The impact of open scholarship on teaching and scholarly practice

The Presentation inside:

Slide 0

The impact of open scholarship on teaching and scholarly practice Martin Weller

Slide 1

About me Prof at the Open University Digital Scholarship book OER Research Hub Blogger The Battle for Open

Slide 2

This talk What is open scholarship? What’s it got to do with me? Pedagogy OERs and teaching Open practice The battle for open Conclusions

Slide 3


Slide 4

Weller (2011) open scholars are likely to: Have a distributed online identity Have a central place for their identity Have cultivated an online network of peers Have developed a personal learning environment from a range of tools Engage with open publishing Create a range of informal outputs Try new technologies Mix personal and professional outputs Use new technologies to support teaching and research Automatically create and share outputs

Slide 5

But what’s it got to do with me?

Slide 6


Slide 7

Pedagogy of scarcity? Lecture – one to many Library Instructivism/didactic

Slide 8

What would a pedagogy of abundance look like?[email protected]/387761039/

Slide 9

Assumptions Content is free Content is abundant Content is varied Sharing is easy Social based Connections are ‘lite’ Crowdsourcing Network is valuable

Slide 10

Resource based learning:

Slide 11

Problem based learning

Slide 12


Slide 13

Communities of practice

Slide 14


Slide 15

3 possible reactions There is nothing in the pedagogy of abundance We have enough theories just need to recast them None of the existing theories quite captures new tech & behaviour & new one is required

Slide 16

Open Educational Resources teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. (Hewlett Foundation n.d.)

Slide 17

OERs & the OER Research Hub

Slide 18

OER improve student performance/satisfaction Educators believe this somewhat, learners more so Stronger for related factors, eg confidence, interest, enthusiasm, experimentation Access to resources & ownership important “I went from being horrible in AP Biology … and went from a D 66% up to a A 90% so far.”

Slide 19

People use OER differently from other online materials Adaptation is high – a continuum of practice Majority of educators think open licensing is important, but only 12% share with CC Open licence less important than relevance & reputation Openness as virus “It’s given me the desire to share more openly”

Slide 20

OER widen participation in education Students use OER to trial subjects Students use OER to supplement study Some use OER as replacement to formal study “It has allowed me to develop knowledge easily in areas that I thought would be difficult to learn due to the inability to buy an in-depth textbook.”

Slide 21

OER use leads educators to reflect on their practice Strong evidence that educators: a broader range of teaching and learning methods; reflected more on the way that they teach; more frequently compare their own teaching with others get new ideas for teaching; prepare for teaching; to learn about new topics; & to supplement lessons An under-reported benefit of OER

Slide 22

OER adoption brings financial benefits for students/institutions Strong evidence for savings Mainly OpenTextbooks, not online OERs Continued access to current material more sig? “I think that it is highly beneficial to have a brand new text to use, I would have been forced through budgetary constraints to purchase other texts which are 5-10 years old”

Slide 23

OER Active OER as facilitator OER consumer engaged with issues around open education, are aware of open licenses and are often advocates for OERs have some awareness of OERs, or open licenses, but they have a pragmatic approach to them. OERs are of secondary interest to their primary task use OERs amongst a mix of other media and often not differentiate between them. Awareness of licenses is low and not a priority Types of OER usage

Slide 24

Open practice

Slide 25

My online identity

Slide 26

Some numbers Blog (since 2006) – 500,000 views Blipfoto - 155,000 views over800 entries Citations - 1,620 Slideshare - 250,000 views (7 years, 59 presentations) Colored dice by sgs 1019:

Slide 27

Confession I don’t know what these numbers mean in terms of impact! I don’t know what these numbers mean in terms of impact

Slide 28

Complementary process link links promotes automatic publish comments subscribes discusses retweets

Slide 29

It’s distributed Reflections by stephen dooley

Slide 30

It’s evolving

Slide 31

It’s default

Slide 32

Staircase of the Vatican museum by _robertC_ It’s moving to the centre

Slide 33

It mixes personal & professional

Slide 34

New routes for impact 2400 visitors 52,000 visitors = 163 hits/month = 1000 hits/day Open Research Online

Slide 35

Do we need different skills to compete in an attention economy?

Slide 36

Video Networks Data visualisation Analytics Curation/filtering Writing for online Liveblogging New skills

Slide 37

Open scholarship example Katy doing MOOC, blogs final assignment Picked up by Phil Hill at eliterate Becomes defacto piece on completion rates Invited to submit proposal for funding Conference & journal articles follow

Slide 38

Who knows where it will end? Keynote invites Guardian events Book as staff development MOOCs

Slide 39

Challenges Open access is key, not always encouraged Takes investment to reach the pay-off “It’s not proper!” Not much of: stealing ideas, online abuse, conflict with traditional role

Slide 40

Tips Get started! Find your voice/tool Give a bit of you Be a good networker Use a mix Don’t overplan Be open

Slide 41

The dark side of open

Slide 42

Perils of Open scholarship Trolls Job perils Promotion

Slide 43

“The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price.” A means for tech to undermine education

Slide 44

Creates false dichotomies

Slide 45

Lessons from the VLE Rapid adoption & mainstreaming Outsourcing & sedimentation

Slide 46 The charges Systems - privileges a technology management mindset Silos – does not allow for the benefits of openness Missed opportunities – learners use a system unlike anything outside of education Costs – drain the financial and also the human resources, Confidence – ed techs are required to manage the system (Groom J & Lamb B (2014) ‘Reclaiming Innovation’. EDUCAUSE Review, vol. 49, no. 3

Slide 47

Openness is not just a peripheral interest now

Slide 48 Ultimately it is a battle of ownership

Slide 49

What can openness do for you?

Slide 50

Some links: Digital Scholarship: Battle for Open book: Blog: