industrial management for first year students. Do we need to learn them be "precise"? They are used on using google and being "satisfied" with an "approx-answer" and they seem to find it difficult to be precise when writing definitions of concepts. Can we let them work "openly" and still learn them to be precise? how important is it to be precise?

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There seems to exist many ways of being open. From the perspective of the educator, it can be a unilateral decision. You decide on publishing open resources or whole courses, under different license types. How does this process work? Is this a decision that can be taken by one person, or does it involve the institution as well? How to disseminate your open resources? Does it require you to build a MOOC, and upload it to established platforms?

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How easy is it to share our resources and what does it mean?

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How easy is it to share our resources and what does it mean?

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It is difficult to be open when you are less confident in the material you have created, it requires a level of bravery or years of experience. It may also be difficult to do that when your future career position/assessment of achievements depends on that. If someone takes material that is openly available and creates something better just because they didn't start from zero, isn't that competition going to affect how you look at things? Competition can be positive overall but can also have implications to someone's mental health.

I think this is very much the same as openness in research. It is a great idea, but with some hurdles in its application. I agree that knowledge should be available to all, it is great to build on what is already know rather than start from scratch every time, but we as a community need to develop our thinking for this to materialize. Ownership is still the king in our society!

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How to address and understand cultural differences in the ideas of openness?
What are the risks of reusing content? Is tailoring required?
What are the reasons for going open?
Should we talk about "open access" vs. "open pedagogy"?
What about the relationship between costs, obtaining credits and the context (countries with free HE) in MOOCs?
What about the practices from MOOC platforms? Are they being open in a restricted way?

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I think everyone agrees that being open, and that using, creating and sharing OER are desirable practices, but they are not the mainstream practice. One of the bigger challenges is culture within institutions; another is quality assurance (who and how to do it). In a study that we are conducting on the topic, an aspect that came often among teachers was the lack of incentives to create and share OER.
And another thing that comes to my mind is that "openness" may be have different considerations across countries. For instance, how can teachers be "open" in institutions where these retain the rights of teachers' educational materials and, therefore, teachers are not free to share them as OERs? On the other hand, how "open" materials within MOOCs are, when some platforms, instead of teachers or authors, retain the rights of those materials?

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Sharing is the key aka don't re-invent the wheel. I find OERs and their services great. As a student I found them awesome as they gave me the opportunity of getting knowledges on things I wanted (maybe even outside the univ). As a lecturer, I see them as a key to efficiency as it allows me to take inspiration. Quality of the courses might be  an issue some times though the social reputation might help. Quality also affects openness in my opinion cause low quality material should not be shared and cause fear from the educators might prevent ti share things.

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Are some of the OER out there substandard?
How do we ensure the quality of the OER that is published in the public?

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Very useful little presentation that sets out some of the key points of the topic and helps us all to get on the same page. There's a slightly evangelical feel to the rhetoric of openness, and that makes me wonder if we may need to be more critical about it. One thing that comes to mind is the fact that any new movement embeds traces of old structures. So for e.g. groups who are excluded from institutions of higher education would probably still not gain all the same social and cultural capital even if some part of institutional knowledge was made "open" to them.

On the flip side, I know I have benefited when people I follow on social media make their educational content publicly available, and I do constantly wonder about when I will have the confidence to do the same.

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Thanks Alastair and Kiruthika for a great presentation. It makes sense to share resources. To start with, where can I possibly find the existing OERs to get an idea what is available?

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I think it would be great if we start sharing our resources with each other , the teachers. No one has constructed their material from scratch !! We take from others, develop it a little bit, then produce it as if it was made only by us.
I think it's hard to give away what you've developed, but it's time to change into another culture ---> Be brave and share with your colleagues.
If we pass this test, I believe we are ready to be open.

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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 (double click on a free space below and write).

Questions to consider:

How open are you in your practice?

How do you share your resources?

How do you use open educational resources?

Opportunities/challenges with openness?

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LnuPlay - Linnaeus University MediaSpace

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ONL201 Topic 2 introduction. Open education.

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Introductory discussion to ONL201 topic 2.with Alastair Creelman (Lnu) and Kiruthika Ragupathi (National University of Singapore).