Open Education 2017

This presentation will share findings from a research study being conducted on the experience of faculty as they redesign a graduate program in Learning and Technology that has openness as a key design principle. Openness was adopted as a program goal predicated on the philosophical stance that openness and open educational practices facilitate collaboration and cultivate networked learning in its many forms as necessitated by the digital age. The graduate program under study prepares students to design, create, implement and evaluate contemporary digital learning environments that many may not have experienced themselves. By adopting openness as a key design principle, the program presents a model of a contemporary digital learning environment in the context of post-secondary education.

This research examines the faculty experience designing a graduate program along a continuum of openness at a post-secondary institution defined by a blended learning delivery model that to date has no formal institutional open education strategy or open policy in place. Initial findings of how embodying this view of openness impacted the experience of faculty in designing for, and facilitating in, these more open learning spaces will be shared. Research themes such as: the complexity of defining openness within the bounds of a graduate program; alignment between openness and an institutional learning and teaching model; faculty level of risk and comfort and, the impact on course design and delivery will be discussed. Examples of ways in which the 5 R's of openness: retain, reuse, revise, remix and redistribute (Wiley, 2014) have been applied at program and course level will be shared. Ways in which faculty perceive the digital learning environments they have created with respect to the spectrum of networked and open practices outlined by Paskevicius & Forssman (2017) will also be discussed.

Librarians have become a major stakeholder in the open education movement. However, many of the courses in which we are taught our craft are still bound by traditional commercial texts. The open, collaborative nature of OER lends them a unique ability to support community-driven learning and sharing, making them an ideal venue for introducing new learners to a dynamic, aspirational field like scholarly communication. Librarians from three institutions - Kansas, Illinois, and NC State - are developing an OER for training librarians and other learners about what scholarly communication librarianship is and what it has the potential to be.



This presentation describes our work developing a collaborative, community-driven, dynamic OER for introducing students and practitioners to scholarly communication. An open resource is critical to this approach because scholarly communication has a multiplicity of contexts and meanings so institutions, instructors, and learner need to be able tell their own stories. Openness creates a space in which voices historically excluded from presumed Š—“authorityŠ— can influence and even own the narrative, contributing stories which are inspirational and grounded in experiences often left out of traditional textbooks. Join us for an overview of a dynamic new OER project and an exploration of the transformative potential of open pedagogy in librarianship and scholarly communication.

The Justice Institute of British Columbia (JIBC) is Canada's leading public safety educator. With 3 schools, 13 divisions and 45 programs, JIBC educates and trains public safety officials ranging from frontline social workers to police officers. Our students are lifelong learners who have numerous points of entry or return to our institution. Learners may enter our programs before employment, as part of their training once employed in the public safety sector or for continuing education and further professional accreditation. Our programs are truly integrated with our frontline worker and first responder communities where we work closely with them to design, develop and delivery our learning. For over five years, JIBC has used our unique student trajectory to design and implement open solutions for course delivery and life-long learning resources.



Open courses and resources are a valuable and practical solution to the numerous training issues and problems that arise when working with in the public safety sector. For example, rather than exclusively looking at learners who are currently in our programs, we look at designing for the long-term. An open resource website that allows policing students to access the legal elements of common criminal offences will also greatly benefit them when they are on the police force. Open design allows us to consider and explore the application of the resource inside and outside of the classroom.



In this session, using the JIBC student trajectory, we'll look at six key design considerations for open within the context of public safety post-secondary education, including:



1. Frequently changing regulations, standards and legislation

2. Widely-distributed learners

3. Mobile accessibility of resources

4. Sensitive material

5. Reducing costs to students

6. Reducing development cost

Over the past decade, the term Š—“Open Educational ResourcesŠ— has become clearly defined, in part by the 5Rs. In recent years the two terms Š—“Open Educational PracticesŠ— and Š—“Open PedagogyŠ— have been used in various ways, including as synonyms. In this presentation we propose distinctive definitions for these terms and provide examples of each.

