OEGlobal 2024

In an academic institution, a strong policy is the foundation that guides operations, mirroring and harmonizing with the strategic direction of the university. At Queensland University of Technology (QUT), an Open Educational Resources (OER) policy was endorsed in 2016, making it one of the first OER policies implemented in an Australian university. Jointly developed by QUT’s Learning and Teaching Unit and the Library, the purpose of the policy is to provide clear direction to the University’s staff and students with relation to the adoption, adaptation, or creation of OERs.

The initial version of the policy supported the development of open educational resources, including some open textbooks. The Library and Learning and Teaching Unit were natural partners in this venture: the Library would support staff to find suitable resources; and the Learning and Teaching Unit would provide technical, curriculum and platform support, as well as strategic consideration. In Semester 2, 2020 the University launched the Open Textbooks with Pressbooks Pilot with the aim of understanding if the Pressbooks publishing platform was fit for purpose in supporting the adoption, adaptation and creation of open textbooks for positive academic and student outcomes.

This pilot, delivered by the Library and the Learning and Teaching Unit, was deemed successful and among the recommendations, Pressbooks is now the endorsed platform for OER creation and adaption at QUT; and the policy received further refinement and changes reflected in the wide range of perspectives and growing expertise.

A strong policy is often the linchpin that ensures consistency, fairness, and accountability in decision-making processes within an academic institution. The QUT OER policy serves as a roadmap, outlining clear expectations, responsibilities and standards for all stakeholders, including faculty, staff, and administrators.

While use and creation of OERs at QUT was slow at first, we appear to be beginning to turn the corner. Momentum is definitely growing at QUT to adopt, adapt, and create open textbooks. Cultural and organisational change can be a gradual process, even when supported by a strong policy. We have found that advocacy efforts and implementation strategies must be aligned to the requirements of teaching staff and the resources available for providing training and support within the institution. It's crucial to minimize barriers to facilitate smooth progress.

This lightning talk focuses on the importance of partnerships in supporting the development of a robust OER policy. In 2024, QUT’s OER policy will be updated again to reflect emerging global practices.



Included in [Session 2D]: Practice and Policy in OE

Author Keywords
open education resources, policy development, partnerships, collaboration

317 words In March 2022, RMIT University, led by the Library, embarked on a two-year project to develop an Open Scholarship Policy. A significant aspect of the project was to establish principles that drew together both open research and open education (OE), reflecting the reality of our academics and higher degree by research candidates who engage in both teaching and research. Significantly, the Policy project team were determined to articulate RMIT’s ambitions about engaging with open educational practices, including open pedagogy and the use and creation of open educational resources such as open textbooks. The outcome of this project is a Policy that provides a framework for the entire RMIT community – students, academics and everyone who supports teaching, learning and research – to create and disseminate knowledge openly and collegially.

This lightning talk will focus on the key processes involved in successfully developing an institutional policy that promotes OE endeavors. A supplementary openly-licensed OE policy project management toolkit will be provided.

The structure of the talk will include a snapshot of the key stages of the project, accompanies by three slides:

Beginning: alignment with RMIT’s new Education Plan; defining open scholarship to include OE and open research; an environmental scan of open scholarship policies in Australia, New Zealand and internationally; and relationship building with OE allies and stakeholders. (4 minutes)

Middle: three core consultative initiatives to invite perspectives, expertise, and feedback from senior staff from university strategic areas including Indigenous Education, Commercialisation and IP, Legal and Strategic Operations, ITS and Procurement, Research and Innovation, Student Equity and Inclusion, and College and School leaders; and the co-design of Policy principles with members of this community. (4 minutes)

Implementation: socialisation of OE with RMIT’s academic, research, teaching and professional communities using University communication channels, outreach programs and targeted initiatives including open textbook publishing. (2 minutes)

Questions: This will include an invitation by the presenter to take questions to follow up at a later time. (5 minutes)



Included in [Session 2D]: Practice and Policy in OE

Author Keywords
open education policies and strategies, open educational practices, open textbooks

For OEGlobal 2024 I've been facilitating a series of asynchronous online Reimagining Open At The Crossroads activities in the OEGlobal 2024 Interaction Zone. Activities kicked off October 14, 2024 with an Introduction and an activity called Reimagining Open At The Crossroads Through Music followed by three other weekly activities. All activities have been asynchronous and open to everyone to participate in whether attending the OEGlobal 2024 conference in-person or not. 
These activities carry forward the work of Catherine Cronin and Laura Czerniewicz who gave a joint keynote entitled “The Future isn’t what it used to be: Open Education at a Crossroads” at the March ALT OER 2024 conference in Ireland. Their keynote situated open education at a crossroads in a polycrisis world and issued a call for the open education community to take action to move forward from that crossroads. It’s a bit unusual to carry forward a call to action from one conference to another and I gratefully acknowledge Catherine and Laura’s permission and encouragement for me to do so. 
In Brisbane I'm facilitating in-person the fourth Reimagining Open at the Crossroads activity called Pathways and Connections.

