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Reflecting on teaching in the open: Digital Literacies and Open Practice

Chair: Jane Secker

Panel members:

Lorna M. Campbell, University of Edinburgh

Chris Morrison, University of Kent

Dave White, University of the Arts London

OER19 National University of Ireland, Galway, 10-11 April 2019

https://padlet.com/secker_jane/oer19

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EDM122: Digital Literacies and Open Practice

Background and overview

Part of MA in Academic Practice at City
Informed by module: Open Knowledge in HE at University of Manchester
Experience of teaching Copyright Literacy and Open Practice teaching at the Universidad de la Republica Uruguay in August 2018

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Course structure

3 X 5 hour teaching days

Day 1: definitions and terminology

Day 2: The digital scholar and open practices

Day 3: Embedding digital literacies and open practice

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Guest Webinars

Chris Morrison, University of Kent, An introduction to copyright literacy
Lorna Campbell, University of Edinburgh, Open Education Practices
Sarah Knight and Lisa Gray, Jisc, Developing organisational approaches to digital capability
Dave White, University of the Arts London, Networked values in hierarchical contexts
Jo Parker and Katharine Reedy, Open University, Embedding Digital literacy in the curriculum
Catherine Cronin, NUI Galway Critical digital literacies, data literacies, and open practice

Open to all with no password, recorded and available from the course blog

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The course blog

https://blogs.city.ac.uk/dilop/

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Summative assessment

Video and 500 word reflection

You will make a 5 minute video exploring an aspect of digital literacies or open practice and how it relates to your own practice and complete a 500 word reflective evaluation.

�Essay

A 2,000 word evaluative essay on the impact of open practice, digital literacy on an aspect of Learning and Teaching, Research or Administration in UK Higher Education. This should include evidence of a critical engagement with the appropriate literature and its impact on your own professional practice and identity. The title is to be agreed with the module lead.

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Feedback from the first cohort

Jane had made the module interesting and relevant to my teaching. The design of the course enables good discussion to take place in the group

Jane’s experience and enthusiasm for the topic made the module very valuable for my professional development.

This has the potential to be a dry topic, but Jane’s approach to teaching has made it my favourite module on the programme so far

An engaging and appropriate rang of teaching techniques. A very enthusiastic and knowledgeable lecturer. A wide range of resources including five webinars.

Opportunities to hear from a range of specialists outside City University of London via the Adobe Connect series.

Jane is passionate about the topic, fun and interactive. The board game was educational and fun

A little more supplementary guidance on Moodle about how to use media space (video uploads).

Perhaps have formative feedback opportunities and summative deadlines after the teaching days!

Expectations around the video assignment could have been clearer.

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A new research project

Ethical clearance just obtained to explore staff experiences of digital literacies and open practice at City University

Group and individual interviews planned with staff in spring / summer 2019

Using phenomenography to understand the variation in experiences

The overall aim of this project is to answer the following questions:

What is the experience of staff who use educational technologies and how do their attitudes towards digital literacies and open practices impact on their teaching?

How are staff currently supported to develop a good understanding of these literacies and practices as part of these two modules which form part of the MA in Academic Practice at City, University of London and what additional support might they need?

To achieve the above aim, the project will specifically examine the following sub-questions:

How do staff define terms such as digital literacies and open practice?

What support do they need to develop their own (and their students) digital literacies and what is the role of EDM122 and the EDM116 module in supporting them?

What attitudes do they have towards the concept of ‘openness’ in their teaching?

Do they share their teaching or research materials openly and how do they make decisions about re-using others and licensing their own work?

What changes might they have made to their teaching or research practices since completing the two modules and how is this impacting on their students or beyond?

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Reflections on teaching in the open: using Brookfield’s four lenses

The lens of self – autobiographies of us as learners and lecturers, if we don’t reflect there is a danger we will teach as we wish to be taught

The lens of your students – empathise with them imagine what it would be like to be a student in your class

The lens of your colleagues – peer review important

The lens of theoretical literature – the basis for our actions and understanding.

Brookfield (1995, 1998)

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Reflections from my guests

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Reflections from Lorna M. Campbell

Collaboration and empowerment are fundamental to any understanding of open education.
We all experience openness differently.
Open online spaces and communities are not without prejudices & power structures, which may replicate real world inequalities.
Cronin: Advocate for openness at the institutional level but be sensitive to how our students experience openness.
Institutional policy and strategy around openness provides reassurance to staff.
University of Edinburgh OER Policy is squarely inline with institutional mission and vision.

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Reflections from Chris Morrison

Starting with copyright: Was this a foundation or a health and safety briefing?
What’s the difference between a copyright strategy/policy and an open practice strategy/policy?
Am I doing the right thing? The context and culture of the institution and the ability to influence.

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Reflections from Dave White

Reveal your educational philosophy
Establish the mode of engagement (online is not a mode)
Talking about Openness/Connectivism is not the same as being Open/Connectivist

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Jane’s reflections

Being open, flexible and playful
The broad remit of the course and ensuring flexibility
Terminology issues
How to be truly open when you are in fact closed?
The value of the webinars and guest input
Staff engagement with openness – ideology, policy and practice

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Lessons from Montevideo

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Questions for discussion

What are the key issues related to digital literacy and open practice that resonate with teaching staff?

Where do issues such as open education policies, copyright literacy and digital capabilities fits into institutional strategies and policies?

Can such a module really be open and what advantages and challenges does this bring to participants?