Open Pedagogy – A view from a distance

I’ve been thinking on and off for the last few days about the fascinating discussions going on around Open Pedagogy. Maha Bali has curated a diverse and thought provoking series of posts on the topic here and has organized a hangout to discuss What is Open Pedagogy? later today. Other than commenting on a few blog posts here and there, I haven’t contributed much to this debate and it’s taken me a little while to figure out why.

To some extent this is bound up with a post I wrote last week What do you do? That post is an off the cuff reflection prompted by my first attempt to make a start on my CMALT portfolio, but it does relate, if only tangentially, to the question of open pedagogy too. I think one of the reasons that I’ve felt slightly distanced from the open pedagogy discussions is that to my mind pedagogy is intrinsically bound up with the theory and practice of teaching and although I’ve worked in Higher Education for years, I’ve rarely been involved in teaching and I have never considered myself to be a teacher or an academic. This is one of the issues I was trying to grapple with, all be it facetiously, in my What do you do? post. I’ve very rarely taught staff or students, though I do hope that people have learned things from me along the way. I do help to support teaching and learning, but even then, I’m several steps removed from the pedagogy and the teaching process. I don’t do teaching so I’ve always felt I don’t really do pedagogy either.

What I do consider myself to be is an education practitioner. I participate in the process and practice of education and hopefully, some way further down the line, this contributes to teaching and pedagogy. Perhaps more importantly for my own personal and professional identity, I see myself as an open practitioner. I try very hard to practice my profession in the open, I try to learn from other open practitioners, I try to listen and learn and engage, and I try to be guided by the principals of openness and inclusivity.

This is why I identified so strongly with the questions Josie asked in her blog post Waves not Ripples

“I’m suspicious of the current distinction between open pedagogy and open practice, and in particular, how little explanation is being given to the privileging or even just use of the term pedagogy over the term practice. Is the use of pedegogy being used as shorthand for educational practice? Is it being used to underline the importance of formal education, or the primacy of teaching? Why not open heutagogy? Is it being used as a form of interpellation, a signal to include and exclude specific groups within open education? What is wrong with ‘practice’? How do we benefit from continuing to insist on a break between theory and practice, or theory and politics? Is this distinction as harmful as the disavowal of the relationship between the personal and the political?”

Josie’s questions also called to mind the point Amber Thomas made in her wonderful blog post Perhaps I’m not one, which I linked to from my earlier post. Amber’s blog post is primarily a reflection on what makes a learning technologist, but she also includes this thought, which still resonates with me three years later.

“And another thing: I’m not an academic and I don’t teach. I consider myself to be a para-academic. (Like a paralegal, or a paramedic ). I have a particular skillset which has a place in universities. I’ve lost count of the number of sessions I’ve been in at elearning conferences over the year where the presenter asks “how many people in the room actually teach?”. Cue a few hands raised and the majority looking down at their feet, embarrassed, as if the 5/10/15 years experience in education counts for nowt. Universities are multi-professional places and learning technologists, in all their flavours, have a rightful place at the table. People like me shouldn’t have to pretend to be something we’re not.”

Like Amber, I’m not an academic and I don’t teach, so I’m not sure how much I can contribute to discussions about pedagogy. It’s not that I’m disinterested, far from it, it’s more that when people talk about pedagogy is often feels like they’re talking about something I don’t do, something I haven’t thought deeply enough about.

Of course that may simply be a massive misconception on my part, but there’s no denying that I tend to feel I have more to contribute to discussions about open practice, policy and politics than discussions about open pedagogy. Josie asks whether open pedagogy is being used as a signal to include and exclude specific groups within open education. I’m not sure I would go as far as to say that I feel excluded, but I do feel slightly distanced.

I don’t know how to draw this post to a sensible conclusion, because I don’t really know if I have one, but I suspect I’ll continue thinking about these issues of identity, experience, inclusion and exclusivity for some time to come. And perhaps if I can joint the hangout later today I’ll find out whether there is anything I can contribute to the discussions about open pedagogy, and whether this feeling of distance is just a misconception on my part after all.

A view from a distance

OER17 – Open Education in a time of Trump and Brexit

As well as my paper (The Distance Travelled) and lightning talk (Shouting from the Heart) at OER17, I also took part in a panel session organised by Jim Luke: Open Education in a time of Trump and Brexit.  The panel featured video provocations from Robin DeRosa, Nadine Aboulmagd, Chris Gilliard, and David Kernohan and responses from Jim, Martin Weller, Maha Bali and I.

