As the OEPS project draws to a close, there is much to celebrate. We are pleased to share the growing collection of open courses, resources, case studies and open practice guidance which the project has helped produce and showcase the online platform, OpenLearn Create, which the project has helped further develop for hosting open materials and practices and where the OEPS collection is hosted.
In the OEPS collection:
Resources for OEP includes case studies on how other people and institutions have used open educational resources and practices; guidance on ways of finding, using, creating and sharing high quality open educational resources (OER) and how to use open educational practices and research on open education. These are worth exploring to find something which might be similar to your own experience and give you encouragement to continue investigating the fascinating world of open learning and what it enables for so many people.
The OEPS team have written two courses about open educational practices, Becoming an open educator and Supporting Collective learning in workplace and community settings and have also been involved in co-authoring a course about creating courses – How to make an open online course.
OEPS also worked with the Scottish Association of Marine Science (SAMS) to create a short course called My seaweed looks weird for post graduate learners about seaweed aquaculture to explore best practice in seaweed cultivation.
We have produced two short resources introducing secondary school children to using the Open Science Lab tools to enhance their learning of Analysing pesticides or testing for genetic variations using quantitative PCR analysis (polymerase chain reaction). Early in the OEPS project these were piloted with two schools in Scotland and have been revised slightly as a result of the pilot.
Courses developed with OEPS or inspired by it:
Early in the project The Open University in Scotland produced 3 badged open courses for carers which carry the OEPS badge design – see the OU in Scotland collection for Caring Counts: a self-reflection and planning course for carers, Caring Counts in the Workplace and Reflecting on Transitions.
We are working with Parkinson’s UK on their collection of courses and Dyslexia Scotland and Addressing Dyslexia Toolkit on a collection of courses. So far Understanding Parkinson’s and Introduction to Dyslexia and Inclusive Practice have been published and each organisation has worked with OEPS to develop more courses which are coming soon.
More recently we’re pleased to see that the OEPS project has encouraged independent course creation – see the free resource for teachers Grow your own loaf created by the Royal Highland Education Trust, inspired by the OEPS project and hosted online as the result of the availability of the free open platform which the OEPS project has helped improve.
Using the OEPS collection
We hope that you will find the OEPS collection useful, not only as a legacy of the project but also as a place to find and share information on open educational practice. The collection can be updated so please contact the OLC team if you would like to contribute to it.
by Anna Page (OEPS project)
After spending time at OE Global in Cape Town, 4 weeks later I was attended the first day of OER17 in London, chaired by Josie Fraser and Alek Tarkowski, where I was fortunate to hear two great keynote speakers challenge our perceptions about open education. Maha Bali encouraged us to think about how OER might be viewed in situations where intellectual property of material is less relevant to teachers because of their country curriculum situation or where academic freedoms, taken for granted in many Western democracies, are not available to certain groups of society, particularly women. Or where access to the internet was limited or restricted, depending on ability to pay (access to the internet is never free). She pointed out the inequalities of treatment of internet users with some being more vulnerable to harassment, trolling or surveillance than others. In addition the interpretation of accessibility of materials came under scrutiny. Maha Bali asked the question about whether openly licenced works follow the letter but not the spirit of openness. She asked us to think about which of two options was more openly accessible: the use of complex academic language in an openly licenced article or material written in accessible language but carrying a more restrictive Creative Commons licence, such as no derivatives. She challenged us to think about the model of western funding for third world projects which did not explore the needs of the beneficiaries and impose solutions which subsequently don’t work or influence those seeking funding to conform to western ideas of what should work, without due regard for the cultural and contextual needs of their communities.
Maha opened up her keynote to get live open educational practice stories from the audience, which meant the development of her keynote was not ‘complete’ until she was delivering it as she responded to each story and led into the next prepared idea seamlessly, therefore breaking the accepted view of a lecture being about delivering ideas in one direction of transmission rather than exchange, a demonstration of ‘open educational practice’ in action. She also explored the birth of ideas and intentions (comparing them to seeds) and how they might be nurtured first in private (hidden deep inside) then emerge into the public when they were ready to be shared (make explicit) where nurturing would need to continue by all involved to reap the rewards.