This presentation will share findings from a research study being conducted on the experience of faculty as they redesign a graduate program in Learning and Technology that has openness as a key design principle. Openness was adopted as a program goal predicated on the philosophical stance that openness and open educational practices facilitate collaboration and cultivate networked learning in its many forms as necessitated by the digital age. The graduate program under study prepares students to design, create, implement and evaluate contemporary digital learning environments that many may not have experienced themselves. By adopting openness as a key design principle, the program presents a model of a contemporary digital learning environment in the context of post-secondary education.

This research examines the faculty experience designing a graduate program along a continuum of openness at a post-secondary institution defined by a blended learning delivery model that to date has no formal institutional open education strategy or open policy in place. Initial findings of how embodying this view of openness impacted the experience of faculty in designing for, and facilitating in, these more open learning spaces will be shared. Research themes such as: the complexity of defining openness within the bounds of a graduate program; alignment between openness and an institutional learning and teaching model; faculty level of risk and comfort and, the impact on course design and delivery will be discussed. Examples of ways in which the 5 R's of openness: retain, reuse, revise, remix and redistribute (Wiley, 2014) have been applied at program and course level will be shared. Ways in which faculty perceive the digital learning environments they have created with respect to the spectrum of networked and open practices outlined by Paskevicius & Forssman (2017) will also be discussed.

Librarians have become a major stakeholder in the open education movement. However, many of the courses in which we are taught our craft are still bound by traditional commercial texts. The open, collaborative nature of OER lends them a unique ability to support community-driven learning and sharing, making them an ideal venue for introducing new learners to a dynamic, aspirational field like scholarly communication. Librarians from three institutions - Kansas, Illinois, and NC State - are developing an OER for training librarians and other learners about what scholarly communication librarianship is and what it has the potential to be.



This presentation describes our work developing a collaborative, community-driven, dynamic OER for introducing students and practitioners to scholarly communication. An open resource is critical to this approach because scholarly communication has a multiplicity of contexts and meanings so institutions, instructors, and learner need to be able tell their own stories. Openness creates a space in which voices historically excluded from presumed Š—“authorityŠ— can influence and even own the narrative, contributing stories which are inspirational and grounded in experiences often left out of traditional textbooks. Join us for an overview of a dynamic new OER project and an exploration of the transformative potential of open pedagogy in librarianship and scholarly communication.

The Justice Institute of British Columbia (JIBC) is Canada's leading public safety educator. With 3 schools, 13 divisions and 45 programs, JIBC educates and trains public safety officials ranging from frontline social workers to police officers. Our students are lifelong learners who have numerous points of entry or return to our institution. Learners may enter our programs before employment, as part of their training once employed in the public safety sector or for continuing education and further professional accreditation. Our programs are truly integrated with our frontline worker and first responder communities where we work closely with them to design, develop and delivery our learning. For over five years, JIBC has used our unique student trajectory to design and implement open solutions for course delivery and life-long learning resources.



Open courses and resources are a valuable and practical solution to the numerous training issues and problems that arise when working with in the public safety sector. For example, rather than exclusively looking at learners who are currently in our programs, we look at designing for the long-term. An open resource website that allows policing students to access the legal elements of common criminal offences will also greatly benefit them when they are on the police force. Open design allows us to consider and explore the application of the resource inside and outside of the classroom.



In this session, using the JIBC student trajectory, we'll look at six key design considerations for open within the context of public safety post-secondary education, including:



1. Frequently changing regulations, standards and legislation

2. Widely-distributed learners

3. Mobile accessibility of resources

4. Sensitive material

5. Reducing costs to students

6. Reducing development cost

Over the past decade, the term Š—“Open Educational ResourcesŠ— has become clearly defined, in part by the 5Rs. In recent years the two terms Š—“Open Educational PracticesŠ— and Š—“Open PedagogyŠ— have been used in various ways, including as synonyms. In this presentation we propose distinctive definitions for these terms and provide examples of each.