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The philosophy of openness and sharing forms the cornerstone of the open education movement. In my opinion I think we have to embrace the world open access movement in education by sharing teaching and learning materials. The emergence and daily increasing of new modern educational media technology should be our gear towards the effective implementation of open education.

I share educational materials through slide share, use of social network/media and many other platforms. However I consume what has been produced/shared by others such as the use of diagrams, videos, key content to complement my teaching materials without forgetting to acknowledge the sources to avoid the so called plagiarism which is a great academic offense.

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All the tweets on Storify

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Can online courses make university obsolete or favor collaboration between universities?

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A very interesting topic - the main difficulty one may face  -is to translate "live" practical lessons that create an experience. It may lose most of its sensory attributes online.  Using the analogy of open doors vs closed doors/windows -  Sometimes one has to feel the rain on their skin to learn the fundamentals  aspects ... my notion is that we can achieve empowerment through sharing.  I also believe we will conquer in this field which takes alot of ground work and sharing of ideas. So my questions is : How can I share something that I feel one has  to be involved in it's process to learn from. Accept for videos, what else is there?
A suggestion : Watching a 3D cinema movie takes us into the movie or brings the movie to our seats... one feels immersed. I think this can be translated to learning.  Perhaps the lack of skills to produce or to create what one wants as  the end result may hinder the openness and trigger
a default to closeness.

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On the institutional culture of openness...

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On the institutional culture of openness...

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I personally like the idea of full openness but I think that for educators sometimes (and in some places) the barrier is not only about being exposed or feeling vulnerable - which are also true -but also the institutional values and philosophy towards education....as much as it is important to respect copyrights I am concerned about the idea of treating education as a commodity... Thanks for video! it is very interesting to explore these ideas.

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Here is the recording of the Webinar hosted by Alastair and Kay. Enjoy!

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ONL172 Topic 2 Webinar: Open Education, Openness and Sharing

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Our participants placed themselves on a scale...

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Constructed using Mentimeter during the webinar.

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Thank you once again to everyone who joined us for the Webinar! Here's a copy of the chat that occured during the Webinar. Just click on the grey square below to access the text file.

