OEGlobal 2024

How do we make Open everyone’s business even before gaining formal institutional support or resourcing, such as a dedicated open education team or role? How do we conduct open education activities on a shoestring?

We ask our friends, we try things, we take notes, and we learn.

And, crucially, we share.

Sharing back into the Open ecosystem has enabled the University of South Australia (UniSA) to continue learning from our colleagues to build an Open culture of our own, where open education is embedded in our everyday workflows, becoming a natural part of everyone’s business.

In this session, Ash and Sarah discuss: the evolution of Open at UniSA and our involvement in the Council of Australian University Librarians (CAUL) OER Collective; our Textbook Minimisation project and subsequent Open Education Down UndOER case study; and the sustainable advocacy strategies we use that have led to OER adoption and creation, supporting inclusive and equitable access to education.

Throughout the discussion, we present specific examples of tools and techniques we’ve learned and successfully implemented from the Open ecosystem which have helped us embed open education into our business as usual everyday practices. Some of these include: -Post-oppositional approach to OER advocacy: an approach we’ve known by many names from various Open practitioners; however, this phrase we learned from the extraordinary Jasmine Roberts-Crews who crystalised the idea in an unforgettable keynote speech about the alignment of open education and antiracist pedagogy. -Check for Textbook Availability form: a workflow game-changer adapted from Cheryl Casey’s University of Arizona Library Check for eBook Availability form which endeavours to capture and replace potentially problematic textbooks before they’ve been prescribed to a course. -Airtable open education project tracker: a free project management and reporting tool all rolled into one, very generously shared and demonstrated by Gabrielle Hernandez from University of Texas Rio Grande Valley. -Open Pipeline: a concept visualised as kanban and shared by Ross McKerlich from BCcampus as a method for tracking and advancing how far along individuals and entities are on the Open spectrum, from non-Open to fully Open, recognising OER adoption numbers do not give the full story. -Open Education Maturity Model: a tool from Pressbooks to measure the current state of open education in an institution as well as understand the key steps to grow to the next level.

We share these examples to assist other Open practitioners operating on a shoestring to quickly identify some tools worth trying, rather than wading unguided through the ocean of available resources.

After discussing our own experiences of sharing and reusing Open practitioner tools and strategies for sustainable practice, we invite participants to engage with us through a collaborative online document, sharing their own tips and resources they have either created or reused which may help other practitioners with low resourcing to undertake everyday open education activities. This living document will be openly licensed, empowering participants to immediately make use of the content and continue to add and reuse the ideas, celebrating and sustaining the Open ecosystem.



Included in [Session 7B]: OE Practice in the GLAM sector

Author Keywords
Open educational resources (OER), Open education, Advocacy, Sustainable practices

This presentation will showcase how a multi-year international baking competition between two university libraries special collections units sparked efforts to increase engagement and open knowledge production around archival recipe books and manuscripts. This unique annual event prioritizes welcoming both University-connected individuals and communities as well as the general public to explore and engage with digitized and openly licensed collections held by two large Universities. As a result of the widespread participation, both Universities are actively seeking to expand their recipe collections and are committed to identifying ways the public and their students can continue to make significant contributions to knowledge sharing around food, social networks, and gender participation in the kitchen.

The Great Rare Books Bake Off invites students, faculty, staff, alumni, and the public to engage with recipe books at both Monash University and Penn State University by baking selected recipes from them and posting the results to social media. Since 2020, this annual competition has engaged hundreds of participants and led to the expansion of recipe collections at each university, propelled digitization projects around these unique items, enabled open knowledge production through transcription, and inspired both in-person and virtual events. By engaging library colleagues, university students, and the public as partners in the embodied creation, digitization, and transcription of these unique primary sources, the project opened up barriers to archival access and scholarly participation.

Rather than merely consuming knowledge, participants became creators, scholars, and public disseminators putting the tenets of open education into practice. Their authentic research experiences culminated in social media engagement around the historical recipes, the planning of public events that brought the recipe books’ culinary heritages into the present, and a published digital transcription made openly available with students credited as creators.

