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Tag: higher education

Openness and praxis (at #SRHE)

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This blog post is a summary of my presentation at SRHE (Society for Research into Higher Education) in London on November 18, 2016. The event was organised by the SRHE Digital University Network, convened by Lesley Gourlay, Ibrar Bhatt, and Kelly Coate. The theme was Critical Perspectives on ‘Openness’ in Higher Education. Three of us shared our research: Muireann O’Keeffe, Rob Farrow, and myself. Sincere thanks to SRHE and DUN organisers for the kind invitation, to Muireann and Rob for their thought-provoking presentations, and to all who attended for sharing their ideas. Following is a short summary of my presentation.

I begin with a reflexive note. I first shared the above quote by Michael Apple during ALT-C in 2014, a conference held in the weeks immediately following the start of both the Black Lives Matter movement and Gamergate. We continue to live in uncertain – and for many, perilous – times. As educators, we face fundamental questions about education, democracy, and inequality. How are we developing digital and media literacies, data literacy, civic literacy, digital citizenship? What is the purpose of our work as researchers and educators? What is the role of higher education, and of public higher education? I am an open researcher as well as an open education researcher. I believe openness has the potential to increase access to education, to help to democratise education, and also to prepare learners in all contexts for engaged citizenship in an increasingly open, networked and participatory culture. But openness is not without risk. Openness can as easily exacerbate inequality as help to reduce it. We need more than good intentions. We must theorise openness and we require critical approaches to openness in order to realise the benefits in any meaningful way. This has been the impetus for my work and I begin my presentation with that reflexive framing.

The title of my presentation is ‘Openness and praxis: Exploring the use of open educational practices (OEP) for teaching in higher education’. I use the word praxis as Freire (1970) defined it: “reflection and action directed at structures to be transformed”. I’ll briefly describe the preliminary findings from Phase 1 of my PhD research study – a qualitative, empirical study exploring meaning making and decision-making by university educators regarding whether, why, and how they use OEP for teaching. It is a study not just of open educators, but of a broad cross-section of academic staff at one university. The purpose is to understand how university educators conceive of, make sense of, and make use of OEP in their teaching, and to try to learn more about, and from, the practices and values of educators from across a broad continuum of ‘closed’ to open practices. (A subsequent phase of the study will include the perspectives of students re: openness.)

Defining OEP

Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation. In their summary of the UKOER project, for example, Beetham, et al. (2012) explicitly define the project’s interpretation of OEP as practices which included the creation, use and reuse of OER as well as open learning, open/public pedagogies, open access publishing, and the use of open technologies. Ehlers (2011) defines OEP as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths.”

Education researchers and practitioners have described and theorised some or all of the practices defined here as OEP using a variety of definitions and theoretical frameworks. These include open pedagogy (DeRosa & Robison, 2015; Hegarty, 2015; Rosen & Smale, 2015; Weller, 2014), critical digital pedagogy (Stommel, 2014), open scholarship (Veletsianos & Kimmons, 2012a; Weller, 2011), and networked participatory scholarship (Veletsianos & Kimmons, 2012b). All are emergent scholarly practices that espouse a combination of open resources, open teaching, knowledge creation and sharing, and networked participation. I have drawn from research in all of these areas to inform my work.

I use the following definition of OEP in my study: collaborative practices that include the creation, use and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners.

The study

The goal of this first phase of the research study is to understand why, how, and to what extent educators use, or do not use, OEP for teaching. The study was conducted at one university in Ireland: a medium-sized, research-focused, campus-based university offering both undergraduate and postgraduate degrees. Openness was not one of the mission statements or core values of the university at the time of this study. I conducted semi-structured interviews with 19 educators across multiple disciplines. Constructivist grounded theory was used for sampling, interviewing and analysis.

