Just when you thought you could escape the OERxDomains conference, they pull you right back in! This was a post-conference workshop on the topic of ‘bring your own device (BYOD), for learning’. Of course students can, will, and have always used personal devices to enable their learning, and so the focus of this discussion wasn’t on technology itself so much, but on how we can facilitate learning using the ‘Five Cs Framework’ of connecting, communicating, curating, collaborating, and creating. For each of these strands we shared our experiences around the use of specific tools and best practices, contributing them to a shared Padlet board.
Now that I have Day 1 sorted, hopefully it isn’t going to take me as long to write up and publish my notes from Day 2! Again, I am going to attempt to keep this relatively brief, just a few key points from each session I attended, but I was conscious that I ended up writing more and more for each session of Day 1. Recordings of all sessions are available on the YouTube playlist or via the interactive TV Guide.
09:30: Nominal Group Technique for Student Feedback in Pandemic Times | Me!
Highlight of the conference, as voted for by 100% of attendees in my house: my ‘Gasta‘ on adapting NGT for online teaching. A little disappointing that I wasn’t able to present live, but the recording was done in one take, and no editing.
Also 09:30: Digital Fluency In A Public Liberal Arts Institution | Jeff McClurken and Lee Skallerup Bessette
As all of the Gasta sessions were pre-recorded, I was able to watch this one about a project to give all students and staff their own domain name to do with whatever they want (largely), as a way of empowering them to develop digital literacy skills.
09:45: Welcome To Day 2 From The Conference Co-Chairs
I didn’t get any bright ideas this time, thankfully! (First image in my gallery, showing remixed conference badges.)
10:00: Wikipedia In The Classroom In The New Normal | Ewan McAndrew
Ewan talked about two projects involving students and Wikipedia, the first getting them to participate in edit-a-thons updating existing pages, and the second about finding something not already on Wikipedia, researching the topic, and then writing the page themselves. This gave students agency and enabled them to see tangible outcomes of their learning. (Second image in my gallery, a quote from a student on what they got out of the Wikipedia project.)
10:20: Open To Diversity: Inclusive Design Insights From The Australian OER Textbook | Sarah Lambert and Habiba Fadel
The purpose of the Australian Open Textbook Project is to audit and improve the diversity of textbooks and reading lists, noting that ‘open’ cannot just be about being free, but must be representative of the student body and society – and this isn’t just about who is shown in pictures, but whose knowledge is represented.
10:40: Moving Your Language Teaching Online Toolkit | Hélène Pulker
This discussion was on the particular challenges faced by students of modern languages learning online, and presented a toolkit of resources that the Open University has created to help address these issues. The toolkit is a highly practical collection of guides and principles.
11:10: Digital (Un)Tethering | Clare Thomson and Kate Molloy
Throughout the conference I was looking for alternative format sessions wherever possible, and this one did not disappoint. Instead of a presentation or video, we had a guided Twitter chat on the topic of self-care and balancing work and personal life while working and studying from home. You can read the chat on Twitter by checking the hashtags #Untether #OER21 #OERxDomains21. It was eye-opening to realise how much time I am spending in front of different screens, and thinking about how it has impacted my life. Hence the need to #Untether.
11:50: The Adventures Of The Writing Process Digitising The Writing Process | Patricia Dennis
I re-tethered for this session on helping students to develop a process for writing, rather than focusing on the content or finished product which is where the emphasis is usually placed.
13:00: Keynote | Jasmine Roberts
A wonderful, passionate, keynote address from Jasmine who explored how open education ideology has its roots in black feminist liberation and, in particular, the work of Bell Hooks. One of the most powerful things said all conference, was that ‘the time needed to care, or to create OERs, is often not institutionally valued, so we do it ‘off desk’ in our own time’. (Third image in my gallery, a quote from Jasmine: ‘We are teaching students, not content’.)
14:00: The Use And Misuse Of Care | Sundi Richard and Autumm Caines
An introduction to CompelU, a fabulous new online proctoring service to catch-out lying, cheating students in their lies and cheating. But no… this was a discussion on the dangers of certain companies that I won’t name co-opting the language of care to sell anti-student services to institutions. Their blog post on this is well worth a read. (Fourth image in my gallery, a meme on how it is easier to put on a webinar about care, rather than addressing structural failures.)
