The role of educational developers in supporting open educational practices

Michael Paskevicius Vivian Forssman

http://bit.ly/EdDevOpen

Our intended session outcomes At the end of the workshop participants will:

• Develop perspective on the unique position and potential value of educational developers in supporting open practices

• Develop a set of strategies for supporting and promoting open educational practices around learning outcomes, teaching strategies, and assessment

• Consider the educational developers role of change agent in advancing openness

Your experience advocating for open education On your own: Take 2 minutes and jot down a few notes about your experience explaining, advocating for, or engaging others with the concept or practice of open education

1. Identify the most significant barrier you have heard in response to the idea

2. Identify the most significant benefit you have heard in response to the idea

3. Identify a single strategy you might use to promote openness?

(Van Note Chism, 2011)

What do educational developers do?• Create and facilitate faculty development opportunities (e.g., instructional,

curricular, and technological)

• design and produce educational resources (e.g., print and media-based)

• collaborate and consult on special projects and policy development initiatives

• advocate for, lead, and facilitate institutional change

• broker relationships and opportunities for partnership

• contribute directly or indirectly to the scholarship of teaching and learning and educational development

(McDonald et al., 2016)

How can educational developers infuse and inspire open educational practices while supporting and consulting with educators and students?

Teaching & Learning Activities

Learning Outcomes

Assessment & Evaluation

Adapted from Biggs & Tang, 2011

Teaching & Learning Resources

Teaching & Learning Activities

Teaching & Learning Resources

Learning Outcomes

Assessment & Evaluation

Accessible, clear, transparent, expansive,

and student-centred learning outcomes

Accessible, adaptable, shared, and collaborative

resources

Student as producer, peer-reviewer, collaborator, and digitally

literate contributor to OEP

Exposed, collaborative, and collectively improved teaching

and learning activities

A working definition for OEP in the context of educational development

Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.

Come up with an open practice for each of the instructional elements (learning outcomes, teaching and learning activities, and assessment and evaluation)

• Describe the practice

• What tools do you need?

• Who are the stakeholders?

http://bit.ly/EdDevOpen

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Benefits of increased open teaching practice

• lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015);

• support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016);

• experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013);

• forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011)

Business as usual

Shares resources

among colleagues

Engages in interinstitutional resource sharing

Licensing and permissions often

unclear

Engages students in contributing or

remixing open access, openly licensed and

public domain resources

Creates and shares T&L

resources that are open access,

openly license and/or public

domain

Shares practice at teaching

conferences and events

Uses open access, open licenses and

public domain resources in

T&L

Adopts and prescribes an open textbook

Engages students in using open

access, open licenses and

public domain resources

Understanding of licensing usage

rights

Understanding and adoption of open licensing

Uses open resources

found online

Often under

fair use

Spectrum of open educational practices

Most common practices

Emerging practicesBleeding edge practices

Weller’s Open Practice Paradoxes

Democratises space - Increases marginalisation

Success of Open - Anti-open culture

Power of Open - Anti-knowledge climate

Formalised - Experimental

Friendly/Supportive - Dangerous/unpleasant

Powerful dissemination - Reduction of discourse

(Weller, 2016)

Pathways to Adopting OEP

http://bit.ly/OEPPathways

Open Educational Practices:A Conundrum for Educational Developers

A reimagining and refocusing of high-impact teaching and learning practices peppered with open

Often considered an ‘extra step’ towards the design of teaching and learning

Sensitivity to student privacy and comfort with operating in the open

Raise disciplinary particularities each with their own resources, strategies, norms, and values

Parallels (murkiness) in relation to networked learning, student engagement strategies, SOTL, experiential learning, existing closed learning technologies

We are all educational developers

Open Pedagogy: Biology 325

• All students built and maintained their own open access Wordpress site tasked with creating two research articles on a local bird species of their choice

• Posts were aggregated into a parent site• Comments emerged as students reviewed

one another's work • This work is now

archived and accessible on the web

http://wordpress.viu.ca/biol325

The Compass Rose open access online journal for undergraduate research in liberal arts

Edited and curated by students

Agreed to Creative Commons licensing for the journal in principle

http://wordpress.viu.ca/compassrose/

Open Pedagogy: The Compass Rose

The ChemWiki is a collaborative approach toward chemistry education where an Open Access textbook environment is constantly being written and re-written by students and faculty members resulting in a free Chemistry textbook to supplant conventional paper-based books.

http://chemwiki.ucdavis.edu/

OEP and Networked Learning

Prepared by: Michael Paskevicius Learning Technologies Application DeveloperCentre for Innovation and Excellence in Learningmichael.paskevicus@viu.ca

Follow me: http://twitter.com/mpaskevi

Portfolio: http://michaelpaskevicius.com/

Presentations: http://www.slideshare.net/mpaskevi

This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit

http://creativecommons.org/licenses/by/4.0