Summary of findings

  • A minority of participants used open educational practices for teaching (8 of 19).
  • All participants who used OEP for teaching described being open with students, i.e. being visible online and sharing resources in open online spaces beyond email and the VLE. Each has an open digital identity and shared at least one of these profiles with students as a way of interacting and/or sharing information.
  • A small subset of participants who used OEP for teaching chose not only to be open with their students but explicitly to teach openly, i.e. to create learning and/or assessment activities in open online spaces beyond the VLE. Teaching openly took different forms: inviting students to make connections, interact, and/or share information on social media (e.g. Twitter), creating courses in open online spaces (e.g. WordPress blogs), and/or encouraging students to share their work openly.
  • Participants across the spectrum of ‘closed’ to open practices cited both pedagogical and practical concerns regarding the use of OEP for teaching. These included lack of certainty about the pedagogical value of OEP, reluctance to add to their already overwhelming academic workloads, concerns about excessive noise in already busy social media streams, concerns about students’ possible over-use of social media, and concerns about context collapse, both for themselves and for their students.
  • While many participants who were open educators acknowledged potential risks to using OEP for teaching, they considered the benefits to outweigh the risks. According to participants who used OEP for teaching, benefits for students included feeling more connected to one another and to their lecturer, making connections between course theory/content and what’s happening in the field right now, sharing their work openly with authentic audiences, and becoming part of their future professional communities.
  • Few participants mentioned OER or open licensing – unsurprising, perhaps, in an institution without an open education or OER policy. This suggests, however, that the relationship between OER and OEP might be more complex than sometimes conceived. In addition to OER leading to OEP, the reverse also may be true: use of OEP, specifically networked participation and open pedagogy, can lead to OER awareness and use.
  • By building a model of the concept ‘Using OEP for teaching’, it emerged that four dimensions were shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. These dimensions were shared by many participants – however all four were evident in each of the participants who used OEP for teaching. (I’ll explore these dimensions in more detail in a subsequent blog post.)

Thoughts for discussion

Openness is situated and relational. This study found educators’ use of open educational practices to be complex, personal, contextual, and continuously negotiated. Recognition of these complexities and the risks of openness and OEP, as well as potential benefits (for individuals, not just institutions) should inform higher education policy and practice. A growing body of research advocating greater theorisation and critical analysis of openness and open education is useful here (e.g. Bell, 2016; Czerniewicz, 2015; Edwards, 2015; Gourlay, 2015; Knox, 2013; Oliver, 2015; singh, 2015; Watters, 2014). In addition, attention must be paid to the actual experiences and concerns of staff and students; qualitative empirical research is essential (e.g. Veletsianos, 2015). The findings of this study suggest the need for institutions to work broadly and collaboratively to design appropriate forms of support for academic staff in three key areas: developing digital literacies and digital capabilities; supporting individuals in negotiating privacy and openness; and reflecting on the role of higher education and our roles as educators and researchers in an increasingly open and networked culture.

The research study described here is limited in scope; it explores the experiences of a  relatively small number of academic staff at one university. This study comprises Phase 1 of my PhD research study on OEP in higher education. Two further phases building on this work are currently in progress. Phase 2 is a survey of all academic staff at the same university. And Phase 3 follows two open educators from Phase 1, as well as their students, in exploring how educators and students interact and negotiate their digital identities in open online spaces.

Many thanks. I look forward to continuing the conversation with you all.

References & links

 

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thanks @muireannOK & @philosopher1978 🙂

 

 

 

Exploring OEP at #NextGenDL

Today I’ll be joining educators and researchers from across Ireland (and beyond) at the Next Generation: Digital Learning Research Symposium in Dublin – we’ll be tweeting with the hashtag #NextGenDL. I’m looking forward to meeting scholars and researchers in the areas of digital and networked learning and open education to learn from one another, discuss the merits of different research lenses and methodologies, consider the collective challenges we face, and identify possibilities for future research and collaboration. It will be a privilege and pleasure also to hear keynotes by Sian Bayne, Grainne Conole and Paul Conway.

I’ll present a brief update on my PhD research study Openness and praxis: Exploring open educational practices (OEP) in higher education:

..

This initial phase of my research has focused on how university educators make sense of and make use of open educational practices for teaching. The next phase of the study will explore how both staff and students enact and negotiate their digital identities in the open, networked spaces where they interact with one another. I’ll write a longer post on my preliminary research findings before presenting at the upcoming SRHE event on November 18th – Critical Perspectives on Openness in Higher Education.

I’m shouting out also to the OpenEd16 conference this week (wishing I could be in two places at once!). I’ll be tuning into the #OpenEd16 hashtag and plan to participate in at least one @VConnecting session. May the connections and conversations commence…

P.S. My track record of including *at least* one image in each of my presentations from the wonderful Alan Levine continues. Thanks @cogdog for that amazing sunflower (shared via CC0 on Flickr)… a gorgeous image to use to talk openness, learning, connection and vulnerability.