This activity invites you to create a visual representation of your personal open education path forward from this crossroads in time. Plurality of paths are welcome. A template using the Brisbane River in Australia will be provided for you to imagine your open education path as a river with tributaries. 
This activity invites you to:

• identify your main pathway and places along it. Your main path can be based on your current open education work or on a reimagining of open education you've been contemplating. 
• create tributaries that connect with and feed into your main path. Tributaries represent other practices you believe can enhance your main pathway. Tributaries could be emergent trends affecting open education such as AI, open pedagogy, and the notion of digital public goods. Tributaries could connect other forms of open to your open education path e.g. open science, open access, open infrastructure, open data, open culture. Tributaries could be people or events that will inform your path going forward.
• Explore and integrate music, What if?, and Make Claims outputs from Reimagining Open At The Crossroads activities 1, 2, and 3 into your pathway.

The activity concludes with opportunities to share and discuss pathways along with finding others pursuing similar pathways you can connect with. This in person sharing intentionally aims to braid your work with others.
Come and invent your future in open education.


Included in [Session 2D]: Practice and Policy in OE

References
Cronin C., Czerniewicz L. ALT OER 2024 https://altc.alt.ac.uk/blog/2024/03/oer24-the-future-isnt-what-it-used-to-be/

Author Keywords
reimagining open, call to action, music, what if?, make claims, personal pathways

Although open education is embraced within the international higher education sector, it is still an emerging practice in Australia. Over the last decade, a growing number of studies have started to explore open education in Australia. However, many of these studies are limited either by their focus on a specific institutional context or on open educational resources which represent only one part of open educational practice (OEP) more broadly. Australia’s higher education sector currently has a limited evidence base to inform the adoption of OEP. This has serious implications for how well Australian higher education – in which the nation invests $116.4 billion in public funds per year – can achieve the Australian Government’s commitment for quality, accessibility, affordability and sustainability for the nation’s higher education sector as articulated in the University Accord.

This presentation outlines preliminary findings from a phenomenographic study aimed at exploring Australian academics experiences of OEP. Phenomenography is a qualitative, interpretive and descriptive approach to research that explores the different ways in which people experience various phenomena and situations in the world around them. In this study, academics employed in Australian universities were invited to participate in a semi-structured interview. The academics interviewed came from various disciplines, universities, and academic levels. They had differing years of experience as academics, and varying levels of familiarity with OEP.

This research can enhance open educational culture and practice in Australian higher education. By revealing varying levels of adoption and challenges, the study informs policy development, professional programs, and promotes equity and collaboration. Ultimately, these insights can improve teaching practices and student outcomes. Addressing the conference theme "Open is Everyone’s Business," the study highlights diverse educator engagement with OEP, showing that fostering a culture of openness requires collective effort and benefits the entire academic community.



Included in [Session 3E]: Practice and Policy in OE

Author Keywords
Open educational practices, Open educational practitioner, Lived experiences, Phenomenography

As OER are increasingly in use across higher education, access to formal publications and research focused on OER and OEP become imperative. Beyond the critical importance of backing our educational choices with evidence, asking imperative questions about the benefits of OER to aid decision-makers is key to furthering the cause across education internationally. During this session, we will explore an open-access web-based archive of publications specifically developed to support practitioners, decision-makers, and researchers alike as they implement, investigate, and learn more about open resources and pedagogies in education. This work is rooted in a large-scale research study focused on advancing the conversation on OER beyond affordability, and having OER literature collected in (and easily accessible through) an online database has allowed us to discover the bigger picture behind OER scholarship, and how trends have shifted over time.

This session will take you on the journey of OER as told through trends in the literature, from an engaging demo where participants will be some of the first to explore the database to defining what we seem to actually know (and don’t know) about OER to–perhaps the most critical piece of all–asking what we can do to keep this important focus on open resources and practices moving forward in education internationally.

In this archive of OER/OEP-focused publications, we have collected and cited over a thousand formal publications whose main focus is OER or OEP, and further coded themes and categories illustrating the landscape of literature . The database includes a variety of publication types, from peer-reviewed journal articles to books and book chapters to reports from relevant organizations. All publications were qualitatively coded by a team of researchers and organized into main categories (OER, OEP), key subgroups detailing the type of information included in the publication (from descriptive to several types of empirical research), and inherent themes across the categories and subgroups highlighting areas of interest within the literature as well as clear gaps in what we know about open practices and resources in education (e.g., student outcomes, student perceptions, faculty perceptions, affordability, policy). This coding scheme also aids users in seeking out exactly what they need from hundreds of publications.We will share the trends we unearthed, data visualizations, and key examples of OER/OEP publications in this presentation. Participants will also have the opportunity to offer feedback on this emerging tool via an anonymous survey as we continue to expand and develop this work. Overall, we seek to support practitioners, researchers, and decision-makers as they identify and use scholarly literature when implementing and arguing for the use of OER at their institutions, thus practicing the science of teaching and learning.

