OEGlobal 2024

Through a unique collaboration between higher education institutions and sectors, two community colleges (College of the Canyons in California and Maricopa Community Colleges in Arizona) joined forces with the Massachusetts Institute of Technology (MIT), a research-focused university, to learn what happens when community college faculty adopt and adapt open educational resources (OER) from MIT OpenCourseWare (OCW). Community colleges provide access to high-quality post-secondary education for students across socioeconomic statuses (Budwig, 2022) and they democratize education by advancing open practices (Tesh, 2022). MIT has long-shared OER at scale through OCW but has traditionally not collaborated with community colleges.

Guided by the principle that “Open is Everyone’s Business,” we intentionally crossed institutions, sectors, student communities, and geographic locations to support community college faculty in discovering, using, and reflecting on teaching with OER. In this presentation we will offer a working model to help develop similar cross-institutional collaborations that will support teaching and learning with OER as a shared responsibility for all stakeholders within the open ecosystem.

In this 60-minute panel discussion, leaders from each institution will share insights, learnings, and reflections from this Alfred P. Sloan Foundation grant-funded collaboration that concluded in June 2024. Topics will include: the benefits of collaborative goal-setting; the impact of providing structure such as professional development, reflective practice opportunities, curated OER discovery assistance, and in-person community building; and addressing assumptions about prestige and status.

The panelists will discuss how these learnings point to three tenets of a working model for cross-sectional institutional open collaborations, including: the importance of 1) identifying institutions with which to collaborate that have complementary strengths; 2) communicating respect for stakeholders via programmatic infrastructure; and 3) making space for transparent conversations about how institutionalized stigmas and historical oppression impact the collaboration. These conversations are important because they allow stakeholders to challenge and dismantle prevailing ideologies that perpetuate inequities in higher education.

Throughout the panel discussion, participants will be encouraged to help the panelists expand on the model they are developing for cross-institutional open collaborations by contributing nuances to the tenets discussed and adding others from different perspectives that the panelists have omitted from their working model. We see attendees’ contributions as critical to our work because we cannot build a model for cross-institutional open collaborations alone. It takes a community. Together, we can forge an innovative and adaptable model that draws on the strengths of many to advance equity for all.



Included in [Session 2C]: First Nations, Equity

References
Budwig, N. (2022, Fall). A democratizing force: Eduardo J. Padrón on the transformative power of community colleges. Liberal Education. https://www.aacu.org/liberaleducation/articles/a-democratizing-force.

Tesh, G. (2022). Open educational resources in community colleges: Benefits and challenges. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1143-1148). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 10, 2023 from https://www.learntechlib.org/primary/p/221134/.

Author Keywords
Cross-sector open collaborations, Cross-institutional open collaborations, Models for collaboration, Community college faculty, Open Educational Resources (OER), OER adaptation

Fostering faculty participation in adopting Open Educational Resources can be challenging when faculty lack full competency in digital literacy. Digital literacy is a pillar of UNESCO's Sustainable Development Goals and integral to the adoption of OER. Creating resources and training to provide faculty comfort in learning digital literacy can help in the buy-in and adoption of OER. This requires collaboration in a variety of areas across campus and identification of people who can teach these skills in multiple areas.

This presentation will focus on how to use public relations tactics to create buy-in among faculty members that promotes institutional spread of digital literacy and OER across a small, non-profit minority-serving institution in the United States.



Included in [Session 3D]: Digital Capability, Artificial Intelligence

References
https://prsa.org iabc.com

Author Keywords
Digital competence, Public Relations, Open Educational Practices, Open Educational Strategies

Equity, diversity, and inclusion (EDI) have been a significant topic within the Open Education (OE) community. However, the provision of free and online resources, such as Open Educational Resources (OER), does not guarantee that access to these open resources is equitable, diverse, and inclusive. The vast majority of OER is only available in the English language, which makes it difficult for many learners worldwide to access them, in particular learners in the Global South. This is just an example that openness might not necessarily reach everyone and that more work is needed to ensure that open is equitable, diverse and inclusive (Bossu, et al., 2023; Iniesto & Bossu, 2023).