Digital Identity redux

Time Square, Jan 2013 - 01

CC BY-NC-SA 2.0 Ed Yourdon (Flickr)

In the course of my work over the past few years I have circled back, again and again, to digital identity. In my research and teaching, when invited to speak with or facilitate workshops for staff and students (on open educational practices, social media & academia, digital literacies, etc.), and when working with young people and youth groups – at the core almost always are questions about [digital] identity. As my understanding and ideas have evolved I’ve blogged about digital identity, explored the concept with students, and it has been the focus of my PhD research from the start. And still I wonder – thinking occasionally (and wryly) of T.S. Eliot’s words:

We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.

Last week I participated in Day 3 of the ePortfolio conference at Dublin Institute of Technology. The conference was part of a National Forum-funded project: An ePortfolio strategy to enhance student learning, assessment & staff professional development. The focus of the conference was not on eportfolio applications per se, but on eportfolios as a focus for learning design and pedagogies that support students and staff in developing broader digital literacies and digital identities, within and beyond formal education. I missed some of the excellent sessions (all videos will be available soon on the ePortfoliohub site) but two highlights of the day for me were Helen Beetham’s keynote Digital identities: resources for uncertain futures? (summarised in her blog) and Bernie Goldbach’s workshop Creating collaborative portfolio objects – two posts well worth reading.

At the conference I also facilitated a session, Exploring our digital identities. Over the past two months I’ve facilitated several workshops for students and staff, separately and together, to explore issues related to digital identity. Although each discussion is unique, I often use versions of the presentation I shared at the ePortfolio conference:

(or this slightly different version for student workshops: social media, digital identity and me)

Although this is structured as a short presentation it’s intended to be a conversation starter, a prompt for deeper discussion. I’m particularly interested in the questions and concerns that students and staff bring to these sessions. At a recent workshop, for example, undergraduate students raised questions about the Right to be Forgotten ruling, managing privacy settings, being authentic online, finding a blogging ‘voice’, navigating different networks, dealing with FOMO, what potential employers are looking for, and how best to use specific tools like LinkedIn and Twitter during the transition from student to graduate.

Within the workshops, I tend not to discuss the mechanics of using specific tools. There are already some terrific resources for setting up and using social media and open tools, and I am always happy to share these. Instead, I invite participants to consider deeper questions, such as:

  • What are my networks right now?
  • What conversations do I want to be a part of?
  • Who do I want to share with?
  • Who do I want to I share as?
  • What are some ways that I might manage my different private/public and social/scholarly conversations, networks and identities?
  • To what extent, and in what contexts, might I separate or mix these conversations and identities?

And for educators, a few further questions:

  • How can I support and empower students in developing their digital literacies and digital identities?
  • What learning spaces do I create with and for learners? Who am I, and who are we, in those spaces?
  • How best can I model and nurture democratic practices, particularly in open online spaces?

There is a growing body of work in the areas of digital identity, digital literacies and digital capability that supports this process of open inquiry. The strength of much recent work is that it is increasingly integrated, for example: focusing not just on students or staff, but on students and staff together; broadening the definition of ‘staff’ to include adjunct, technical, library, and learning support staff; and looking beyond institutional roles and practices to consider social and civic as well as scholarly and professional identities.

This is the approach taken by the All Aboard project here in Ireland, for example, in addressing the challenge of the national Digital Roadmap to build our digital capacity. All Aboard has published a comprehensive review of existing digital literacies/competency models in their report Towards a National Digital Skills Framework for Irish Higher Education as well as a digital capability framework for Irish higher education in the form of an interactive Metro Map:

All Aboard

CC BY-NC AllAboardHE.org (click image for interactive version)

Key resources for the All Aboard project, and perhaps some of the most influential resources in the area of digital literacies and digital identity, have been those developed for Jisc by Helen Beetham, Lou McGill, Allison Littlejohn, Rhona Sharpe and others. A highlight of last week’s ePortfolio conference was Helen Beetham’s wonderfully wide-ranging keynote Digital identities: resources for uncertain futures? in which she wove the threads of her work in the areas of digital literacies and digital identities over the past several years. Referencing work on identity in the pre-digital age by Vygotsky, Goffman, Butler and others, Helen noted the diversity of perspectives; then as now variously anxious and playful, social and psychological. Helen then traced the development of her work in this area, beginning with the iconic model as part of the LLiDA (Learning Literacies for the Digital Age) project:

LLiDA

continuing on to the well-known Jisc 7 Elements of Digital Literacies model and finally to the latest Digital Capability Framework with its explicit focus on digital identity and wellbeing:

Digital Capability

Beetham (2015) Revisiting digital capability for 2015

In her keynote and recent blog post What is Digital Wellbeing?, Helen describes how important she felt it was that ‘digital identity and wellbeing’ be the overarching element of the new digital capability framework:

I think it’s useful, and potentially radical, to suggest that digital capability includes self-care, and that self-care requires a critical awareness of how digital technologies act on us and sometimes against us, as well as allowing us to pursue our personal and collective aspirations in new ways.