14:20: Open Pedagogies In A Pandemic: Educator Perceptions And Experiences In Diverse Contexts | Leigh-Anne Perryman and Rebecca Ferguson
A theme which emerged from the conference for me was that ‘open’ doesn’t always mean ‘good’. An example from this talk was a case where students were asked to work collaboratively to produce an open textbook, but this was anxiety inducing for some students, and there were worries about the process damaging students’ esteem if their work was rejected. To mitigate these risks you can use universal design for learning which has a principle of providing students with multiple means of engagement. (Fifth image in my gallery, a quote on the dangers of online anonymity.)
14:40: Lessons From The Frontline: Challenges And Strategies For Inspiring A Shift From Surveillance To Open Practices | Emily Carlisle-Johnston
Another talk on the dangers of surveillance software which made the points that this removes students’ autonomy, and burdens staff with extra work. Specifically, in using something like online proctoring, you may ‘solve’ the problem of academic staff not having to redesign traditional essay-style exams, at the expense of labour and cost which is transferred to the technical support teams who must procure, implement and maintain these systems.
15:15: The Joys Of Open Collaboration, Stories From The GO-GN Picture Book Team | Chrissi Nerantzi, Hélène Pulker, Paola Corti, Verena Roberts, Penny Bentley, Gino Fransman, Bryan Mathers and Ody Frank
A presentation on the work of The Global Open Graduate Network (GO-GN), which is building a global community of researchers in open education. In the example presented, a group of educators collaboratively created a picture book story about open education during the pandemic.
15:35: Community And Care In The Open: The CUNY Graduate Center’s TLC During The Pandemic | Luke Waltzer and Laurie Hurson
How the CUNY Graduate Center helped to support staff and students of the New York based university cope with the switch to online learning during the lockdown caused by the Covid-19 pandemic. They were well-placed to do so, having built an open infrastructure, the CUNY Academic Commons, which enabled them to share their archive of online teaching content.
15:55: Trent Online: Trent Extend mOOC Spring 2021 | Christian Metaxas, Kristine Weglarz, Terry Greene and Stephanie Park
A discussion about the pending launch of the Ontario Extend mOOC which is intended to be a place for educators to learn without fear of failure, where we will be able to ‘mess up’ and play while dropping the knowledgeable front we put on for students. However, another important take-away from this session was that ‘Ontario is better than British Columbia’. I… don’t know why, but what the heck? I liked these folks and am happy to get on this bandwagon with them.
16:25: Exploring The Web Monetisation Standard As A Solution For Sustainability In The Creation Of Open Educational Resources | Erica Hargreave, Lori Yearwood and Kevin Ribble
This presentation was about the Web Monetization Standard which offers people an alternative way of being compensated for making content freely available that doesn’t rely on advertisement, affiliate links, freemium models, or paywalls.
16:45: Open Source Technologies For Instructional Design: Hands-On Experience In Teacher Education With H5P | Benjamin Eugster
A couple of case studies of content which had been created with the H5P content authoring tool. Something else I’m taking from this session though, is the concept of explicit and implicit learning objectives.
17:05: Let It Break Or Be Broken: Care, Moral Stress, And The University | Brenna Clarke Gray
This was an excellent talk on how care is being used (abused) to paper over the cracks of institutional failures, the result of neo-liberal models which are extractional by nature – and design. This causes moral injury or stress to those of us providing care, and it should not be on us to repair that damage, but on institutions to change their structural models. I highly recommend the article ‘Moral injury and the COVID-19 pandemic: reframing what it is, who it affects and how care leaders can manage it’ by Suzanne Shale to explore this topic further.
17:40: Keynote | Rajiv Jhangiani
The final keynote speaker began with an impassioned advocacy for openness and why he was drawn to it as a concept – because of the limitless and unknown opportunities for future collaborations. However, Rajiv also posed many difficult questions on the limitations of openness. Consider consent, for example. On Our Backs was a queer, feminist magazine published between 1984 and 2006, which gained some notoriety in 2015/16 when the copyright owner digitised and openly released the entire archive online. Could the writers and models who participated in a niche 80s magazine with a limited audience have given any meaningful consent to their work being available to literally the entire world? Without autonomy, you don’t have any choice in making things open or closed. The archive has since been removed. (Sixth image in my gallery, a quote from a model who was featured in On Our Backs after learning that her photos were now online.)
