OEGlobal 2024

Open education invites communities to envision a future in which access to educational opportunities is open, inclusive, and transformative. This vision requires intentional consideration of issues related to diversity, equity, and inclusion (DEI). In the United States, some states have passed legislation which prohibit public institutions of higher education from using federal funds to support initiatives exploring DEI, going so far as to prevent participation in conferences, committees, and publications with a named emphasis on these topics. The weaponization of language has led universities across the country to rebrand departments and titles involving DEI- even in states without anti-DEI legislation to preemptively safeguard this important work.

With DEI under attack, is the solution to change the language, to redefine the acronym that has become a politicized buzzword? Some believe that if the language is updated to covertly allow practitioners to continue, this will lead to benefits. But with this ‘optimized’ language, we run the risk of having a false impression of benefit and doing actual harm.

Participants in this session will engage in discussion to consider how the purpose and outcome of the work can be accomplished by integrating DEI into practice in ways that reflect understanding of the core meaning and bypassing now prohibited language.



Included in [Session 3C]: Diversity Equity and Inclusion

Author Keywords
DEI, Language, Anti-DEI Legislation, Weaponization of Language

Integrating place-based learning into Open Educational Resources (OER) represents a dynamic approach to engaging students within the Natural Sciences. Our initiative spans across various disciplines, including botany, agriculture, biology, zoology, and marine biology, weaving local content into the fabric of our curriculum. Place-based learning (Sobel, 2004) is a well known concept that incorporates the local environment and cultural aspects of place into the curriculum.

In Hawai‘i, this framework is also called ʻĀina-based pedagogy (Ledward, 2013; Maunakea, 2021). ʻĀina is the Hawaiian word for “land,” which means that which feeds (Goodyear-Ka'ōpua, 2009). ʻĀina-based education is grounded in teaching and learning through a Hawaiian worldview, which actively incorporates the land, ocean, air, and all living things into the learning process. By embracing ʻāina-centered methodologies, individuals develop a meaningful relationship with the Hawaiʻi landscape, foster community ties, and develop critical skills in the sciences.

Traditional textbooks for natural sciences often lack information that can ground students in learning through ‘āina, as they typically offer generic examples of concepts found in other places. Therefore, developing and integrating materials that are localized has been the center of our work. Our pedagogical approach lies in open collaboration, empowering students as they actively shape content and enrich both local and global communities. Additionally, collaborating with librarians to develop libguides and curate other types of research support materials has enhanced student research. By engaging with these methodologies, students can learn about the place, culture, history, and language while building critical skills in the natural sciences.

In this presentation, we delve into examples showcasing our commitment to open pedagogy. From harnessing the power of conducting original research and leveraging digital platforms such as websites, libguides, and Wiki Edu, we illuminate diverse avenues for content creation that honors inclusion and diversity. Moreover, we explore our innovative class structures, designed to immerse students in experiential learning through semester-long projects. This teaching and learning environment through open pedagogy is highly reliant on the unique expertise of our Hawai’i-Pacific Resource Librarian and other indigenous faculty on campus. These collaborations are critical to teach through a cultural lens and empower students to learn through local resources.

Together, these strategies not only cultivate a deeper connection to ‘āina but also nurture a sense of stewardship and curiosity essential for lifelong learning and connection to cultural practices. Participants in this session can expect to gain a comprehensive understanding of how place-based learning and OER can be integrated into the Natural Sciences curriculum from faculty and librarian perspectives.



Included in [Session 3C]: Diversity Equity and Inclusion

References
Goodyear-Ka'ōpua, N. (2009). Rebuilding the ‘auwai: Connecting ecology, economy and education in Hawaiian schools. AlterNative: An International Journal of Indigenous Peoples, 5(2), 46-77.

Ledward, B. (2013). ʻĀina-based learning is new old wisdom at work. Hūlili: Multidisciplinary Research on Hawaiian Well-Being, 9, 35-48.