Other instances where EDI in OE might not be applicable or appropriate for everyone: • 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. 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.

While promoting EDI in open education is critical for fostering a more inclusive and equitable open learning environment, it is essential to recognise that there may be limitations and challenges that hinder its universal applicability. Addressing these barriers and engaging in thoughtful, context-specific discussions and strategies can help ensure that EDI initiatives are relevant and effective.

This panel aims to provide a venue for these discussions to take place. Distinguished speakers from various backgrounds and from different regions of the world, including from South America, Asia, and Africa, will shed light on the impact of EDI practices in promoting access and participation in open education. Through sharing research, case studies, and best practices, the panellists will provide valuable insights on how to create more inclusive learning environments and resources. Panel attendees can expect to engage in thought-provoking discussions and gain practical strategies for advancing EDI in the field of open education.



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

References
Iniesto, F., & Bossu, C. (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4), 694–711. https://doi.org/10.1080/01587919.2023.2267472

Bossu, C.; Iniesto, F.; Vladimirschi, V.; Jordan, K. & Pete, J. (2023). GO-GN Guidelines for Equity Diversity and Inclusion in Open Education with a focus on Africa and Latin America. Global OER Graduate Network. https://go-gn.net/gogn_outputs/edi-guidelines/

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

This panel presentation is an expansion to the research presentation (under review), “Toward a more sustainable open education community: Breaking through barriers to bridge primary, secondary, and tertiary open practices”. We suggest that even though Open Educational Practices (OEP) are supported and implemented differently across these sectors, working together as boundary spanners (Walz & Farley, 2023) can be a productive contribution to OEP sustainability. Addressing this gap is important to providing equitable quality education to all which is a UN Sustainable Development Goal. The panelists in this presentation were strategically selected to represent diverse perspectives across educational sectors (primary/secondary teacher librarian, tertiary/Higher Education librarians, Teacher Education faculty, Professional Staff, and state-level Government Leader). They will discuss commonalities and differences in their OEP work, perceived barriers, and opportunities, and share concrete examples where bridging the gap has positively impacted OEP implementation and advancement in their communities.

Some of the barriers that challenge boundary spanning include a lack of OEP and OER awareness (at all levels), including not understanding the need for OEP and OER in the first place. Copyright fears and gatekeeping around ownership and sharing materials prohibit engagement and, in some regions, primary and secondary teachers are required to obtain permission to openly license and publicly share their work. Where OEP does bridge primary, secondary, and tertiary sectors, inequities persist regarding how a contributor is compensated for their work, putting at risk the sustainability of these partnerships. From a governance perspective, stakeholder turnover at the state or provincial level is challenging to move this work forward. Widespread uncertainty regarding budget availability also threatens the sustainability of this work.

This panel, however, is optimistic that by working together, we can impact the sustainability of OEP by empowering multi-level awareness and engagement. Panelists agree that the first step is to work towards policy that permits teachers, especially K-12 teachers, to engage in OEP. Furthermore, understanding and valuing one another's contributions is key; one potential solution is through common language about OEP that honors and recognizes this work, especially at primary and secondary levels. Panelists will also share their observations regarding the “Teacherpreneuer” mindset, where teachers could work as educational leaders and policymakers to incentivize and grow OEP engagement instead of commodifying teaching resources. Where copyright fears and debates around ownership keep educators from engaging, Creative Commons licenses provide a “third space” by shifting the focus from ownership to one of access, equity, and impact. Finally, panelists will discuss opportunities to bridge OEP across sectors through adopting and adapting open curricula and by collaborating in projects that require multi-level engagement.



Included in [Session 4B]: Sustainability

References
Walz, A., & Farley, J. (2023). Making Open Educational Resources with and for PreK12: A Collaboration Toolkit for Higher Education. Virginia Tech Libraries. Retrieved May 1, 2024 from https://doi.org/10.21061/OER_PreK12_highered

Author Keywords
Open educational practices across diverse levels, Policy and governance, Enabling transferability of knowledge and practice, Primary and secondary education policy, Sustainability, Overcoming barriers