Included in [Session 3E]: Practice and Policy in OE

Author Keywords
Research database, Repository, Scholarly Landscape

Over the last three decades, open educational practices have emerged as a field of both practice and research. In the language of this year’s theme, Open is Everyone’s Business, and business is booming. This boom has spurred institutionalization through myriad published papers, specialized journals, even dedicated classes and courses of study. But this institutionalization raises many questions, especially in regards to course offerings: are there regular courses offered in open educational practices, and if so, where are they taught and what do they include? Are courses on open education the purview of dedicated departments or centres, into transdisciplinary programs like Digital Humanities, or housed under the umbrella of education departments? To what extent are courses in open education inclusive of diverse perspectives and ways of knowing? Are courses on open educational practices taught using open educational practices? To answer these questions, I’ll conduct bibliographic and curricular analyses. I’ll construct a database (that will be shared openly) of courses by searching college catalogs, starting with those listed in Boston College’s Worldwide Higher Education Inventory (“Worldwide Higher Education Inventory), and US News’ list of top education programs in the US (“Best Universities”) as well as the English-speaking institutions on US News’ list of global universities (“Top Education”) and open universities such as the UK’s Open University and Canada’s Athabasca University. To cast the widest possible net, I will add the institutions of leading scholars (drawn from those who have keynoted open education conferences and/or publish frequently in open education journals) and emerging scholars (drawn from the members of the Global OER Graduate Network). Finally, I will email the initial database to multiple list-servs that focus on open education to request information on any institutions and courses of which their members are aware.

Once the list is assembled, I will search each institutions’ course catalogs to find any courses that have the search terms “open education,” “open educational resources,” “OER,” “open pedagogy,” and/or “open educational practices” in the title or course description to find out which institutions are offering courses, in what departments, as part of which degrees, and whether the courses are regular course offerings or special topics courses. Course syllabi and degree maps/courses of study that focus on open education will be requested from the instructors of the identified courses for content analysis to identify what topics are covered, what readings/materials are assigned, and what these courses say about the current state of the field of open education. Mapping where and how courses in open education are offered as well as what topics and readings these courses include, will provide insight as to what the field of research in open education truly is at this moment in time.

This proposal overlaps several of the possible proposal areas: *Open practitioners, identity, and space in education *Open data *Open educational practices, including open assessment *Inclusion, diversity, equity, and access to Open Education Resources (OER) and Open Education Practices (OEP)



Included in [Session 3E]: Practice and Policy in OE

References
“Best Universities in the US for Education Degrees 2024.” 2023. https://www.timeshighereducation.com/student/best-universities/best-universities-us-education-degrees.

“Top Education and Educational Research Schools in the World - US News Education.” n.d. Accessed December 13, 2023. https://www.usnews.com/education/best-global-universities/education-educational-research.

“Worldwide Higher Education Inventory - Lynch School of Education and Human Development - Boston College.” https://www.bc.edu/content/bc-web/schools/lynch-school/sites/cihe/research-resources/worldwide-higher-education-inventory.html.

Author Keywords
open educational practices, open practitioners, open curriculum, open syllabi

The focus of our presentation will be on the interdepartmental collaboration in creating an Open Educational Resource (textbook) for business students at IBS University (Papua New Guinea), and the stages of the design, development and publishing process. Background context: SCU and IBSU have been in educational partnership for over 20 years. SCU’s move to the Southern Cross model of delivery (the shorter, more focused unit structure, delivered over six weeks) necessitated redesign of the existing, co-delivered, business units for IBSU students. Whereas open educational resources have been present in education for over four decades, it is over the last 10 years that they have gained momentum in the tertiary sector as “a powerful tool for reducing inequalities of educational opportunity and promoting innovative strategies to improve educational problems” (Bliss and Smith, 2017, pp. 9-10). This point of view informed our decision to design and develop an Open Educational Resource (textbook) for SCU/IBSU students in Port Moresby. In December 2023, Library Services, Centre for Teaching and Learning, and Business School academics (from Australia and Papua New Guinea) started a working group with the goal to design and develop an OER textbook for the unit Introduction to the Business Law of Papua New Guinea. The group had regular meetings every fortnight, and responsibilities were: academics were responsible for writing the content, Centre for Teaching and Learning for educational/learning design, and Library Services for administrative and publishing process. We made every attempt in the design stage to place the focus on the Papua New Guinea students’ point of view; our design was informed by the teaching experiences of academics from SCU/IBSU, the students’ feedback on their learning experiences in previous deliveries of the unit, and our visit ISB University. This was achieved through regular (fortnightly) discussions on specificities of the educational environment in PNG and collaborative analysis of students’ feedback form. All decisions in this stage were guided by student-centred design and the Universal Design principles to maximise usability for a wide variety of individuals. In the writing stage, academics produced the content and suggested the corresponding activities. Activities were designed and collectively evaluated for their usefulness and friendliness of use (with student engagement in mind). The development stage included bringing in the digital design expert to consult on story lines (for proposed animations) and a colleague from PNG to advise on images and interpretation of the visuals. The end result is an OER textbook that is easy to use by students, easily scalable, and enhances the unit content and increases student engagement and interaction with the learning material. NB: We expect to have the textbook ‘published’ in July, so we will be able to show it to the audience.