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17:22:58	 From  Kay Oddone : If you can see this, you can see the chat!
17:23:45	 From  sduplessis : Good morning from Sanet du Plessis, Rowena Singh and Suellen Glazer from South Africa.
17:25:39	 From  Lieza, Bongi and Lauren : Morning everyone.  Bongi, Lieza and Lauren from a sunny Pretoria.
17:25:48	 From  Anna Linskoog Pettersson, KI, Swe : Just change my name!
17:26:53	 From  Anna Linskoog Pettersson, KI, Swe : No microphone, I am having second breakfurst!
17:27:55	 From  Anna Linskoog Pettersson, KI, Swe : Cute!
17:28:28	 From  062urbgor : Good morning, Urban is here:) 
17:29:00	 From  Kristina Gottberg : goodmorning
17:29:47	 From  magdalena.svanberg : Hi!
17:30:06	 From  magdalena.svanberg : I noticed that you can't just click the link
17:30:43	 From  magdalena.svanberg : the link to the webinar on the ONL172 
17:31:24	 From  Pirjo Pietikäinen : Hello! We are here together Jaana Suvuniitty and Pirjo Pietikäinen form Aalto University.
17:34:08	 From  Monica Löv : Hello everybody, I'm Monica Löv from Arcada university in Helsinki. I only have a wifi connection so I will not use my camera this time. 
17:34:45	 From  maso : Hi everyone! It’s Maria from LNU.
17:35:04	 From  Agata Gdynia : hello, here Agata from Poland
17:35:30	 From  Kicki Persson : hi från Linköping icki here
17:35:43	 From  Sally Wiggins : Hello everyone, Sally from Linking here.
17:35:51	 From  Sally Wiggins : Ah! Linköping!
17:36:05	 From  Kicki Persson : Forgot the Kin Kicki:-)
17:37:42	 From  Ania T-S : Hi, Ania (Poland)
17:38:51	 From  taija : Hi from Helsinki Finland
17:39:22	 From  Jaana : I'm here with Pirjo Pietikäinen at Aalto University in Finland
17:39:30	 From  Clodagh : Hi From South Africa :)
17:45:08	 From  Maria LNU : I am sorry..I need to go, will watch recording later.
17:46:00	 From  C.Prapainainar : Hi All, Chaiwat from Glasgow. Nice to join the webinar.
17:46:40	 From  Zarina Kabir : Couldn't log in through the provided link. Unfortunately, none of the organisers' email detail is easily available so got no help to solve the problem.
17:47:20	 From  Alastair Creelman : I have reset the link on the website. Should work now. No idea why it was wrong
17:47:23	 From  Kay Oddone : k.oddone@hdr.qut.edu.au
17:47:35	 From  Zarina Kabir : I am in now but I have lost 15 minutes
17:48:15	 From  Alastair Creelman : The recording will be available tomorrow
17:49:04	 From  Agata Gdynia : I connect lectures with webinar :)
17:50:56	 From  Anna F Söderström : Testing
17:51:03	 From  Anna F Söderström : It worked
17:56:14	 From  Kicki Persson : Many teachers find this scary becouse they cannot take away things.
17:57:14	 From  Alastair Creelman : Kicki  Can you open your microphone and say a bit more abot this please?
17:57:20	 From  Kicki Persson : Problembased learning fits perfectly into the Open learning environment.
17:58:44	 From  Zarina Kabir : For me, it is a question of is my material worthy of sharing with others. I suppose it is a question of self-confidence in my case.
17:59:00	 From  Kay Oddone : Yes, Zarina, this is so true also. 
18:00:01	 From  Urban Göranson : Open learning also require an open mind.
18:00:57	 From  Fran Marquez : But once you have shared it and it spreads... it's not easy to erase all instances!
18:01:24	 From  Zarina Kabir : It is like stage acting and acting in a TV play! The latter stays for eternity, while the former is "in the moment"!
18:01:29	 From  Alastair Creelman : Fran - that's true
18:02:07	 From  Fran Marquez : That's it! Transparency throughout the whole learning process (also as teachers!)
18:04:38	 From  Kay Oddone : My blog post: http://www.linkinglearning.com.au/reflections-on-openness/ I'll share again on the Padlet!
18:05:04	 From  Sally Wiggins : I really like that idea - to get away from the reliance on one person (the teacher) as the source of knowledge. Open learning seems to offer a way to get away from that.
18:06:28	 From  Anna Linskoog Pettersson, KI, Swe : Delivering a message contains bodylanguage!
18:07:19	 From  Anna Linskoog Pettersson, KI, Swe : I agreee about the culture.
18:07:52	 From  Clodagh : My biggest struggle with online is that I struggle to understand how the students are feeling as I cannot read their body language. Many students will contruct a mail or response that has been edited and you cannot see how they are feeling
18:09:34	 From  Kay Oddone : This is why I use :) lots of :( emojis and emoticons when I communicate with my students :P. It's not perfect, but it's better than nothing!
18:10:10	 From  Kicki Persson : Emojs are really good for this