The aim of the panel was to “provide different perspectives on the relationship between Open Education and the political changes represented by Brexit and the Trump election” and to address the following questions:

  • What challenges do these political movements pose for Open Education? What opportunities?
  • Open Education movement has largely embraced values of inclusiveness, sharing, connectedness, equity, voice, agency, and openness. How might these values be furthered under these new regimes? How might these values be hindered?
  • Will our work in the open education movement change?
  • In what ways can we shape the future of the Open Education Movement?

I don’t think any of us quite knew what to expect from the session, but we had a really lively and wide ranging conversation with some brilliant contributions from the audience including Helen Beetham, Audrey Watters, Laura Czerniewicz and Sheila MacNeil.

All the videos and materials created for the session are available from Jim’s website here Open Ed, Trump, Brexit and there’s a Storify of tweets here #Trexit.  Huge thanks to Autumn Caines who periscoped the whole session: #oer17 safety in open online learning, and to Bryan Mather’s for capturing the discussion.

@bryanMMathers, CC BY ND

OER17 – The Distance Travelled

Reflections on open education policy in the UK since the Cape Town Declaration

Paper presented at the OER17 Politics of Open conference.

2017 has officially been designated the “Year of Open”.

The Year of Open is a global focus on open processes, systems, and tools, created through collaborative approaches, that enhance our education, businesses, governments, and organizations … Open represents freedom, transparency, equity and participation … During the Year of Open, we want to capture and display these efforts to increase participation and understanding of how open contributes to making things better for everyone.

This initiative is backed by many of the major international players in the field of open education, including Creative Commons, the Open Education Consortium, OER Africa, etc.

And the reason that this is the Year of Open is that we have a number of important anniversaries

It’s the 15th anniversary of the Budapest Open Access Initiative, and it’s also the ¨ 15th anniversary of the release of the first Creative Commons licence.

It’s the 10th anniversary of the Cape Town Declaration which laid the foundations of the “emerging open education movement” and advocated the development of open education policy to ensure that taxpayer-funded educational resources are openly licensed. And if you haven’t read the Cape Town Declaration recently, I can highly recommend revisiting it, it’s really quite inspiring and inspiring statement.

And it’s also the 5th Anniversary of the UNESCO Paris OER Declaration which, five years after Cape Town, strengthened this call by encouraging governments and authorities to open license educational materials produced with public funds in order to realize substantial benefits for their citizens and maximize the impact of investment.

Continue reading

OER17 – It’s been emotional

I got back from #OER17 late last night, I’m still slightly reeling, and not just from the conference cold I picked up. OER is my conference, I’ve been to every single one and they’ve all been special in their own way, but this one was…emotional.  (Sheila has already written a conference blog called My OER (open emotional response) to #oer17 so I’m obviously not the only one with feels.)

There are so many reasons why this year’s conference was a bit of an emotional rollercoaster.  The theme,  The Politics of Open, couldn’t have been more timely; it provoked anger and disbelief, defiance and hope.  It was the most diverse, most international OER conference ever and it was a privilege to be part of such an inclusive group. It was really inspiring to hear about positive open education developments from countries including Canada, Germany, Morocco and Lebanon.  I got to catch up with some very dear friends who I haven’t seen for a long time (looking at you R. John Robertson), met others face to face for the first time (hey @Bali_Maha, @thatpsychprof, @fabionascimbeni), VConnected with others (*waves* at @NadinneAbo in Cairo) and met lots of new colleagues. And so many amazing women!  Never in my life have I been to a conference where all the keynotes and plenary panelists were women.  It’s hard to describe the buzz that I got from seeing this representation in such a public forum. Thank you Maha Bali, Diana Arce, Lucy Crompton-Reid, Muireann O’Keeffe, Catherine Cronin, and Laura Czerniewicz for your challenging, thought provoking, brave, funny and inspirational talks.  And thanks of course to the conference chairs Josie Fraser and Alek Tarkowski and the amazing ALT Team for making this happen.

I’ve made a storify of my personal highlights from the conference here: OER17 Personal Highlights, including my panels and presentations, trexit, shouting from the heart, wonderful women, wikimedians, shoetweets and…umm… goats.