Included in [Session 3E]: Practice and Policy in OE

References
Bliss, T J and Smith, M. 2017. A Brief History of Open Educational Resources. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. Pp. 9–27. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc.b. License: CC-BY 4.0
Liu, C., & Elms, P. (2019). Animating student engagement : The impacts of cartoon instructional videos on learning experience. Research in learning technology, 27, 1-31. https://doi.org/10.25304/rlt.v27.2124

Author Keywords
inclusion diversity equity and access, open access publishing, open educational practices, open textbook, social justice

Recent research has revealed the "Global Collaborator Mindset" (GCM) (Lindsay & Redmond, 2022) as critical for educators to develop online global collaborative teaching abilities. The GCM comprises four key attributes: Connection, Openness, Innovation and Autonomy. This presentation focuses on the Openness attribute and its importance for globally collaborative and open educational practices aligning with the core idea that "open is everyone's business." While technology provides access to networks, cultivating an open mindset serves as the fundamental enabler for educators to fully engage in open global collaboration and radically transform pedagogies beyond conventional classroom-based teaching paradigms. The Openness attribute challenges assumptions that online connectivity alone fosters open educational practices. Study findings indicate educators require developing this open perspective, coupled with specific skillsets, to become truly capable open global collaborators.

Openness as a mindset can be explicitly defined, intentionally cultivated, and applied through iterative learning experiences over time. It represents the critical disposition explaining why certain educators willingly embrace and effectively implement radically open and collaborative pedagogical approaches. As engagement with the Openness mindset deepens through practice, this attribute becomes further ingrained within educators' professional identities as open practitioners.

Central to the Openness mindset is believing in the inherent value of transparency, openly contributing ideas, and collaboratively co-creating new knowledge together with others across boundaries and within "flattened" learning environments that transcend traditional classroom walls. Openness involves prioritising the collaborative process itself as the core purpose of teaching and learning - moving beyond one-way content delivery to continual, inclusive knowledge-building with diverse global audiences.

Key aspects and applications of the Openness mindset include: leveraging digital technologies to create, share resources openly and fluidly online; redesigning teaching approaches around new student-driven, participatory pedagogies based on the belief that education fundamentally expands beyond mastering set content; adopting an "anytime, anywhere" stance where collaborative co-learning happens continually across contexts; intentionally deconstructing traditional instructor-student hierarchies to position all as co-learners collaboratively building understanding together; integrating new radically open practices into learning environments; and cultivating empathy, receptivity and deep respect for diverse cultural perspectives and ways of knowing.

The Openness mindset provides an essential conceptual model for transforming what it means to teach and learn in the digital age - nurturing the open dispositions required to embrace globally collaborative, networked educational practices. Specific open concepts crucial for "everyone's business" include:

• Mindset - The core beliefs, perspectives and dispositions that underpin openness as an educational philosophy and enable open pedagogical practices.
• Collaboration - The process of openly sharing ideas, resources and collectively co-creating new knowledge together with others across contexts.
• Flat Learning - Deconstructing traditional hierarchies and power structures so that everyone has an equal opportunity to engage as open co-learners.
• Openness - A holistic approach embracing radically transparent, collaborative pedagogies focused on learning as an inclusive, continual process of open knowledge construction. Cultivating an open participatory mindset oriented around collaboration and flat, inclusive co-learning is everyone's business - essential for transforming teaching into an open educational practice fostering global connectedness for our modern, networked world.

Included in [Session 3E]: Practice and Policy in OE

References
Lindsay, J. & Redmond, P. (2022). Online collaborative learning starts with the global collaborator mindset. Educational Studies. https://dx.doi.org/10.1080/03055698.2022.2133957

Author Keywords
Mindset, Collaboration, Flat Learning, Openness