Authors: Tannis Morgan, Elizabeth Childs, Irwin DeVries, Michelle Harrsion, Christina Hendricks
Institutions: BC Campus, Royal Roads University, Thompson Rivers University, University of British Columbia
Country: Canada
Topic: Applications of Open Education Practices/Open Pedagogy/Open Education Research
Sector: Higher Education
UNESCO Area of Focus: Sustainable OER
Session Format: Workshop
Abstract
As institutions move to considering the implementation of open education environments, it is critical to understand the characteristics and potential success factors for institutional open educational practices. Higher education institutions are changing to meet the needs of contemporary learners, and as a result, there is a need to discuss the benefits and challenges of implementing open education practices in these spaces (Paskevicius, 2017). While there are currently limited institutional case studies on openness to build upon (Morgan, 2019; Childs, Axe, Veletsianos & Webster, 2019), there is potential for the lessons learned from the rich research on blended learning (Lim & Wang, 2017; Graham et. al., 2013) and institutional transformation research (Kezar & Eckel, 2002) to lend insight to potential practices for institutional OEP initiatives. By adopting both an appreciative and critical approach, a draft OEP self-assessment instrument for institutions was created with the intention of examining the similarities and differences between institutional approaches and their evolution.This workshop will provide an overview of the theoretical underpinnings and description of the OEP self-assessment instrument and its components. Through small group activities, participants will examine and discuss propositional categories and components of the OEP self-assessment instrument. Participants will complete the online OEP self assessment instrument and discuss their experience with a focus on expanding their understanding of what others are doing in institutions globally, and improving the OEP instrument for global use. Participants will also identify initiatives and/or approaches that could help expand OEP at their own institutions.
Proposed draft agenda for the workshop:
Timing Task
5 min Introductions & description of context (BCCampus; BC post-secondary institutions involved; OEP project impetus)
15 min OEP theoretical underpinnings and model description & propositional definitions and categories
20 min Individual or pair completion of the OEP self assessment instrument
20 min Small group examination of categories & areas of focus (think, pair, share, group)
· 1 min silent reflection; 3 min w elbow partner; 12 min w group of 4 in break out rooms
10 min Small group revisit your experience with the OEP self assessment instrument and
· discuss potential refinements/gaps
· write gaps and suggestions for edits in break out room
· lessons learned/shared
Note: may use liberating structure technique in this section to solicit input
10 min Gallery walk of the breakout room discussion in the main room
10 min Large group structured debrief; next steps; invitation for continued involvement
Keywords
open educational practices, open educational practices impact, higher education transformation, OEP tools