There was another reason this was a bit of an emotional event for me. In addition to participating in Jim Luke’s #Trexit panel and presenting a UK open education policy update, I also presented a short personal polemic called Shouting from the Heart.  I’ve never given such a personal talk at a conference before and I confess I was nervous as hell.  I wrote most of the talk late on Tuesday evening, but I was struggling to find a quote to end the five minute piece with. It was during the #Trexit panel the following morning that someone, I can’t remember who, possibly Maha, Sheila, Helen Beetham or Audrey Watters, said something about openness and freedom which immediately brought to mind the famous quote from the Declaration of Arbroath.

It is in truth not for glory, nor riches, nor honours that we are fighting, but for freedom – for that alone, which no honest man gives up but with life itself.

For those of you who are unfamiliar with it, the Declaration of Arbroath is a declaration of Scottish independence, written in 1320.  Appropriate, given I was talking about writing in response to events such as the Scottish Independence referendum and Brexit, and also because I was highlighting the disappearance of detained Syrian open knowledge advocate Bassel Khartabil. When I came to it however, nerves and emotions got the better of me; I choked on freedom, and I couldn’t read the last words of the quote.  So please, read it now.

It might sound silly, but Shouting from the Heart is without doubt the most nerve wracking 5 minutes of public speaking I’ve experienced so I just wanted to say a huge thank you to everyone who responded so positively.

What was really astonishing though was that a few minutes after I finished speaking, Sheila retweeted this:

Yesterday, 6th April happened to be the anniversary of the signing of the Declaration of Arbroath. I had no idea!  Serendipity is an amazing thing….

OER17 – Come and find me!

Image credit: Taro Taylor, CC-BY-NC, https://flic.kr/p/3pQWP

The OER17 Politics of Open Conference is taking place in London this week, and I can hardly believe it’s been a year since Melissa and I chaired last year’s conference in Edinburgh!  As always, I’m looking forward to catching up with friends from all over the world and meeting some long standing online colleagues irl for the first time.  I’ve got several sessions lined up up over the course of the two days, so if you want to catch me, this is where I’ll be. Come and say hello!

Perspectives on Open Education in a World of Brexit & Trump
Wed, Apr 5 2017, 11:20am – 12:40pm
Panellists: Maha Bali, Lorna Campbell, James Luke, and Martin Weller

Like the Internet itself, the Open Education movement, including OER and OEP, has grown in a world of globalised capitalism that has been dominant in North America and Europe, and indeed, developed and growing economies. The Brexit vote, Trump’s election, and shifts toward nationalist-right parties elsewhere are changing the political landscape. At a minimum, the rhetoric of these movements, both in support and opposition, has altered public discourse and often attitudes toward higher education. These political shifts have complex and multifaceted implications for the open education movement.

This panel aims to stimulate deeper thought beyond our initial reactions to these political movements. We will provide diverse, multiple perspectives on the relationship between Open Education and the political changes represented by Brexit and the Trump election. Many questions arise, including:

  • What challenges do these political movements pose for Open Education? What opportunities?
  • Open Education movement has largely embraced values of inclusiveness, sharing, connectedness, equity, voice, agency, and openness. How might these values be furthered under these new regimes? How might these values be hindered?
  • Will our work in the open education movement change?
  • In what ways can we shape the future of the Open Education Movement?

The Distance Travelled: Reflections on open education policy in the UK since the Cape Town Declaration
Wed, Apr 5 2017, 1:30pm – 2:50pm
Author: Lorna Campbell

Ten years ago the Cape Town Declaration laid the foundations for what it described as the “emerging open education movement” and called on colleagues to come together to commit to the pursuit and promotion of open education and to overcome the barriers to realizing this vision.  Among the barriers the Declaration recognized were “governments and educational institutions that are unaware or unconvinced of the benefits of open education” and it went on to advocate the development of open education policy to ensure that taxpayer-funded educational resources are openly licensed.  Five years later, the Paris OER Declaration strengthened this call by encouraging governments and authorities to open license educational materials produced with public funds in order to realize substantial benefits for their citizens and maximize the impact of investment.

This paper will provide an overview of the advances and mis-steps in open education policy and practice in the UK in the ten years since the Cape Town Declaration, while comparing and contrasting the UK experience with developments elsewhere in Europe and North America. The paper will include a case study on the Scottish Open Education Declaration and the efforts of the Open Scotland initiative to lobby the Scottish Government to endorse the principles of the declaration and adopt open licenses for publicly funded educational content.