Later, in the second keynote, Diana Arce got us to think about the use of art as a tool for involving people in political activism. She took us through a thought-provoking and lively journey of how art in public spaces is used and interpreted taking into account who commissions it and the location in which it is placed. She showed how audience involvement in its creation was essential to empower people to understand, think and grow, offering them an alternative narrative via open spaces to share art and dialogue. The essential message was “don’t tell people what to think”, use art to help their ideas and contributions emerge. Open projects could use artists as strategists for development of open resources, going to where people are in order to engage them in the act of creation and knowledge building.
After the first keynote at OER17, I attended a panel discussion called Perspectives on Open Education in a World of Brexit & Trump (#trexit), with panellists Maha Bali, Lorna Campbell (from Open Scotland), James Luke and Martin Weller. In addition to the four panellists, there were video recordings from 4 others who contributed real life examples of how these votes which have changed the global political landscape are affecting their academic practice, which the panel then discussed and opened to the floor for comments and questions. It was sobering to see how the laptop ban on flights from certain countries to the US and UK is seriously affecting the progress of a PhD student and had also negatively affected keynote presenter Maha who had travelled from Egypt without her laptop or presentation on a memory stick (she had put it into cloud storage online before travelling). The theme of the conference was very evident in this discussion, and it was clear that ‘Open is always political’.
I also enjoyed the subsequent parallel session which included the OEPS presentation Exploring International Open Educational Practices presented by Beck Pitt, Bea De Los Arcos, and Michelle Reed in which they explored various definitions of OEP, some of the case studies and the emerging framework of open practice based on the research to date. This was followed by Catherine Cronin and Laura Czerniewicz’s Critical pragmatism and critical advocacy: Addressing the challenges of openness which explored how purist definitions of open can be a limitation to open practice, with pragmatism helping to address the challenges. Then Michelle Harrison and Irwin Devries presented Advocating for Open: the role of learning support professionals in changing practice, which reminded us that external online support networks are often the only source of support the lone open educational practitioner might have if their institution doesn’t have a policy or support mechanism for OER, and this has not changed much in the past two years, according to their research.
From my perspective, the key messages which crossed both conferences showed that the awareness of OER, what it is, how it can be used, reused, and created is still in its infancy in many educational organisations, let alone in the third sector and there is much to do to make it and the practices which enable it to become more mainstream. A rallying cry at OE Global was for OER advocates to be more vigorous in actively marketing OER and OEP. This would help to balance the professional HE marketing of their online lectures/open textbooks/MOOCs which often drowns out really good community produced OER which may have better pedagogical value than a series of online video lectures not viewed in their original context. The thorny question of how to measure the impact of OER was also voiced at both conferences, though to a certain extent good practice surrounding this question is explored in Becoming an open educator.
In addition, a strong message was that OER will not be adopted by learners and teachers if it is imposed, only if it is created collaboratively, The OEPS experience of collaborative open course production in partnership is one example of how this can work to the benefit of learners. Widening participation continues to be a strong theme of the OEPS project and will be discussed at the forthcoming Porous University seminar in May 2017. In both the OE Global and OER17 presentations I shared the questions we consider when we reflect on partnerships using open education: “if partners are looking to OER development as a way to fill structural holes in individual learning journeys, what are the implications for formal learning providers with a focus on widening participation? Does this mean that formal providers would have less of a role in widening participation if external organisations fill these holes or, more constructively, can formal providers see this as an opportunity to work more closely with external organisations to enhance their formal curriculum? By using OER created as a bridge to formal learning, learners can be provided with qualifications which directly relate to their career and lifelong learning opportunities?” (OEPS presentation extended narrative for OE Global 2017).