18:10:35	 From  Jaana : In Finland there are no nods nor smiles in audiences :)
18:10:37	 From  Kicki Persson : This is also a cultural thing.
18:10:55	 From  Lieza, Bongi and Lauren : I always feel the need to supplement online text with an emoji since you can't 'see' emotion in written text.  
18:11:16	 From  Kay Oddone : Really! Aussie audiences can be pretty scary but it is a 'closed' attitude. Thankfully there is usually a smiler and nodder somewhere!
18:11:18	 From  Fran Marquez : By making the platform more informal (like in Padlet compared to e-mails) you may also get more honest answers from the students.
18:11:29	 From  Kicki Persson : How do I write on the padlet?
18:11:43	 From  Kay Oddone : Just double click on the Padlet to initiate a new post
18:11:55	 From  Fran Marquez : @Kicki Double-click in any of the empty space 
18:12:00	 From  Kicki Persson : Thanks
18:14:07	 From  Zarina Kabir : I have been on a MOOC where the examination was a written assignment based on field work.
18:18:46	 From  Kicki Persson : THis is the democratic part of openness!
18:19:36	 From  Zarina Kabir : That's a smart idea! Which university is it Alastair?
18:20:03	 From  Kicki Persson : Really good ideas Alistair.
18:21:16	 From  Alastair Creelman : Zarina - You mean the first year online concept? That is Arizona State University
18:21:42	 From  Zarina Kabir : No, the MOOC that can be done from another university but examined in your university.
18:22:33	 From  Alastair Creelman : I have a colleague here at Linnaeus University who has done this. But nothing on the web about it yet
18:23:01	 From  Alastair Creelman : https://www.edx.org/gfa
18:24:15	 From  Alastair Creelman : New report from EADTU of European universities' MOOC strategies http://eadtu.eu/documents/Publications/OEenM/MOOC_Strategies_of_European_Institutions.pdf
18:24:24	 From  Fran Marquez : I fear that will create two types of MOOCS, the fully open one (just for the sake of learning) and the "institutional" one, included in a formal education curriculum, that may not be as open - both in the sense that you'll have to pay for it, and in that it will likely need to align to the Institution's roadmap.
18:25:18	 From  Alastair Creelman : Indeed Fran. MOOCs are splitting up into many different forms with varying degrees of openness.
18:25:33	 From  Zarina Kabir : It provides access to education to people who cannot afford it otherwise.
18:25:59	 From  Zarina Kabir : I come from Bangladesh and really appreciate the accessiblity of education
18:27:06	 From  Kicki Persson : I once met a man who said "Globally there is no such thing as braindrain" In a way here I think that in a way all possibilities to learn are good. Maybe we have to reconsider the ideas of credits.
18:27:15	 From  Zarina Kabir : We need to publicise MOOCs!
18:27:37	 From  sandramuschiol : Are there MOOCs for children?
18:27:57	 From  Kay Oddone : Yes, there are many things that are in a state of transition and change at the moment Kicki!
18:27:59	 From  Kicki Persson : he TED talks have been very succesful in reachibng out to a lot of people.
18:28:23	 From  Kay Oddone : There are MOOC type interactive sites for kids eg https://wonderopolis.org/
18:29:13	 From  sduplessis : We unfortunately have to say goodbye.  We need to rush to another meeting.
18:29:24	 From  Alastair Creelman : Bye!
18:29:40	 From  Agata Gdynia : MOOC for children?, it's interesting idea
18:30:14	 From  Kicki Persson : Kids already do this but more informally!
18:30:30	 From  Alastair Creelman : MOOC Meetups around the world https://www.meetup.com/topics/moocs/?_cookie-check=VJ-wsmnz4Fs-xk-J
18:30:54	 From  Kicki Persson : Whith ín games there are tutorial videos that reaches lots of people.
18:31:05	 From  Damiano Varagnolo : personally, much better this than adobe connect
18:31:13	 From  Victoria : I liked it too
18:31:21	 From  Lieza, Bongi and Lauren : Works well for SA as well
18:31:26	 From  Zarina Kabir : We use zoom in our PBL group meeting.
18:31:32	 From  Kicki Persson : I think this platform is good anough
18:31:36	 From  Victoria : Worked well in SA
18:31:42	 From  magdalena.svanberg : I think the possibilities were quite sufficient
18:32:21	 From  Fran Marquez : I need to leave now... it's been a pleasure to spend this hour with you guys! Good day to you all, good night to Kay!! :) 
18:32:28	 From  Victoria : Bye all xx thanks 
18:32:34	 From  Zarina Kabir : Bye!
18:32:35	 From  Kristina Gottberg : thank you very much, this will be valuable for PBL group work
18:32:41	 From  Ania T-S : Thanks a lot ! 
18:32:41	 From  Kicki Persson : By have to leave....Kicki Thanks for this webinar !
18:32:44	 From  Aliona : Thank you!