Maunakea, S. P. (2021). Toward a framework for ʻāina-based pedagogies: A Hawaiʻi approach to indigenous land-based education. Journal of Higher Education Theory and Practice, 21(10).

Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Education for Meaning and Social Justice, 17(3), 63-64.

Author Keywords
Place-based, Hawaiian Flora and Fauna, Open pedagogy

Given the broad reach of open educational resources (OER), efforts to design materials in an inclusive manner required the consideration of the diverse backgrounds of those accessing them. Public health research has revealed that one in five adults have been exposed to a potentially traumatic event. Given that reminders of these events can spur stress reactions that interfere with learning, those who develop OER can benefit from learning about trauma-informed practices to avoid such adverse experiences amongst students.

This presentation will introduce the strategies for instructional design that are aligned with the US Substance Abuse and Mental Health Services Administrations (SAMSHA) six key principles of a trauma-informed approach: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice and choice; and cultural, historical and gender issues. Examples will be shared from OER resources by the authors - including texts, toolkits, podcasts and online courses.

The presentation will highlight the utility of OER for educators in higher education for teaching, research and service.



Included in [Session 3C]: Diversity Equity and Inclusion

Author Keywords
trauma-informed pedagogy, inclusive education, inclusive design

Open Educational Resources (OER) have the potential to democratize education and make knowledge accessible to all. However, without conscious efforts to promote diversity, equity, and inclusion, OER materials may inadvertently perpetuate biases and marginalize certain groups. DOERS (Driving OER Sustainability for Student Success), a collaborative of 37 public U.S. and Canadian higher education systems and statewide/province-wide organizations, developed The Equity Through OER Rubric, a framework to define, unpack, and explain the multiple dimensions of equity and foreground the role of OER in closing equity gaps.

The Equity Through OER Blueprint is composed of three sections: an overview with the theoretical frameworks and research foundation used to develop the rubric, the rubric itself, and case studies. The case studies showcase how the Equity Through OER Rubric can be utilized in diverse institutional and system contexts.

This session will introduce participants to the Equity Through OER Rubric, which covers various aspects of equity, including representation, cultural relevance, accessibility, and language. The rubric offers a structured approach for assessing an institution/system’s capacity for adopting and scaling OER efforts through an equity lens and identifying areas that may need improvement to better serve diverse learners. The session will highlight a real-world example of how the rubric has been applied to an established OER initiative, showcasing the process of identifying and addressing areas of strength and opportunities for improvement.



Included in [Session 3C]: Diversity Equity and Inclusion

References
DOERS3 Equity Through OER Theoretical Framework and Blueprint: https://www.doers3.org/oer-equity-blueprint.html

DOERS3 Equity Through OER Rubric: https://www.doers3.org/equity-through-oer-rubric.html

Author Keywords
Inclusion, diversity, equity, access, Open education policies and strategies, Social justice

Panel Title: Is equity, diversity, and inclusion (EDI) in Open Education everyone’s business?
 
Introduction to the discussion
Equity, diversity, and inclusion (EDI) have been significant topics within the Open Education (OE) community. However, simply providing free and online resources, such as Open Educational Resources (OER), does not guarantee equitable, diverse, and inclusive access to these resources. The vast majority of OER is only available in the English language, making it challenging for many learners worldwide to access them, especially those in the Global South. This example highlights that openness may not reach everyone and underscores the need for more efforts to ensure that openness is equitable, diverse, and inclusive.

Other instances where EDI in OE might not reach or even be applicable for everyone are:

• Resistance to change – as not everyone may be open to embracing EDI principles and practices. Individuals or institutions with entrenched biases or outdated beliefs may resist efforts to promote diversity and inclusion in open education.
• Cultural beliefs - cultural differences and norms can influence the acceptance and implementation of openness, such as indigenous knowledge. Some communities or institutions may have cultural traditions or beliefs that need to be respected, but also clash with certain aspects of openness, posing challenges to its widespread adoption.
• Lack of awareness - some open practitioners may not fully grasp the importance of EDI or may be unaware of the impact of systemic inequalities on marginalized groups. This lack of awareness can impede efforts to promote EDI across all educational contexts, in particular in open education.

