Reflecting on teaching in the open: Digital Literacies and Open Practice [O-136] Members : OER19

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Public Group Active 5 years ago

Wed, Apr 10 2019, 5:20pm – 6:20pm

Authors: Jane Secker, Lorna Campbell, Chris Morrison, and Dave White

Room: CA107

Theme: Critical literacies

Type: Workshops and panels (60mins)

Description

Session Description

This panel starts by outlining my experiences of teaching a new module: EDM122: Digital Literacies and Open Practice which is part of the MA in Academic Practice at City University of London aimed at teaching staff. The session will be useful to participants looking to understand how open practices and digital literacies might align to the aims and values of their institution.

The Open Knowledge in Higher Education course at the University of Manchester was a significant influence on the decision to launch this module, but it was also shaped by concepts such as the Digital Scholar (Weller, 2011) and the idea of ‘Residents and Visitors’ (White and Le Cornu, 2011). I had a particular reason for wanting to teach both digital literacies and open practice together given my own research into copyright literacy (Morrison and Secker, 2018) and the recent research into open praxis by Cronin (2017).

The session starts with a brief overview of the course, how it was designed and assessed. I’ll share some feedback from the London 2018-19 cohort and outline ongoing research into the attitudes of staff towards both digital literacies and open practice and the implications for their own educational practice.

An important component of the course has been a blog and public webinar series with a series of guest speakers (see https://blogs.city.ac.uk/dilop/webinars/). The panel will be comprised of three of my guest speakers from the webinars who will share their own reflections on participating on the course and the relationship between critical digital literacies and open practice.

We will consider the following questions, drawing on the topics of three webinars given as part of the course:
– What is copyright literacy and how does it relate to open practice and digital literacies?
– How are open educational practices supported within institutions both at a practical and policy level?
– How do network values apply in the hierarchical context of higher education?
– What are the tensions, challenges and opportunities that a module such as this might expose, and how can it be used to improve educational practices?

Some of my experiences have also been shaped by the international community of open education and I taught a version of this course in Uruguay in August 2018. I’ll provide a short reflection on the course I ran in Montevideo and the lessons learnt from these participants that shaped my own thinking about what openness might mean in this context.

During the session participants will have a chance to contribute their own reflections on the content and nature of this course and we will capture these on a padlet to also allow remote participation. Brookfield’s four lenses of reflection (Brookfield, 1998) will be used as a way of framing the session and examining our practices. I will share a write up of the event on the course blog after the conference and it will provide invaluable ideas into the second iteration of the module.

Session content

IIntroduction to the panel members and chair – 5 mins
Introduction to the module and overview of the content – 10 mins
Brief summary of reflections from each panel member while collecting comments and observations from the participants on a padlet – 20 minutes (5 mins per speaker)
Responses to questions and observations from the floor – 10 minutes
Additional time to discuss and capture reflections based around Brookfield’s 4 lenses – 10 minutes
Summary and wrap up and what next – 5 mins

References

Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205.

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5).

Morrison, C & Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38 (6/7)

University of Manchester (2018) Open Knowledge in Higher Education. Available at: https://medium.com/open-knowledge-in-he/about

Weller, M (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. Available online: https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is-transforming-scholarly-practice/

White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).

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