Virtually Connecting
Wed, Apr 5 2017
With Martin Hawksey, John Robertson and Lorna Campbell

End of day session, from 1730-1800. With onsite buddy Teresa MacKinnon and virtual buddies Nadine Aboulmagd and Simon Ensor.

Shouting from the Heart 
Thu, Apr 6 2017, 11:40am – 12:40pm
Author: Lorna Campbell

This lightning talk will be a short polemic reflecting on political and personal events that have led me to both question and strengthen my commitment to open education over the last two years.  These include the detention and disappearance of Syrian open knowledge advocate Bassel Khartebil, and the project that created an open book dedicated to his life and work The Cost of Freedom: A Creative Enquiry.  The privilege of co-chairing the OER16 Open Culture Conference. The result of the UK’s European Membership referendum, announced the day after a meeting of European colleagues to discuss how we could work together to join up open education policy and practice across the Europe.  The appointment of the first Gaelic language Wikimedian in Residence by Wikimedia UK and the National Library of Scotland. The surge of horror and shout of rage following the results of the US presidential election.

My response to these disparate, seemingly unconnected events was to write, to blog, to try to find words to make sense of events and my reaction to them, and to reassert my belief that we have a moral responsibility to work together to improve education opportunities for all, not just the privileged few.

I can’t promise this talk will be neutral or balanced, but it will be honest and from the heart, and ultimately it will be open.

EDEN Webinar – How To Be More Open: Advice for Educators and Researchers

It’s Open Education Week and I’m delighted to be participating in a special EDEN webinar on How To Be More Open: Advice for Educators and Researchers.  I’ll be joining Fabio Nascimbeni, Catherine Cronin and Chrissi Nerantzi to discuss a range of questions including:

  • Why should I be more open in my practice and profession?
  • How do you practice openness (as researcher, teacher, student)?
  • How do we deal with the “publish or perish” reality?
  • What if my institution doesn’t allow me to be open?
  • I want to be more “open” as a teacher, researcher, or student. Where do I start? Advice from panelists.
  • What platforms/environments do you recommend in supporting my practice as an open academic?

The webinar, facilitated by EDEN Vice-President Lisa Marie Blaschke, takes place on  Wednesday 29th March, 14:00-15:00 CET and you can register here.

Crossing the Field Boundaries: Open Science, Open Data & Open Education

Last week I was invited to speak at the International Open Science Conference in Berlin which this year had a special focus on OER.  My talk featured a case study of the University of Edinburgh’s Geosicence Outreach and Engagement Course so I’d like to thank Colin Graham and all those involved in the course for allowing me to present their inspirational work.

This talk focuses on the interface between OER, open data and open science and our experience at the University of Edinburgh of promoting open education through the School of GeoSciences Outreach and Engagement course.

The title of this paper, “Crossing the field boundaries”, comes not from the domain of GeoScicences though, but from Maryam Mirzakhani, professor of mathematics at Stanford University and the first female winner of the Fields Medal.  In a 2014 interview Maryam said

“I like crossing the imaginary boundaries people set up between different fields—it’s very refreshing. There are lots of tools, and you don’t know which one would work. It’s about being optimistic and trying to connect things.”

A Tenacious Explorer of Abstract Surfaces, Quanta Magazine, August 2014

I am not a mathematician, or a scientist, but I do have some experience of crossing field boundaries, and since open education is all about breaking down boundaries and cutting across fields, this seems like a nice metaphor to hang this talk on. Continue reading

If the clothes fit…

This post is a slightly facetious response to Maha Bali’s post Fixing the shirt but spoiling the trousers #OER17 Open Call for Your Stories! and Sheila MacNeil’s Not so much the a case of the wrong trousers, more like a wardrobe malfunction my story for #oer17

Maha cited the rather fabulous Egyptian expression:

“when you tried to fix the shirt you spoiled the trousers”. It conjures up an image of comedy of errors or such, where trying to fix a problem creates new problems.

I think of “open” as having many such problems that arise out of its solutions, and I already have some examples in mind, but would love for the community to offer me more examples of this.

Sheila chimed in with

Over the past year I think my experience is more of having the right trousers but not the right top/jacket/shoes to go with them. What I mean is, that we have an OER policy in place in our institution which is great, but I’m not wearing “those trousers” as often as I’d like.

