In this section I will reflect on how I have used the principles of open education to design and develop a webinar on Open Education Practice for City, University of London’s MA in Academic Practice.
In 2018 I was invited by Dr Jane Secker, Senior Lecturer Educational Development, to deliver a guest webinar on open education practice as part of the Digital Literacies and Open Practice (DLOP) module, part of City, University of London’s MA in Academic Practice. My webinar, Open for all? Engaging with open education practice at the personal and institutional level , provided an overview of open practice, reflected on my own experience of being an open practitioner, explored issues relating to equality, equity, privilege and inclusion, and included examples of how the University of Edinburgh supports open practice and the creation and use of OER. This built on previous talks and open education resources I have created on the theme of open education practice, including my CELT keynote The Soul of Liberty: Openness, Equality and Co-creation  and Introduction to Open Practice . The webinar was hosted by Jane using Adobe Connect and staff, students and external colleagues were invited to attend. Following a short presentation I invited participants to discuss what open practice means to them and to consider how they might share their practice openly, which provoked a lively discussion. I shared my slides  from the webinar under open licence to enable them to be reused and a recording  of the webinar was also made available on the course blog. In 2019 I was invited to contribute to the course again and my webinar followed the same format.
Open educator Dr Catherine Cronin also contributed webinars to the course on Critical digital literacies, data literacies, and open practice, so in 2020 we decided to collaborate to run a joint session on Open Education Practices . We agreed from the outset that we wanted our session to be a form of open practice in and of itself, so we designed a webinar that would give participants the opportunity to interact with us and with each other, and to choose the topics the session focused on.
We began by providing some definitions of open practice, emphasising that there is no one hard and fast definition, and that open practice is highly contextual and continually negotiated, before going on to ask participants to suggest what open practice meant to them by writing on a shared slide. We then highlighted some examples of open responses to the COVID-19 pandemic, including the UNESCO Call for Joint Action to support learning and knowledge sharing through open educational resources, Creative Commons Open COVID Pledge, Helen Beetham and ALT’s Open COVID Pledge for Education and the University of Edinburgh’s COVID-19 Critical Care MOOC.
We then gave participants an opportunity to choose which of the following topics they wanted us to cover:
- OEP to Build Community – including examples from Femedtech and Equity Unbound.
- Open Pedagogy – including All Aboard Digital Skills in HE, the National Forum Open Licensing Toolkit, Open Pedagogy Notebook, and University of Windsor Tool Parade.
- Open Practice for Authentic Assessment – covering Wikimedia in Education and Open Assessment Practices.
- Open Practice and Policy – with examples of open policies for learning and teaching from the University of Edinburgh.
For the last quarter of the workshop we divided participants into small groups and invited them to discuss the following topics, before coming back together to feedback and share their discussions.
- What OEP are you developing and learning most about right now?
- What OEP would you like to develop further?
The webinar was run using Zoom and, as before, all recordings and workshop resources were made available under open licence , .
This format proved to be successful and engaging so we updated it for 2021 as Open Education Practices in a time of social change , . We revised the OEP and Policy section to include recent developments and added a new topic on OER for sustainable development.
As an open education practitioner I believe it’s important to practice what I preach, particularly when teaching about open education, open practice, open policy and open pedagogy. This means not only sharing the teaching and learning resources I develop under open licence, but also sharing my own open practice and examples of open practice from my institution, and from open scholars whose work inspires me. It also means providing opportunities for learners to share their own experience and to engage with openness in ways that are meaningful to them. For example, when planning my first DLOP webinar, I incorporated the following point from an EDEN webinar by Dr Catherine Cronin and Prof Martin Weller called Open Education: What Now?
“Where there is no policy or strategy around openness many individuals, students and staff feel that if they make a mistake they may be in peril, that the university may not have their back. So the absence of policy speaks very loudly to people within higher education institutions.”
This point really struck a chord with me, so I appreciated the opportunity to reflect on this with DLOP staff and students during the webinar I ran in 2018. Catherine has had a huge influence on shaping my own open practice and understanding of open pedagogy, so I was grateful to have the opportunity to collaborate with her and share our practice with course participants in 2020 and 2021.
I also believe that it’s important to share practice with the open education community more widely, so in addition to sharing slides and resources, I have written reflective blog posts about my contributions to the DLOP course  and in 2019 I joined Jane Secker, Chris Morrison and Dave White to present a paper on Reflecting on teaching in the open: Digital Literacies and Open Practice  at the OER19 Conference. I rejoined Jane, along with Catherine Cronin, Leo Havemann and Julie Voce, at OER22 for a panel on Open in Action, which focused on the approaches adopted by our institutions, courses, and projects to support and develop open educational practices .
I have learned a great deal from both colleagues and students through my involvement with Digital Literacies and Open Practice and I hope that I will be able to continue contributing to the course and engaging with the open education community around open practice in the future.
- Open for all? Engaging with open education practice at the personal and institutional level. Slides from my 2018 DLOP webinar.
- Campbell, L.M., (2018), The Soul of Liberty: Openness, Equality and Co-Creation, keynote, CELT Symposium, NUI Galway (transcript).
- Introduction to Open Education Practice. A suite of open education resources I developed for Open.Ed at the University of Edinburgh.
- Open for all? Recording of my 2018 DLOP webinar.
- Open education practices. Slides for the DLOP webinar facilitated by Catherine Cronin and I in 2020.
- Open education practices. Recording of the DLOP webinar facilitated by Catherine Cronin and I in 2020.
- Open education practices in a time of social change. Slides for the DLOP webinar facilitated by Catherine Cronin and I in 2021.
- Open education practices in a time of social change. Recording of the DLOP webinar facilitated by Catherine Cronin and I in 2021.
- Campbell, L.M. (2020), Open Practice in Practice, Open World.
- Secker, J., Campbell, L.M., Morrison, C., and White, D., (2019), Reflecting on teaching in the open: Digital Literacies and Open Practice, OER19 Recentering Open Conference, NUI Galway.
- Campbell, L.M., (2022), OER22 In Person & Online, Open World. A reflection I wrote about the OER22 Conference, including our Open in Action panel.