That was quite useful!
(Only watched the recording today.)
Particularly enjoyed David “5R” Wiley’s strong agreement to the notion that we have a problem as a movement when OERs become an end in themselves.
What is happening with open learning? - YouTube
By the by, for the non-USers in here… what’s “CTR”? Or did I misunderstand what he said was the “gold standard” for assessment in the US?
The part which connected most directly back to his earlier work on OER permissions (aforementioned 5Rs, completed 9 years ago) is the part about the approach associated with Linus Torvalds:
That’s music to my ears as someone who’s been working in “LXD” (Learning Experience Design). Unlike the Instructional Design frameworks and models decried by Wiley, LXD is a practice which directly validates material (and activities!) empirically. And, yes, that work can help us actively target the following three dimensions instead of conceiving of them as “confounding factors”:
the teacher, the support that teachers may receive when they adopt OER, and instructional design.
On the Relationship Between Adopting OER and Improving Student Outcomes – improving learning (memex.social)
As for tackling systemic issues (including the whole way that formal education has been at the centre of social inequities for decades if not centuries…), there’s room for the Epistemic Justice part of Open Education. Decolonizing knowledge itself may sound like a separate process from “providing educational access” and “decreasing achievement gaps among students”. Through systems thinking, it’s fairly easy to notice that it’s part of the same movement and it can help make the system more appropriate for a “just world”.
It’s no Jedi mind trick. It’s an approach to justice, equity, diversity, and inclusion.