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I think teachers fear is an important issue to make things move in this area. Most of our teachers are researches   first and teaching comes last. This means that their reputation as a scientist is their first priority and then the risk is to high.

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In my line of work it's sometimes hard to assist the teaching staff to find the right material online for their courses. How do I find, or actually, how do the teaching staff find the appropriate material for their courses shared material the best way without spending to much hours on searching? Do they have to google every single stuff they need?

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Openness yes, but the business model must be realistic

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Openness yes, but the business model must be realistic

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These are the things that I worry might inhibit the growth and consolidation of MOOCS:
Regulation - or the lack of recognition - by national regulators.
Declining standards of research and qualifications - as academic information becomes freely available, might not the incentive to produce and work in academia decline?  One cannot feed a family on altruism.
Personally however, I believe in releasing my academic product - it is like 'bread on the waters' and comes back to you. But what are the risks associated with this? Changes made by someone else could be attributed to you, the original producer, and get you into troouble.

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For me I think it depends on the subject. I am open with my educational presentations and information, but with more sensitive topics I think I am more wary

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It is so interesting to reflect upon the possibility to be able to share material freely in the world. However when working at a university ownership of material is a topic that I want to learn more about, what am I entitle to share?

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My teaching material is not open but I sometimes use material from others. Is that having double standars?

I find it easier to find suitable material for basic courses, while ideas for advanced courses are scarse. Also, it is mostly lecture slides that are shared and it is more difficult to find good material for other (student active) learning activities (I subsribed to cases from http://sciencecases.lib.buffalo.edu/cs/ but it sometimes behind paywall).

My main reason to not share is that my material always seem to be work-in-progress. A closed door do provide a safe space to develop my course material. I have started to appreciate the feedback on the process (as "projects" in Researchgate) and I'd share more and earlier if my colleagues would.
(Lars, Linköping University)

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Although MIT's open source material has been available for possibly a decade, only since this fall are on-campus students getting credits also for participating in MOOCs. This will, I think, eventually influence credit transfer - it will be quite demanding to check out various MOOCs to ensure students are treated equally, with transparency, and fairly.
Jaana Suviniitty
Aalto University, Espoo, Finland

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Due to the large variety of Mooc's available online. How is participation/sign up promoted to those who may be interested?

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Has there been any code of practice in place for online/digital activities? As people now can get access to stuff on internet and people can take them/use them without asking permission or giving credit. Some people think anything on the internet is free and it can be used without asking. Is this a disadvantage of openness?

Chaiwat Prapainainar

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Last year I got to know about Edinbourgh University where MOOCs are quite common. Researchers at the University always put MOOC into the research application. MOOCs where looked upon as a good thing spreading the word of research. At Södertörn University  we are in a process that hopefully will lead to  producing Hybrid MOOCs giving us the chance to educate open learners but also to spread the word about Södertörns University and our programmes and courses.
Anna Nilsson
Södertörn University

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I really like the idea of openness and of course education is the terrific field that should practice openness. The idea of CC OER and MOCCs is brilliant. The idea of connect and learn together is a way to develop knowledge on a global field. With your mind open we can make progress and develop needs for lots of matters.

Although I see a problem with all this and that´s the issue of validating the knowledge a person has got/learnt from those open educational fields. How does one validate?

/Urban Göranson

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Last week I went to a conference. One of the lecturer (A) upload all her lectures on her website and she have chat were the topics are discussed. Me and my colleagues really like it!

One of my colleagues complained over another lecture (B) and she said that lecturer B had “borrowed”, or mimic some of her slides without giving her cred for the original idea. This was right after I looked at the introduction video about open doors and windows. I was thinking of my colleague and if she had put her first lecture in an open homepage everybody would have known who publish first! So openness is a way of having cred for god ideas! Share with everyone, let them copy/past but give the author cred!

Anna, KI, Stockholm

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One issue that I have been thinking is that how the student can choose courses that are high quality. What kind of quality control there is at universities/institutions arranging e.g. MOOCs?

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A guide to using other people's resources

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A guide to using other people's resources

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I share all of materials, they are readily available for people to use. However, I find using other people's resources difficult and frustrating. I can't work out what they mean, how they would be applied in a classroom, etc. I would rather just come up with my own ideas. It's quicker and easier for me. And I am almost certain that people think exactly the same about my resources.