As I sat down to get comfortable and begin the OERxDomains conference I had the flash of inspiration to ‘live blog‘ the conference instead of hastily scribbling notes that I would type up and organise later. I thought this was a great idea! And would solve my bad habit of writing about things long after they happen and egregiously lying about the date when it comes to publishing on my blog. I managed to keep it up for a couple of hours, but it was completely unsustainable. Two reasons, firstly because the conference was absolutely jam-packed there was little room to catch-up, and secondly because I don’t have it in me to be content with rough notes and found myself obsessing over formatting issues rather than concentrating on the content of sessions.
So here we are, over a month later, and I’m just now getting round to publishing my notes. Because of the huge amount of content, I’m going to try and limit myself to just a sentence or two to recap what I took from each session I attended.
In keeping with the spirit of a conference on open education resources, all sessions recordings are now freely available at either the YouTube page or, better, you can use the excellent TV guide style programme for Day 1 or Day 2.
09:50: Welcome From The Conference Co-Chairs | Jim Groom, Lauren Hanks, Joe Wilson, Lou Mycroft and Louise Drumm
During which I had my ill-fated live blogging epiphany.
10:00: Opening Plenary: Joy And Care In Open Education In Times Of Pandemic | Catherine Stihler, Nicolas Garcia, Tutaleni Asino and Orna Farrell
There were a few highlights from the opening plenary – a reflective question on what has brought joy over the past year, the pros and cons of synchronous and asynchronous teaching (and the privilege of being able to choose, or not!), and a fabulous observation from Nicolas that ‘Technical issues have an emotional impact on people.’
11:00: Open Reading With Your Eyes Shut: Demystifying Foo-Foo The Snoo | Mark Brown
A session title that will haunt me. Mark was discussing the problem of curating open resources and journals, and attempts to address this by publishing an annual Top 10 list of articles curated by his team at DCU. Also noted the problem of articles about open education being published behind paywalls(!).
11:20: Contemporary Art And Open Learning | Neil Mulholland
Discussed the problem of teaching contemporary arts during the pandemic and the lack of distance / online learning communities for artists – responded by creating a new OER collating relevant peer reviewed resources.
11:40: Encouraging Learner Agency Through Self-Mapped Learning Pathways | Matt Crosslin
Presented a case study on implementing self-mapped learning pathways (SMLP), which seeks to blend traditional instructor-led pathways with learners’ self-directed pathways.
12:10: Familiar Faces And Shared Goals: Evaluating The Impact Of An Open Community During The Covid-19 Pandemic | Kate Molloy
Talked about the timely Enhancing Digital Capacity in Teaching and Learning in Irish Universities (EDTL) project that began in 2019 and the impact the pandemic had upon them – changed focus, added resources relating to Covid specifically, and making all resources openly available. (First image in my gallery, showing the 4 pillars of the project.)
12:30: Links Between Open Education And DEI – Findings From A Latin American Study | Carina Bossu and Viviane Vladimirschi
Posed the problem of the prevalence of English language OER that doesn’t meet the needs and realities of the global south, and asked what we can do to improve the situation. Suggestions included funding for translation services, and linking with networks such as GO-GN.
12:50: Careful Practice: Extending A Framework For Valuing Care In The Open | Caroline Sinkinson and Merinda Mclure
An interactive session on the Care in the Open Framework, which utilised a shared Google doc and Answer Garden to explore the value of care as a moral imperative for society, and how it cannot be limited to private, domestic spheres. Therefore, it must be a consideration in the classroom. (Second image in my gallery, with a sketchnote depicting attributes of care.)
14:00: Interactive Courseware To Connect Discussion To Course Material: So What? | Matt Smith, Tinne De Laet and Howard Scott
An exploration of Nextbook, an interactive textbook that allows students to write questions which staff can respond to, to give just one example. An attempt at getting away from the VLE paradigm of ‘a tool for this’ and ‘a tool for that’, providing a more integrated experience. (Third image in my gallery, showing a sample Nextbook page with inline discussion.)
14:40: Open Education, Data Analytics, And The Future Of Knowledge Infrastructure | Nicole Allen
This was an excellent talk on the problem of institutions attempting to buy solutions to technological problems, which are really sociological problems, and the vulture-like companies who are more than ready and willing to provide ‘easy’ solutions in the form of subscription models for textbooks(!), online proctoring software, learner analytics, and what they are doing with the data they are gathering. This included an example of a US textbook company selling data to ICE, the notorious US agency for enforcing immigration. (Fourth image in my gallery, because while I came for the conference, I stayed for the awesome bookcases in people’s homes!)