The presentation will detail the pedagogical strategies that positioned participants, particularly students, as developing experts throughout the process. Additionally, it will share the digital outputs and impacts that demonstrate how increasing access to primary sources can facilitate meaningful community connections. In surfacing the experiences, ingredients, and social networks captured in handwritten recipe books, community cookbooks, and commercially published cultural recipe collections, this project empowered participants as open knowledge producers exploring and enriching our shared cultural record. This presentation will encourage attendees to consider how initiatives like this can advance open pedagogy while fostering research skills. It will also highlight how partnerships with special collections and university libraries across institutions can create powerful, public-facing educational opportunities both inside and outside the traditional classroom.



Included in [Session 7B]: OE Practice in the GLAM sector

Author Keywords
Open pedagogy, Open educational resources, Recipe books

Open Education and Open Educational Resources (OERs) have garnered a burgeoning interest amongst higher education and library professionals in tertiary institutions across Southeast Asia. In an effort to meet this interest, an idea was sparked and conversations initiated to inaugurate an open education group specifically for the ASEAN higher education community. Herein began the OER-SIG: ‘Open Educational Regional – Special Interest Group’.

The OER-SIG proposal was launched at the 17th AUNILO Meeting, to gain association support of AUNILO (formerly ASEAN University Network Inter-Library Online) and to generate a broader reach. Whilst communities of practice such as interest groups are plentiful in the areas of open education, this group specifically aims to build awareness and discussion on open education issues and trends contextually relevant to the ASEAN region. Such issues include OER in Asian languages; awareness of local resource-sharing platforms; and diverse OER formats inclusive of rural Southeast Asian contexts, such as print formats.

Presently Co-Chaired by Singapore Management University (Singapore) and Mahidol University (Thailand), the interest group meets quarterly online for activities encompassing small-group sharing or discussion sessions; casual presentations from members or guests; as well as occasional planned larger-scale webinars with an invited speaker which are open to a broader audience, as after all 'Open is Everyone’s Business'! The interest group has successfully welcomed diverse members from across countries including Singapore, Cambodia, Philippines, Vietnam, Thailand, Malaysia, and Indonesia, amongst others.

One year on and after the conclusion of the SIG’s very first full-year, this presentation will cover the rationale, purpose and objectives for setting up the interest group, along with the full journey from the initial inception of the idea to the earliest conversations for developing cross-border partnerships to garner support for establishing the SIG. Activities and outcomes from the first year will also be briefly shared.

Building a regional interest from the ground up is not without its challenges and learnings, including maintaining in-between meeting communication and sustaining group momentum with limited resources. The SIG is still very much in its early stages, with more potential to learn and grow over time with maturity.

Through the OER Special Interest Group for ASEAN, it is hoped that the group as a community of practice will continue to encourage the sharing of best practices and experiences with OERs amongst higher education and library professionals, as well as ignite discussion on open education issues and trends directly relevant to Southeast Asia to promote impact in the region and beyond.



Included in [Session 7B]: OE Practice in the GLAM sector

Author Keywords
Open educational practices, Open practitioners, Communities of Practice

International Council for Open and Distance Education (ICDE) is the largest global membership organisation for the field of Open, Flexible and Distance Education.

The Technology and Innovation Network (TIN) is an ICDE member-led network of global participants interested in understanding and raising awareness of technology and innovation in education. University of Southern Queensland leads this exciting new initiative with members from all regions of the world.

The key objectives of the network include exploring the impact of Artificial Intelligence for learning and teaching innovation on a global scale, and cross-institutional collaboration that leverages educational technologies and digital pedagogies leading to curriculum design that embeds global collaborative learning encompassing intercultural awareness and global competence.

TIN will also incorporate the concept of Glocalisation of learning and collaboration – where participants can learn from and adopt good global practices related to the use of technology-infused learning and teaching.

This session will present why international collaboration is important for innovation and the future of education and use TIN as a case study with examples from the network. Depending on time allocated, there will also be an interactive part of the session that will seek to connect members of the network to the conference.



Included in [Session 7B]: OE Practice in the GLAM sector

Author Keywords
network, international, collaboration, technology, innovation, glocalisation, ICDE, UniSQ