So, do we need a rule book? What should resources contain, other than the actual slides/video/activity, etc? Because teaching and learning are so much more than tasks written on documents. What responsibility to we have, as 'sharer' towards the 'borrower/new user' of our resources ?

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The text in Bangla on Jesse Stommel's photo states that the photographed property is confiscated! This one is not going to open for anyone soon.... Just an observation!!

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I assume that the learning goals / course content might be more or less suited for MOOCs and/or elearning. What characterize courses that are suitable for MOOCs and/or elearning? And what courses require face-to-face meetings?

What characterizes the psycho-social work environment for elearning students? What are the advantages / disadvantages of this compared to face-to-face learning? Is there any research on this?

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Is a good thing to be able to give your basic PhD or other degree a twist, or to practise a skill in yet another way to complete your education.

MOOCs are also a great way to help the lifelong learner, in a more flexible way, to learn new things.

Anna, Linköping University

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Since my work is financed through taxes I think it´s only natural to share my content, but I also have the freedom of being employed as a member of the tech/support/administrative office. I would probably have a different view if I was a researcher and/or teacher in the more traditional way. The culture at our University is very much a question of how to finance courses and also to buy/sell courses/hours/facilities even within the university between the faculties and institutions. To me it is very confusing - especially since I think the area I work in (ICT) has a very sympathetic core value: Sharing is caring! The eco-system of the digital world is very much based on sharing, being open with content, being able to remix, reuse and attribute other people. If I post a tutorial on some software I know, maybe someone will use it in their class and the class will post pictures using creative commons, which I can use.

But I have also noticed that I would need to be more aware on how to use what I learn in my work in a more strategic, academic way. Maybe learn how to write a paper, get to know another arena and be able to share what the ICT-studio has to provide - as a completion to our communication channels such as Twitter, blog, Instagram etc.

I have started to experiment with the concept of posting and sharing projects and ideas in a earlier stage, to show a transparency in the process rather than the finished product/concept. I think it´s important to show how you can do things, but also encourage others to try and also to use the criteria good enough in the creation of multi-modal communication. Sometimes I have to delete some efforts - when the audio is not good enough, for instance. If you can´t hear, you might need to to a re-take. I also try to show my failures - what to learn from the mistakes? And how would my students do it if they had to do a re-make.

Anna, Linköping University

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how can you guarantee that the student is doing the assessment by himself/herself (OERu)

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how can you guarantee that the student is doing the assessment by himself/herself (OERu)

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I have read somewhere, that MOOCS are out (yesterday´s approach). What is your opinion?

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I have read somewhere, that MOOCS are out (yesterday´s approach). What is your opinion?

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Can I blame my institution? And what can I do to challenge this? What issues can we, as teachers, raise to promote more open learning?

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My own skills hinders me as well to be open....how good is my video, my slides, my input. I feel that especially the video I need to create should be really professional if I decide to be open all the way...I'm not a youtuber...(yet).What do you think about your skills and openness?

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HI, I think these things in the headline here are really time consuming when it come to co-creation. We need to do this better, be more flexible? What makes it hard?

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I think there are great possibilities with interoperability and creating together. But I see the biggest challenge is the culture: How can we challenge and develop a sharing-caring culture in higher education?

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I hope that the open educations, in which you pay for exams but not for participation (such as University for the People), hints to a bright future. It could show the way to democratic education platforms that provide good higher education irrespective of where in the world you live. But utopian initiatives often get kidnapped by economic interests. So I wonder: are the credentials and exams that these courses provide globally acknowledged? Or is there a risk that students who might not have another chance to get their degrees but through these courses sorted out when competing with students who have other, conventional exams?

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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?

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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 A short instruction on how to use Padlet on the right to learn how to use this page.

We (Alastair and Kay) will use your reflections and questions in our course webinar  on Thursday 19 October 09.30 CEST.

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An introduction to Openness. After viewing, share your questions, comments, reflections on this Padlet.
Just click on the image below to start the film.