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

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