Positioning wellbeing and self-care at the heart of institutional initiatives to build digital capability is both radical and vitally important. And it is just a start. Balancing privacy and openness, self-care and scholarship, is a tightrope walk for many. For individuals who are marginalised, in any respect, the risks of openness and networked participation are often even greater. Digital capability models and policies provide an important starting point for institutions. But without caring hands to craft them in specific contexts, and a willingness to co-create new paths with and for staff and students, the models will not yield their potential, i.e. to help individuals to develop powerful digital identities and gain opportunities for voice, influence and growth.

My thanks to Helen Beetham, the All Aboard project, Digital Champions (a staff-student partnership here at NUI Galway) and many others doing this valuable work. I’m happy to be learning and working alongside you.

Image source: CC BY-NC-SA 2.0 Ed Yourdon Even Elmo has a mobile phone (Flickr). This image is one of my favourites by the late Ed Yourdon (1944-2016) whose work in both software engineering and photography has inspired me, and many others, for years.

#dlRN15: Hope, Hands, and Stories

And so, the Digital Learning Research Network conference. I have been mulling over all-that-was-dlRN since leaving Palo Alto a week ago. I extended my stay in California for a few days to visit family before making the long journey back to Galway. It was a wonderful and memorable week. In looking at the photos I took over the course of the week — at Stanford University and in Palo Alto, Petaluma, and San Francisco — it seems the first and last photos tell the story of the week. So I’ll start there.

Stanford University Memorial Church22305856980_314803d474_o‘Hope’: Stanford University Memorial Church & 575 Castro, SF

 

I. Hope

dlRN15 was short and intense (2 days + an optional pre-conference workshop). It was not a conference about tech or ‘how to’ solutions. It was a conference united around clear values, namely a social justice vision of higher education and a belief in research as a tool for advocacy or, as Kristen Eshleman wrote, “a lever for positive change”. Many of us at dlRN had spent the days preceding the conference following tweets and updates from the ICDE Conference, held in South Africa during that same week, where many of the same themes were being discussed.

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After the #icdeunisa conference, Paul Prinsloo wrote beautifully about the need to reclaim the potential of education as liberation through pedagogies of hope:

Designing hope means stop speaking in the passive voice as if there were no perpetrators, no guilt, no abuse in the name of science and technology. In designing hope we need to resist these discourses and return the gaze on venture capital, on the privatisation of education, the neoliberal dogma. We need to reclaim the discourses, the commons, ourselves. We should critically look at the words we use in our strategies and planning documents and our obsession to measure, to be top, to be the best, to rise in the rankings. Somehow we must discover the beauty and simplicity of hope, and designing hope. Hope that a better life of all may, may just be possible.

The central question propelling much of the dlRN conference also — whether discussing non-traditional students, adjunct faculty, open education, MOOCs, FedWiki, learning spaces, educational philosophy, curriculum or pedagogy — was this: how can we work together to make (higher) education more equitable for all?

II. Hands

It was a privilege to engage with so many smart and kind people for 2+ days to consider this question and to try to break it down. It wasn’t all unicorns and rainbows, of course. Conversations diverged. I was frustrated, at times, at language and concerns that seemed to focus specifically on US higher education, many of which are different to issues and concerns in Ireland, Europe, and other parts of the world. But we speak from who we are and what we know. The conference chairs, Bonnie Stewart, Kate Bowles, Kristen Eshleman, Dave Cormier and George Siemens, individually and collectively created a space for dialogue that was open in the best sense — open-minded and open-spirited. We engaged with one another. I questioned assumptions — my own and others’. Sometimes we disagreed. At times we apologised. We talked, we listened. Overall, it was a space of compassion.

it seems almost

as though this is what a human life is,

to be passed from hand to hand,

to be borne up, improbably, over an ocean.