15:15: Openlab – Open Infrastructure In Action At CUNY | Charlie Edwards, Jody Rosen and Christopher Stein
Because ‘we don’t break up with students at the end of the semester’, CUNY have been running Commons in a Box for the past 10 years, a WordPress / BuddyPress system which provides continued student and alumni access to content.
15:50: Reflecting On Market Vs Commons Rhetoric: Care And The Professor’s Dilemma | Jim Luke
Another interesting talk, this one on how metaphors shape how we think, and specifically how higher education has been driven by the market and hierarchical thinking for the past 40 years. Jim left us with the thought that the question we should be asking ourselves is ‘Does it improve people’s lives?’, not, ‘Does it generate money?’. (Fifth image in my gallery, depicting some alternative metaphors for education such as ‘weaving a story’.)
16:20: Harmonising National Copyright Exceptions To Build A Global Body Of Open Educational Resources With The Code Of Best Practices In Fair Use For OER | Will Cross, Meredith Jacob, Peter Jaszi and Prue Adler
Possible winner of longest session title. This was a positive and reassuring discussion on copyright, in particular fair use rights. They noted that the method of linking out to copyrighted material may seem the legally safer option, but it creates unnecessary barriers for students accessing resources.
17:00: Crystallizing An Academic: Domains For Open Thinking | Helen DeWaard
Helen discussed the process of blogging and what she has gotten out of sharing the messiness inherent in the production of a PhD thesis – a refreshing take when we typically only get to see the finished, polished results! She talked about writing as a way of crystallising her learning, which struck a chord because that’s largely why I write my blog. (Sixth image in my gallery, an example of how Helen uses writing to crystallise her thoughts.)
17:30: 25 Years Of Ed Tech: Giving Voice and Conversation To The Community Or That Open Resource Sure Has Legs! | Clint Lalonde, Laura Pasquini and Martin Weller
This was the ‘most alternative’ session format today, a live chat on Discord while Clint was recording a podcast episode for the series 25 Years of EdTech, based on Martin Wheeler’s book of the same name. This type of remixing of the book has been made possible because Martin chose to publish it under a Creative Commons license.
18:00: Day 1 Keynote | Laura Gibbs
At 6 PM, after a day absolutely full to the brim, we came to the first keynote address! Laura discussed her experiences as an educator over the past 20 years using a randomised slide deck for prompts – a really interesting, not to mention brave approach! Laura teaches on various humanities online courses for the University of Oklahoma, with particular interests in mythology and folklore. Her talk was passionate and inspiring. She discussed how, teaching online courses only, she never gets to meet her students in person, but feels connected to them via the blogs and websites she has them create. Laura also, wonderfully, talked about how and why she has never used a VLE, and never given a student a grade! Much of Laura’s own work, including a teaching guide exploring her methods, can be found on her website: Drabbles.
Rather than typing notes and taking screenshots throughout the conference and typing up something polished over the next few days (possibly weeks…), I’m going to try live blogging it! This is a very last minute thought I’ve had and it may be terrible. And / or deleted.
Love the conference programme being styled as a TV guide. Are there going to be people at this conference who don’t get this reference?
What has brought me joy over the past year? I have better connections with my team. We have a morning catch-up call at 9:30 to plan the day ahead, and a more informal ‘banter’ meeting at 4 to have all of the office chat that we would be missing out on throughout the day. This culture is going to have to be something we work to keep when we return to campus.
Catherine Stihler taking an early lead in my ‘home office of the conference’ award.
“Technical issues have an emotional impact on people” – Nicholas
Discussing the pros / cons of synchronous and asynchronous teaching – Tutalenui made some great points about how the ability to work asynchronously is a privilege. That there are some people for whom home working / learning has thrust upon them unexpected caring responsibilities. I’m very conscious of this on our student body. With regards to previous comments I’ve made about my team, I recognise the privilege that most of us have in that we don’t have young children / caring responsibilities, which is part of the reason why it has worked well for us.
That there are academics who want to do live Zoom sessions for 3 hours is indeed a problem. It is “adapting” teaching for the pandemic in the worst possible way. My vote is strongly for asynchronous, but it does take time to adapt teaching materials for the new approach. My own sessions have – and I hope my students would agree with this! – considerably improved since the beginning of the pandemic.