In a world of #trexit and austerity budgets which are reducing public services including education, it is all the more vital for HE, FE and third sector organisations to work in collaboration to ensure that a good education is open to as many people as possible.
Image credits: Josie Fraser and Alek Tarkowski welcome us to OER17, Beck Pitt presenting for OEPS at OER by Anna Page and licensed CC BY 2.0. Maha Bali and Diana Arce images by Josie Fraser for OER17.
Open Education Week 2017 runs from 27th-31st March and is a celebration of the global open education movement. Featuring inspiring initiatives, organisations and people around the world that further open education, OE week offers a myriad of activities, webinars and information to help you connect with and find out more about the impact and benefits of openness in education.
As it happens, the OEPS steering group meeting will take place on 28th March, mid-way through Open Education Week. The OEPS steering group includes five higher education institutions dedicated to furthering open education in Scotland. To celebrate and showcase their work, and that of other organisations they partner with, we thought it would be interesting to highlight some of the exciting open education activities happening across the Group.
University of Edinburgh
- The University of Edinburgh are hosting a number of events as part of OE week. Find out more about the use of open educational resources (OER) at their three pop-up events.
- Head on over to the Open.Ed website for a range of guides, resources and information on OER at Edinburgh.
- Read some of the OEPS case studies about the University of Edinburgh’s open practices. These include a look at how they are embedding open practices in Creating a culture of open and a closer look at the benefits of Wikipedia for learning and teaching in Collaborating to build “a city of information literacy, a city of Wikipedia”.
University of Glasgow
- OEPS have developed a number of case studies with University of Glasgow colleagues including Openness at the University of Glasgow which looks at the promise, impact and process of developing MOOC and Open access and flipped learning at Glasgow University focused on educator created open access videos and their role in a flipped learning context.
- And don’t forget to keep your eyes peeled for the forthcoming OER Global Determinants of death and dying.
University of Highlands and Islands
- Does your seaweed look weird? If so, you need the open course My seaweed looks weird which was joint produced by UHI, OEPS and the Scottish Association for Marine Science (SAMS).
- Read Steering Group member Frank Rennie’s paper OER (open educational resources): e-tips which reports on the impact of two e-textbooks and associated OER produced by educators at UHI.
- Come and explore “openness, space and place” in HE at UHI on 8 and 9 May 2017. The Porous University is now open for submissions and bookings … don’t forget to mark the date and get involved!
University of Strathclyde
- See how OER and MOOC can contribute to widening participation in HE in the case study Joining the dots: Widening participation at the University of Strathclyde.
Open University in Scotland / Open University
- Access the OU’s open educational resources and courses on OpenLearn or learn how to use open courses via the Open Pathways to Higher Education.
- You can also create and host your own open educational resources for free on OpenLearn Create and you can access other organisations’ resources there too, for example NESTA and the Rockefeller Foundation; World Vision Ethiopia and UNICEF; The Social Partnerships Network; TESS-India and TESSA.
- If you want to read more about some of The Open University in Scotland’s open education initiatives read Building confidence: The impact of open course Caring Counts.
- Find out more about the OU in Scotland’s Open Learning Champions event and Open Learning Champions network or even get involved.
Opening Educational Practices in Scotland
- OEPS has co-developed a range of open badged courses including Understanding Parkinson’s with Parkinsons UK and the forthcoming Introduction to Dyslexia and Inclusive Practice with Dyslexia Scotland in partnership with Addressing Dyslexia Toolkit.
- We’ve also produced a number of badged open courses, from Becoming an open educator which looks at how openness could enhance your teaching to How to make an open online course (in conjunction with the OU Free Learning Unit) which guides you through the process of creating this type of OER.
Want to get involved? You can browse the wide range of activities that individuals and organisations are hosting around the globe on the Open Education Week website, and don’t forget if you do participate, host your own event, want to share a resource or idea and join in the conversation use the hashtag #openeducationwk. If you tweet any of our activities or resources, please include @OEPScotland and let us know what you think!