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The impact of open scholarship on teaching and scholarly practice
Martin Weller
About me
• Prof at the Open University
• Digital Scholarship book bit.ly/digscholar
• OER Research Hub oerresearchhub.org
• Blogger edtechie.net
• The Battle for Open
This talk
• What is open scholarship?
• What’s it got to do with me?
– Pedagogy
– OERs and teaching
– Open practice
• The battle for open
• Conclusions
Definition
Weller (2011) open scholars are likely to:• Have a distributed online identity • Have a central place for their identity• Have cultivated an online network of peers • Have developed a personal learning environment from a range of tools• Engage with open publishing • Create a range of informal outputs • Try new technologies • Mix personal and professional outputs • Use new technologies to support teaching and research• Automatically create and share outputs
But what’s it got to do with me?
Pedagogy
• Pedagogy of scarcity?
• Lecture – one to many
• Library
• Instructivism/didactic
http://www.flickr.com/photos/skyfaller/8394194/
What would a pedagogy of abundance look like?
http://www.flickr.com/photos/42903611@N00/387761039/
Assumptions
• Content is free
• Content is abundant
• Content is varied
• Sharing is easy
• Social based
• Connections are ‘lite’
• Crowdsourcing
• Network is valuable
Resource based learning:
http://www.flickr.com/photos/mlgkhc/3284242747/
Problem based learning
http://www.flickr.com/photos/donnagrayson/195244498/
Constructivism
http://www.flickr.com/photos/auro/230377281/
Communities of practice
http://www.flickr.com/photos/antphotos/3489600094/
Connectivism!
http://www.flickr.com/photos/feuilllu/153570089/
3 possible reactions
1. There is nothing in the pedagogy of abundance
2. We have enough theories just need to recast them
3. None of the existing theories quite captures new tech &
behaviour & new one is required
http://www.flickr.com/photos/cawley/894692611/
Open Educational Resources
teaching, learning, and research resources that reside in the public domain or have been released under an
intellectual property license that permits their
free use and re-purposing by others.
Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.(Hewlett Foundation n.d.)
OERs & the OER Research Hub
Oerresearchhub.org
OER improve student performance/satisfaction
• Educators believe this somewhat, learners more so
• Stronger for related factors, eg confidence, interest, enthusiasm, experimentation
• Access to resources & ownership important
• “I went from being horrible in AP Biology … and went from a D 66% up to a A 90% so far.”
People use OER differently from other online materials
• Adaptation is high – a continuum of practice
• Majority of educators think open licensing is important, but only 12% share with CC
• Open licence less important than relevance & reputation
• Openness as virus
• “It’s given me the desire to share more openly”
OER widen participation in education
– Students use OER to trial subjects
– Students use OER to supplement study
– Some use OER as replacement to formal study
– “It has allowed me to develop knowledge easily in areas that I thought would be difficult to learn due to the inability to buy an in-depth textbook.”
OER use leads educators to reflect on their practice
• Strong evidence that educators: • a broader range of teaching and learning methods;
• reflected more on the way that they teach;
• more frequently compare their own teaching with others
• get new ideas for teaching; prepare for teaching; to learn about new topics; & to supplement lessons
• An under-reported benefit of OER
OER adoption brings financial benefits for students/institutions
• Strong evidence for savings
• Mainly OpenTextbooks, not online OERs
• Continued access to current material more sig?
• “I think that it is highly beneficial to have a brand new text to use, I would have been forced through budgetary constraints to purchase other texts which are 5-10 years old”
OER Active
OER as facilitator
OER consumer
http://oerresearchhub.org/
engaged with issues around open education, are aware of open licenses and are often advocates for OERs
have some awareness of OERs, or open licenses, but they have a pragmatic approach to them. OERs are of secondary interest to their primary task
use OERs amongst a mix of other media and often not differentiate between them. Awareness of licenses is low and not a priority
Types of OER usage
https://flic.kr/p/dCB8ne
Open practice
Some numbers
Blog (since 2006) – 500,000 views
Blipfoto - 155,000 views over800 entries
Citations - 1,620
Slideshare - 250,000 views (7 years, 59 presentations)
Colored dice by sgs 1019: http://www.flickr.com/photos/visionwithin/133942381/
Confession
• I don’t know what these numbers mean in terms of impact!
http://www.flickr.com/photos/ransomtech/9555643908/
I don’t know what these numbers mean in terms of impact
Complementary process
link
links
promotes
automatic
publish
comments
subscribesdiscusses
retweets
It’s distributed
Reflections by stephen dooley http://www.flickr.com/photos/pagedooley/2577006675/
It’s evolving
It’s default
Staircase of the Vatican museum by _robertC_ http://www.flickr.com/photos/r_catalano/404014466/
It’s moving to the centre
It mixes personal & professional
New routes for impact
2400 visitors
52,000 visitors
= 163 hits/month
= 1000 hits/day
Open Research Online
Do we need different skills to compete in an
attention economy?
• Video
• Networks
• Data visualisation
• Analytics
• Curation/filtering
• Writing for online
• Liveblogging
http://www.flickr.com/photos/stevendepolo/5749192621/
New skills
Open scholarship exampleKaty doing
MOOC, blogs
final assignment
Picked up by
Phil Hill at
eliterate
Becomes
defacto piece
on completion
rates
Invited to
submit proposal
for funding
Conference &
journal articles
follow
Who knows where it will end?
• Keynote invites
• Guardian events
• Book as staff development
• MOOCs
Challenges
• Open access is key, not always encouraged
• Takes investment to reach the pay-off
• “It’s not proper!”
• Not much of: stealing ideas, online abuse, conflict with traditional role
http://www.flickr.com/photos/quinnanya/5893328472/
Tips
• Get started!• Find your voice/tool• Give a bit of you• Be a good networker• Use a mix• Don’t overplan• Be open
http://www.flickr.com/photos/kamranmeyer/9399451939/
The dark side of open
Perils of Open scholarship
• Trolls
• Job perils
• Promotion
“The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price.”
A means for tech to undermine education
Creates false dichotomies
Lessons from the VLE
Rapid adoption & mainstreaming
Outsourcing & sedimentation
https://flic.kr/p/dNxyCd
The charges
Systems - privileges a technology management mindsetSilos – does not allow for the benefits of opennessMissed opportunities –learners use a system unlike anything outside of education Costs – drain the financial and also the human resources, Confidence – ed techs are required to manage the system(Groom J & Lamb B (2014) ‘Reclaiming Innovation’. EDUCAUSE Review, vol. 49, no. 3
Openness is not just a peripheral interest now
https://flic.kr/p/fLj2C2
Ultimately it is a battle of ownership
What can openness do for you?
Some links:
• Digital Scholarship: bit.ly/digscholar
• Battle for Open book: http://www.ubiquitypress.com/site/books/detail/11/battle-for-open/
• Blog: http://blog.edtechie.net/
• Oerresearchhub.org