Moya Cannon (2011) ‘Hands

It was a privilege to share the space with so many wonderful people, not just in-person but virtually. The conference benefited immensely from virtual participation by so many. In addition to conversation channels on Twitter and Slack, the Virtually Connecting team enabled and facilitated multiple conversations. I was part of just one of these, but the full set is available on the Virtually Connecting YouTube channel. I also attended one of several conference sessions co-presented remotely by Maha Bali — this one along with the on-site Rebecca Hogue, Matt Crosslin, Whitney Kilgore and Rolin Moe. This worked beautifully for on-site participants (although I think Maha had some trouble hearing the audio on her end). We are learning. I left the conference with a deeper appreciation of the benefits and challenges of virtual participation. As someone living on the west coast of Ireland, I often rely on virtual participation in my teaching, learning, and research. After dlRN, I’m re-energised to push the boundaries even further. Thanks @VConnecting.

The most powerful part of the conference for me was the final wrap-up. I can’t recall a conference wrap-up which began with the questions asked by George Siemens: “What did we get wrong? What foundational assumptions about the conference were incorrect? and Did we surface research that will help us build towards our vision?” What a helpful starting point for post-conference activities. George Veletsianos spoke particularly powerfully in the wrap-up session, noting the need to create better futures for all students, as well as all who work in higher education. We will do this by cultivating compassion, avoiding reductionist approaches, and avoiding the creation of alternate power structures. A worthy challenge.

As I listened to the final wrap up, I sat back in my chair trying to make sense of all the emotions I felt, in awe of the capacity and willingness of the people in the room to be vulnerable, to demonstrate compassion and empathy, and their sheer resolve to make sense of the changing higher education landscape and ensure all voices are heard. I was, and will continue to be, deeply moved by it.

Patrice Torcivia

III. Stories

To borrow a phrase from the wonderful Kate Bowles, we brought our storied selves to dlRN. We worked hard to question and to understand one another’s stories, in order to build not just a smart but a compassionate network of researchers and practitioners to address our challenges.

My story? I travelled from Ireland to California with my wonderful daughter Sarah, a recent graduate with her own perspective on higher education. She joined me for the first day of the conference (before embarking on her own explorations) and for gatherings after the conference each day. I wasn’t the only one attending the conference en famille — we loved meeting Kate Bowles’s daughter and Bonnie Stewart’s and Dave Cormier’s children. In addition to enjoying the conference, my daughter and I met friends and family. We saw my 13-year-old niece play a home soccer game. We went on our own magical tour of San Francisco. We made memories. For one week we interwove our experiences and our dreams about work, education, family, friends, history, social justice, and the future.

My take-away from the conference is coloured by all of these experiences of the past week as well as by my position, my history, my values. And it’s simply this. There is, and will be, a plurality of voices, even when we passionately agree on the overall goal of working towards higher education which is more equal for all. We can learn much from other movements for social change — civil rights, women’s rights, gay rights, workers’ rights. At times we will feel strongly about taking different approaches to reach our goal. Some of us will want to work for incremental change, some for policy change, some for legal change, some for setting research agendas. There will be times that none of these feels like it is enough and some of us will wield placards. But as much as possible, let us value our diverse positions as we speak alongside and on behalf of students (and potential students), colleagues (particularly those with fewer rights), and all who have been left behind, knocked down, or damaged by increasingly iniquitous systems of higher education.

We will re-write this story, we will take it and reshape. There is no one counter-narrative. We want one because the Master Narrative is so strong. But it’s going to take all the stories, all the points of data. In each retelling, each instance of both telling and listening, the story changes, the story evolves, and I believe we get closer to the place we want ourselves to be.

Lee Skallerup Bessette

Thanks to all those with whom I shared dlRN and all who have written their stories of dlRN. Each of you has touched me and taught me in some way. I’m sure this is not a complete list of the many dlRN blog posts, but I’ll add others as I find them. Thank you all.

 

I know that you cannot live on hope alone, but without it, life is not worth living.

– Harvey Milk

 

Postscript: I presented my own ongoing research at the conference in a presentation entitled: Unpicking binaries: Exploring how educators conceptualize and make decisions about openness. I’ll share more information about this in my next blog post.

Whither higher education? Considering big questions at #dlRN15

CC BY-NC-SA Mark Chadwick

CC BY-NC-ND 2.0 Mark Chadwick (Flickr)

As the terrain beneath and surrounding higher education shifts, what possible futures do you see? Are any of them beautiful?

How is, and will, higher education respond to the growth of participatory culture and openness across networked publics? How will issues regarding access to education, equity, agency, and ethics be addressed? Later this week, participants at the Digital Learning Research Network Conference Making Sense of Higher Education: Networks and Change (#dlRN15) will consider these and similar questions.

Bonnie Stewart, in her pre-conference post inequality & networks: the sociocultural implications for higher ed, asks some of the central questions which motivate many of us:

…is the digital helping widen participation and equality? Is it hindering? If the answer to both is “yes,” WHAT NOW?