In total and complete honestly, I have chosen this strand because that title haunts me. From Mark Brown at DCU, asking the question of how we keep current with research in our fields. Identifies a problem of ‘drowning in open resources and journals’. Publishes a top 10 list of articles as ranked by his team. Strong focus on open access journals, but commented about the problem of many articles still being behind closed-doors / paywalls. Some authors are responding by publishing their pre-published drafts in open journals. Cautioned wariness of sticking with known / favourite resources as this could result in missing good things.
Neil Mulholland discussing the problem of teaching contemporary arts during the pandemic. Prior to the pandemic there were very few distance / online learning communities for artists – the field was over-reliant on the studio as a means of socialisation. Responded by creating a new OER collating relevant peer reviewed resources.
It is just about 12 noon and I’m calling it on the ‘live blog’ thing! Great idea Sonya, but too much work. Instead of concentrating on the content of the sessions, I’m worrying about formatting issues on this post. Will revert to my classic frantic scribbling of notes which I’ll turn into a couple of posts over the following few days.
“The what and how of using, re-writing and sharing Open Educational Resources in HE and FE library contexts”. A one day conference run by the Yorkshire and Humberside Branch of the Academic and Research Libraries Group and hosted at Leeds Beckett University (in the Rose Bowl building, above).
Who Needs a Repository When You’ve Got Google?
Nick Sheppard – Repository Developer, Leeds Beckett University
Nick started his presentation by exploring the differences between the Green and Gold models of open access publication of research papers and the current recommendations of the Finch Report and HEFCE, and the implications on library departments, particularly the potential for additional costs. He then moved on to demonstrate an OER resource he has created in Xerte, an interactive exploration of the SCONUL Seven Pillars model of information literacy, itself based on Creative Commons licensed OERs he found in Jorum. (And an hour later the news broke that Jorum would soon be no more!)
CoPILOT: What Can We Do For You?
Nancy Graham – Research Support and Academic Liaison Manager, London School of Economics
Nancy led a discussion on how to convince academics to use OERs and contribute their own materials to repositories. Challenges and barriers we identified included where to find suitable materials, concerns about quality, and relevance to their subject areas. Nancy then shared some of her research into reasons why people choose to use OERs which included personal recommendations from colleagues, reputation of the repository and relevance to their subject area, and clear Creative Commons license indicating allowed re-use. Finally Nancy told us about the Lilac Credo Award for Digital Literacy and recommended we put any good uses of OERs forward for consideration.
Skills@Library: Using and Creating OERs
Helen Howard – Learning Services Team Leader, University of Leeds
Helen gave us an overview of the Skills for Learning provision at the University of Leeds and shared their experience in developing their resources. Considerations included identifying core skills which all students should have and how best to present the Skills for Learning material to those students. From their experience Helen recommended working with academics to embed the Skills for Learning materials in student’s core curriculum, ideally linked to learning outcomes and including an element of assessment. All of their materials were published as OERs accompanied by lesson plans and notes on how to use them.
OERs for People With no Technical Skills and No Money
Sarah George – Subject Librarian, University of Bradford
Sarah presented an extended case study of their experience developed OERs in very short timescales and with no budget. One thing they tried was re-purposing OERs from other institutions and Sarah discussed some of the problems they experienced, including the difficulty in removing the branding from certain types of document, such as PDFs, and the inability to do any kind of editing of others, such as those created with Storyline. One tool they used successfully was SlideGo, an online tool that converts PowerPoint files into HTML5 web presentations, to good effect according to Sarah. Something else which she demonstrated was a home-made method of doing simple quizzes in PowerPoint by utilising internal links applied to objects and shapes.
Jisc are soliciting for project submissions with regards to interactive learning resources. From their email:
Jisc is seeking to expand its offer to learners in the further education and skills sector. It is inviting project submissions for the creation of open-access learning resources aimed at apprentices funded by the Skills Funding Agency and based primarily in the workplace. Our invitation for interactive learning resources provides the perfect opportunity for the skills sector in England to move towards one of FELTAG’s recommendations for ‘blended learning’.
Consultation with practitioners, managers and students shows that teacher-generated learning content is widely used in the sector, but is not widely shared. By sharing open educational resources online, teachers can save preparation time, they can create bespoke learning content for their learners’ specific needs, and they can learn from their peers about how to integrate e-learning into their practice. Through the creation and sharing of high-quality learning content, teachers can also help raise the profile of their organisations.
Full details are available on their website: http://www.jisc.ac.uk/fundingopportunities.