Sometimes feels like I have a wardrobe full for OER but nothing to wear

Yes, that is actually my wardrobe.

At the risk of stretching the metaphor until it gets threadbare, perhaps the problem is that the shirt and trousers don’t really fit?  You know you could get them altered so they fit better, but you never quite get round to doing it. Instead you just stick to wearing the clothes you’ve always worn, the ones you’re comfortable in.  So even if you have an OER repository, it’s a bit of a faff putting stuff in there, it’s easier just to shove your content into the VLE the way you’ve always done.

Or perhaps the shirt and trousers do fit, perhaps they’re beautifully tailored, perfectly fitting, outrageously expensive garments, but now you’ve spent all that money on them you can’t really afford to go out and wear them.  Maybe you’ve invested in an OER strategy or policy or repository, but have you allocated funding to provide the support services, guidance and advice that colleagues will need to actually get on board with OER?

Or maybe the problem is that you didn’t actually want to wear the shirt and trousers in the first place?  Maybe you only bought them because it’s what everyone else wears and you thought you should wear it too.  But really you’d rather wear jeans and a t-shirt, or that amazing vintage dress, or a sparkly frock, of whatever clothes express your individuality. In fact maybe what you want is a whole wardrobe full of clothes to choose from depending on what mood takes you or what job you need to do.  So rather than investing in a single central OER repository because you think that’s what you ought to have, or advocating a specific approach to openness, maybe look at a range of different solutions that will meet the needs of staff and students right across the institutions depending on their differing requirements.

After all, there’s more than one way to be open and wouldn’t it be boring if we all wore the same shirt and trousers? 😉

International Open Science Conference

This week I’m looking forward to presenting an invited talk on OER at the International Open Science Conference in Berlin.

My talk, Crossing the Field Boundaries will explore the interface between open education, open data and open science. The talk will highlight the Open Knowledge Open Education Group‘s influential study of Open Data as OER by Javiera Atenas and Leo Havemann, and using examples from the University of Edinburgh’s GeoScience Outreach and Engagement Course will highlight how student created open educational resources can be used to widen participation and encourage knowledge transfer and community engagement in science education.  I’ll post my paper and slides when I get back later in the week.

Thanks to the conference organisers for making these cute twitter cards!

OER18 Call for Co-Chairs

Ever dreamed of chairing an OER conference?  Well now’s your chance! Last week ALT announced a call for co-chairs of the OER18 Conference. ALT are seeking two people with

  • National/international standing in the Open Education field.
  • The commitment and vision to make the conference a success.
  • The capacity to chair a major international conference and its programme committee.
  • Enthusiasm and experience of working with the Open Education community and ALT.

Planning and organising the conference will be undertaken by the Conference Committee supported by ALT staff. You can find out more about this exciting opportunity and how to apply here and if you’re wondering what it’s actually like to co-chair an OER Conference, here’s a few words about my own personal experience…

Since its inception in 2010 the OER Conference has always been one of the most important and enjoyable events in my calendar.  I’ve always thought of OER as being “my” conference, it’s where my community, my colleagues, all the people I admire hang out.  And more than that, it’s where we all come together to share our practice, our experience, our love and criticism of openness.

Last year I was immensely privileged to co-chair the OER16 Open Culture Conference at the University of Edinburgh with my inspirational colleague Melissa Highton.  Hosting the conference reinforced Edinburgh’s strategic commitment to open education and we were delight to welcome delegates from the Wikimedia community and museums, libraries and archives domains.

On a personal level it was a wonderful opportunity to shape the direction of this increasingly international conference, to develop my own open practice and extend my network of peers.  It was an immensely rewarding experience to work so closely with ALT and a wide network of willing volunteers, and I can’t speak highly enough of the support they provided in planning and running the event.  And last but not least, it was also an enormous amount of fun! From start to finish, from planning the bid with Melissa, to handing over to the OER17 chairs after our closing keynote, it was all a hugely enjoyable experience.

OER17: The Politics of Open  is now just a few months away and with Josie Fraser and Alek Tarkowski at the helm, it can’t fail to be a fabulous and ground breaking event.  Just think…you could be next.

Never underestimate the amount of fun you can have co-chairing an OER conference!
Image by OER16 keynote Catherine Cronin. CC BY SA.