While digital higher education initiatives are often framed for the media in emancipatory terms, what effects does the changing landscape of higher education actually have on learners whose identities are marked by race/gender/class and other factors within their societies? We’ll be sharing and unpacking some of the places we get stuck when we think about this in the context of our work as educators and researchers.

I’m thrilled to have the opportunity to participate in the conference, to continue conversations which form part of my ongoing work as an educator and researcher, but which also connect deeply with my values. I’m looking forward to the plenary panel discussions and keynotes and to meeting fellow educators and researchers who will share their work across the 5 conference themes: Ethics of Collaboration, Sociocultural Implications, Individualized Learning, Systemic Impacts, and Innovation and Work. As part of the Systemic Impacts strand, I’ll share interim findings from my study of educators’ use of online tools and spaces for research, learning and teaching: Unpicking binaries: Exploring how educators conceptualize and make decisions about openness. Here’s the abstract:

In the changing environment of contemporary higher education, open education claims are many, but studies that provide empirical evidence to support such claims are few. Evidence and theoretical frameworks are required in order for us to further our understanding of openness and associated constructs. This presentation will report early results from a study exploring how educators conceptualize openness and open educational practices, including why, how, and to what extent educators choose to use/not use open practices. The study is taking place at one higher education institution that currently has no policies regarding open education. The data for this first phase of the study, exploring the motivations and practices of educators, consists of 15 semi-structured interviews. A constructivist grounded theory approach was used for sampling, interviewing, and discourse analysis. The study aims to move beyond considering Open and Closed as binaries, or even as a continuum, but explores the contingent interplay between them. Analysis draws on recent work by Edwards (2015): “An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue.” This study gathers and analyzes data from educators about meaning-making and choices regarding open educational practices with respect to environmental factors, systemic pressures, personal values, conceptions of privacy, and agency. It is hoped that this study will contribute to ongoing conversations and other research theorizing openness and open practices.

I welcome your thoughts on these ideas — before, during or after the conference. I’ll blog again after the session to describe the work in some more detail, as well as to share ideas which emerge in conversation with others. If you’ll be at the conference, I look forward to meeting you! And if you won’t be attending, but are interested in the conference themes, you can tune in via Twitter at #dlRN15 or on the conference Slack channels. If you’d like to join in the conversations virtually, check out the preliminary schedule of Virtually Connecting sessions from the wonderful @vconnecting team.

Image source: CC BY-NC-ND 2.0 Mark Chadwick (Flickr)

 

the answer is not silence

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The title of this post is from Audrey Watters’s powerful talk: Men Explain Technology to Me: On Gender, Ed-Tech, and the Refusal to Be Silent. If you haven’t read it, please do. For those of us who’ve experienced what Audrey talks about, it is truth, and immensely moving. For those who haven’t experienced what Audrey talks about, it will be eye-opening.

I grew up in New York City in the 1960s/70s. My degrees are in engineering and, like Audrey, Women’s Studies. Over a 30-year career in multinational corporations, my own business, community organisations, and higher education, I’ve worked as an engineer, a software engineer, an educator, and a researcher. Recently it feels like many of these strands of my life have been converging. Increasingly, I think and talk about connections between education, technology, equality, social justice, race, gender, pedagogy — a full circle. The personal is political. The educational is political.

In one week I’ll be taking leave from my post as lecturer and academic coordinator here at NUI Galway to move to full-time PhD research. In studying open education and digital identity practices, I’ll be speaking with educators and students about their interactions in open online spaces. Where do students and educators interact online? What happens there? What identities are enacted? How is power enacted? What do students and educators think about issues such as privacy, anonymity, data ownership, surveillance, and online harassment? How do they deal with these?

Many important and urgent questions lie at the nexus of education, technology, power, and cultural values. I aim to explore just a few of these by learning from and engaging with others, and by sharing my thinking and my work, openly.

The answer is not silence.

Image: typewriter on Flickr CC BY-SA catherinecronin

Navigating the Marvellous: Openness in Education #altc

For three days last week I participated in #altc (the Association for Learning Technology Conference) at the University of Warwick — attending in person for the first time after participating virtually for several years. It was a joy to meet so many online friends and colleagues for the first time and to take part in such an inspiring programme of events.