This panel aims to provide a venue to further discuss the issues above and hopefully together we can come up with solutions to create conditions and an environment where OE is more equitable, diverse, and inclusive to those who need the most. To address these aims, our panel members will answer the following questions:

In your context, what are other examples where open education might not reach learners and users?

Also withing our context, what can we do, on an individual, community, institutional and/or even sector levels to make sure the EDI in OE is everyone’s business?

Panel members will have 5 minutes to answer both questions. After that, panel members will then answer questions from the audience.
 
Our Panel Members are:
 
Prof María Soledad Ramírez Montoya - solramirez@tec.mx
María Soledad Ramírez-Montoya is a research professor at Institute for the Future of Education, Tecnologico de Monterrey. Her work is focused on developing local and global initiatives for education, involving research and innovation, as a means of social transformation and impact for lifelong learning and sustainable development. She coordinates an Interdisciplinary Research Group, which includes the implementation of training systems supported with Open Science and Technologies 4.0 strategies. Marisol is also a UNESCO Chair on "Open Education Movement for Latin America", and mobilises training, production and research initiatives for open education.

Dr Johanna Funk - johannafunk@hotmail.com
Jo Funk is an experienced Teacher, Researcher and Lecturer with a demonstrated history of working in the independent, higher and public education sectors. Johanna has a background in intercultural education in compulsory, private, flexible, second language and higher education sectors. Her research interests include open educational practices that support learner confidence and participation. She is currently teaching at Ipswich Flexible Learning Centre and a research fellow at Deakin University.

Melody Chin - melodychin@smu.edu.sg
Melody is Senior Librarian for Instruction & Learning at Singapore Management University, where she currently leads the OER initiative at SMU Libraries. She is passionate about Open Education, and is currently Co-Chair of the OER Special Interest Group for ASEAN. Melody has previously served as Asst. Hon. Secretary and Chair of the Library Association of Singapore (LAS) Membership Committee, and was also instructor for the ASEAN University Network’s AUNILO Train-the-Trainer OER workshop. She has recently won the OE Award for Excellence – Catalyst Award 2024.

Steven Chang - S.Chang@latrobe.edu.au
Steven Chang coordinates open education programs at the La Trobe eBureau. His focus is on empowering teaching academics and professional staff as emerging open practitioners through collaborative 'Third Space' projects. Steven is a Co-Convenor of the Open Educational Practices special interest group of ASCILITE. His current role is Coordinator, Open Education & Scholarship at La Trobe University.
 
Dr Glenda Cox - glenda.cox@uct.ac.za
Glenda is an associate professor in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town and her portfolio includes Teaching in post graduate courses, supervision, Teaching innovation grants, Open Education Resources and Staff development. Her research focused on using the theoretical approach of Social Realism to explain why academic staff choose to contribute or not to contribute their teaching resources as open educational resources. Glenda is passionate about the role of Open Education in the changing world of Higher Education. Dr she is currently the Principal Investigator in the Digital Open Textbooks for Development (DOT4D) project, funded by the Canadian International Development Research Centre (IDRC).

Dr Mais Fatayer - mais.fatayer@uts.edu.au
Mais is the learner experience design manager at the University of Technology, Sydney. She completed her PhD in the area of educational technology with focus on Open Educational Resources in learning and teaching. Following on from her doctoral work, Mais work has been focused on transforming the adoption of educational technology. Mais led many initiatives for educational professional development, participated in multidisciplinary research and designed innovative and award winning learning and teaching solutions. Currently she is part of the education portfolio at UTS working on transforming learning and teaching.

Chair: Dr Carina Bossu - carina.bossu@open.ac.uk

Included in [Session 4D]: Diversity Equity and Inclusion

Author Keywords
EDI, Equity diversity and inclusion in Open Education, EDI guidelines, EDI strategies for open education