I was very grateful to be asked to give one of the keynotes at the conference. It was an honour to keynote along with Audrey Watters, an educator whose work, integrity, and friendship I value greatly. And a privilege also to speak along with Jeff Haywood. The innovative work being done at (and shared openly by) the University of Edinburgh in the area of online and open learning is important for all of us in higher education.

My keynote was titled Navigating the Marvellous: Openness in Education, drawing on a metaphor from Seamus Heaney. Links to the keynote and related items are included here.

Summary of the keynote [Medium]
Summary of photos, images, tweets [Storify]
Presentation slides [Slideshare] (also shown below)
Video recording [ALT YouTube channel]
Times Higher Education article
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Many thanks also to Bryan Mathers @bryanmmathers, Simon Thomson @digisim, and Sheila MacNeill @sheilmcn for creating several beautiful images during the keynote. These are included below, with links to Bryan’s, Simon’s, and Sheila’s sites. Please check out these sites for other wonderful work, both from #altc and other events.

Finally, thanks to all of the organisers, the co-chairs, the presenters and participants for such a warm welcome and for making ALTC 2014 such an enjoyable and stimulating learning experience. It will stay with me for a long time to come.

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“Catherine Cronin keynote” by Digisim is licensed under CC BY 3.0

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“Education is Changing” by Bryan Mathers (Flickr) is licensed under CC BY-ND 2.0

“Education is Changing” by Bryan Mathers is licensed under CC BY-ND 2.0

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“The Learning Black Market” by Bryan Mathers is licensed under CC BY-ND 2.0

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“Catherine Cronin #altc 2014 keynote” by Sheila MacNeill is licensed under CC BY-NC-SA 2.0

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Navigating the marvellous at #altc

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CC BY-NC-SA pascalvenier (Flickr)

On September 1st, I’ll be joining a few hundred other educators, researchers, and policy-makers at the ALT 2014 Conference organised by the Association for Learning Technology (UK). The theme of the conference this year is an ambitious one: Riding Giants: How to innovate and educate ahead of the wave.

I’ll be one of the speakers at this year’s conference, but mostly I’m excited about meeting and sharing ideas with the diverse range of people who will be participating, both in person and virtually — and, of course, getting to hear and catch up with Audrey Watters. :)  I’ll be speaking from my perspective as an open educator, sharing a few questions, as well as examples of practice and research which illuminate possible paths for us as educators. I hope, too, to include voices other than my own in the keynote. Here’s an overview:

Navigating the Marvellous: Openness and Education

Inspired by a Seamus Heaney poem, I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.

I look forward to many stimulating conversations at the conference, and in the meantime, as I continue working on my presentation and plans for the session. Do you use and foster open practices in your own learning? in your work? with students? Is an ethos of openness central or peripheral to your work? If you experience a tension between openness and your work in (higher) education, how do you resolve this? I welcome your thoughts.

POSTSCRIPT (9th September 2014)

I wrote a follow-up blogpost after the conference, containing all of the following links:

Summary of the keynote [Medium]
Summary of photos, images, tweets [Storify]
Presentation slides [Slideshare]
Video recording [via ALT YouTube channel]
Times Higher Education article

Photo:CC BY-NC-SA 2.0 pascalvenier

Change, (Higher) Education, and Us

History has much to teach us about change. Time and again, social changes which begin with seemingly improbable goals bring about new realities, becoming the fabric of our lives. We each will have personal examples of this. From my childhood in New York City to my nearly 20 years living in the west of Ireland, examples abound. The remarkable becomes the accepted.  Looking back from our current vantage point, many major social changes seem as if they were inevitable.

Today we are living through a time of enormous change in education. The pace of developments in open online education, in particular, has been dizzying: OER, Open Courseware, iTunesU, the Khan Academy, connnectivist MOOCs, institutional MOOCs, open badges. In the past seven months alone, we’ve seen the launch of Udacity, Coursera, MITx, EDx and TEDEd. What might higher education look like in 10, 20 or 30 years? Will our universities look the same, serve the same purposes? In all likelihood, they will not. And when we assess our education institutions at that future point, will we say: “Of course. Given the changes occurring in technology and society, the change was inevitable.”

I was asked to give one of the keynotes at the recent Galway Symposium on Higher Education (described in a previous post). The theme of the symposium, “The Written Word”, gave much scope for participants to consider not just writing but learning, teaching, literacies, assessment, openness and creativity. I welcomed the opportunity to focus on change, particularly  recent developments in open education, and to consider re-imagining the future of higher education.

As with social change, our voice — our vote — in education is essential to creating the future. My heart sinks when I hear wonderful educators say, “I don’t know anything about/I don’t have time for… [fill in the blank: Twitter, blogging, even social bookmarking, etc.]”. I know that this means that their voices will likely not be part of educational futures which are being shaped now.

It’s not about age or the hopefully-dead Digital Natives/Digital Immigrants argument. (And anyway, why would it be about age, when our students are of all ages? As educators we surely are seeking to engage and include all of our students.) And it’s not about using this tool or that, or being for or against using a VLE. I think that the future is being shaped by educators who are open to change, open to continuing to learn, and open to learning from failure. These are the educators who inspire both their peers and their students.

In January 2012 Michael D. Higgins, Uachtarán na hÉireann (President of Ireland), received an Honourary Doctorate of Laws from the National University of Ireland. In his speech at that occasion he spoke of the role of the university in moving boldly into the future:

“The university is, and remains I suggest, a space from which new futures have always emerged and must do so again. The ethos of independent scholarship is what delivers a previous scholarship’s achievements into the present and challenges that scholarship for renewal and replacement… To navigate successfully through today’s troubled, uncertain, and probably uncharted, waters, now, more than ever before, we need vision, foresight and bold strategies. Now, more than ever, an original and confident education system is needed…”

We must be willing to ask the difficult questions. In moves toward open education, many long-held practices are being re-evaluated: open publishing questions (blind) peer review; the use of social media questions the “walled gardens” of classrooms and VLEs; pedagogical research questions the effectiveness of lecture as a teaching method, new educational initiatives outside higher education will continue to question the cost/benefit ratio of university degrees. What are your opinions? Which new practices are worth developing? Which current practices still hold value? Which practices do we wish to hold onto, and which should be left behind? Only those willing to engage with these new technologies and new practices will be in a position to evaluate them, and to make decisions which shape the future of education.

CC and publicly available images:

Rosa Parks, donated by Corbis-Bettmann, Shavar Ross (Flickr); President Barack Obama on Rosa Parks bus, The White House (Flickr); Presidential Inauguration, Michael D. Higgins, Irish Defence Forces (Flickr); Separate factions on Irish Street, Downpatrick, Burns Library, Boston College (Flickr); Mary Robinson and Nadhifa Ibrahim Mohamed in Somalia, Trocaire (Flickr); Dunnes Stores strikers, Trocaire (Flickr) – used with permission; NUI Galway, Nelson Mandela visit, 20 June 2003

Galway Symposium on Higher Education #celt12

The 10th Galway Symposium on Higher Education will be held here at NUI Galway on June 7th and 8th. The theme is The Written Word: Writing, Publishing and Communication in Higher Education. The popular annual event, organised by CELT (Centre for Excellence in Learning and Teaching), attracts people from across higher education in Ireland and beyond. This year’s keynote speakers are a diverse and fascinating group including Adam Rutherford, Mary Lea, Aileen Fyfe, William St. Clair and Adrian Frazier. Symposium sessions — including workshops, papers and Pecha Kucha presentations — cover a broad range of topics, e.g. flipped learning and teaching, writing for publication, academic integrity, active learning, social media in research, developing online learning, and “serious play” (!).

I was delighted to be invited to speak at the conference this year, on the topic of open education. I’m following Brian Hughes’s lead and publishing my abstract here in my blog; I’ll follow up with a more detailed post after the symposium. In the meantime, I welcome your comments and feedback.

#CELT12 Plenary: Exploring Open Education, Re-imagining Higher Education

We are in the early days of open education. The boundaries are blurring between real and virtual spaces, formal and informal learning, educators and learners. Open, participatory and social media are not just enabling new forms of communication; they are enabling new ways of learning, and thus are transforming education. In Joichi Ito’s (2011) words: “I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” What this means for the future of higher education is still unclear. We have a great opportunity, however, as educators, scholars and students, to engage in re-imagining and creating that future – what Keri Facer calls future building (2011).

Catherine will explore current practices of open education, both within and outside HE, based on her research and learning and teaching experiences. Open practices in education will be explored: open research, open learning and teaching, open publishing; as well as the digital literacies required to engage in open education practices, particularly using social media. A radical approach to open education is to work metaphorically and physically (inasmuch as possible) beyond the confines of the classroom and lecture hall: engaging with students as co-learners; openly sharing ideas, feedback and reflections – with students and with wider learning communities; and acknowledging the value of informal learning and personal learning networks (PLNs) as the key to integrated and continual learning. As educators, we each must consider our own approach to openness and to open education. What role will we play in building the future – as individuals and as universities?