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

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

The advancement of open education and widespread adoption of Open Educational Resources (OER) requires more than individual institutional efforts—it demands coordinated action and shared expertise across institutions and regions. This panel explores how collaborative organisations like the Open Education Network (OEN) and the Council of Australian University Librarians' (CAUL) OER Collective serve as crucial enablers in the open education ecosystem, creating economies of scale and fostering communities of practice that accelerate OER adoption.

Through examining these organisations' approaches, we will discuss how centralised support structures and collaborative frameworks amplify local efforts and create sustainable change. The Open Education Network's work in building a community of practice among academic libraries has demonstrated how shared expertise and resources can lower barriers to OER adoption across institutions. Similarly, CAUL's OER Collective showcases how a coordinated, national approach can pool resources effectively to create and adapt high-quality open materials while building capacity across the higher education sector.

The panel will address key questions about the role of networks in advancing open education: How do collaborative organisations effectively balance central coordination with local autonomy? What strategies have proven most successful in building sustainable communities of practice? How can networks leverage their collective power to address common challenges in OER adoption? What metrics and evidence demonstrate the impact of collaborative approaches?

Drawing from practical experiences, panellists will explore how these networks create value through shared infrastructure, professional development, advocacy, and resource creation. The session will offer insights into successful models of collaboration that can be adapted across different contexts while examining future opportunities for scaling open education through networked approaches.

The panel will comprise:

* Dr Danny Kingsley, Deakin University (facilitator)
* David Ernst, Open Education Network
* Karen Lauritsen, Open Education Netowrk
* Dr Kathy Essmiller, Oklahoma State University
* Fiona Salisbury, Western Sydney University and Council of Australian University Librarians
* Dr Kate Tickle, Council of Australian University Librarians
* Ruth Cameron, The University of Newcastle

This panel presentation is an expansion to the research presentation, “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

AI pervades various facets of society, including education. In the open education domain, the notion of open AI, distinct from the entity OpenAI, is attracting attention. However, the precise connotations of "open" in conjunction with "AI" remain subject to diverse interpretations, reflecting conceptual tensions and longstanding differences around concepts of “open” in respective domains.

In a blog post last year, prominent edtech expert David Wiley wrote, “when people talk about whether or not generative AI should be “open,” they could be talking about whether the foundation models should be open, whether the modified model weights that result from fine-tuning should be open, and/or whether the prompts (which includes templates, embeddings, etc.) should be open” (Wiley, 2023). In a similar direction, focusing on licensing for different aspects of AI technology, the Open Source Initiative are currently developing an “open-source AI” definition (Open Source Initiative, 2024). On the other hand, in broader literature, definitions of open education and open technology encompass a wide range of concepts, where “open” could mean: “ethical” (Holmes et al., 2022), “inclusive” and “innovative” (Bozkurt, 2023), “co-created” and “learner-driven” (Walberg and Thomas, 1972), “non-proprietary” (Berners-Lee, 2023), “decentralised” (Crowston and Howison, 2005), “accessible without barriers” (Knox, 2013), “available to join”, “shared”, “not tightly controlled” (Weller, 2020), “available in the public domain or under an open license” (UNESCO, 2022), “interpretable” and “visible” (Conati, Porayska-Pomsta, and Mavrikis, 2018), and many others.

This indicates that “open AI” and “open-source AI” are overlapping but not identical concepts. “Open-source AI” seems to be about the tangible aspects of systems, whereas “open AI” is broader and potentially includes context of how systems can be used, who can use them, and what for. Rather than trying to resolve these debates into a single taxonomy/typology, we propose a meronomic, holistic account of openness in AI education which explores the relationship between definitions with respect to part-whole relationships. This will facilitate diverse contributions and critical discussion.

In this panel session, participants will have the opportunity to engage in the panel discussion and ask questions regarding the dimensions of openness of AI in education.

The agenda includes:

• 10 minutes: introductions, pre-recorded 1-slide lightning presentations from experts, panel reactions
• 10 minutes: panel interaction and debate
• 15 minutes: Q&A with panel members based on thoughts submitted by the audience (with backup questions prepared by the moderators).
• 5 minutes: closing discussion and synthesis.

Experts who agreed to contribute so far include David Wiley, Anne-Marie Scott, Aras Bozkurt, Chrissi Nerantzi and Leo Havemann. Some of them might join virtually. They will be provided with prompts ahead of time for their initial statements. Robert Farrow, an experienced moderator, will chair the panel discussion. During the discussion, delegates will be able to contribute reflections and questions through a back channel and these will be integrated into the discussion.

Included in [Session 11A]: Artificial Intelligence

References

Berners-Lee, T. (2023). Frequently asked questions by the Press – Tim BL (w3.org). Available at https://www.w3.org/People/Berners-Lee/FAQ.html (Accessed: 2 May 2024)

Bozkurt, A. (2023). Generative AI, Synthetic Contents, Open Educational Resources (OER), and Open Educational Practices (OEP): A New Front in the Openness Landscape. Open Praxis, 15(3), pp. 178–184. DOI: https://doi.org/10.55982/openpraxis.15.3.579

Conati, C., Porayska-Pomsta, K. and Mavrikis, M., 2018. AI in Education needs interpretable machine learning: Lessons from Open Learner Modelling. arXiv preprint: https://arxiv.org/abs/1807.00154

Crowston, K. and Howison, J. (2005). The social structure of Free and Open Source software development. First Monday, Volume 10, Number 2 - 7 February 2005 Available at: https://firstmonday.org/ojs/index.php/fm/article/download/1207/1127 (Accessed: 2 May 2024)

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S.B., Santos, O.C., Rodrigo, M.T., Cukurova, M., Bittencourt, I.I. and Koedinger, K.R. (2022). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, pp.1-23. DOI: https://doi.org/10.1007/s40593-021-00239-1

Knox, J. (2013). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), pp. 821–832. DOI: https://doi.org/10.1080/13562517.2013.774354

Open Source Initiative (2024). The Open Source AI Definition – draft v. 0.0.8. Available at: https://opensource.org/deepdive/drafts/the-open-source-ai-definition-draft-v-0-0-8 (Accessed: 2 May 2024)

UNESCO (2022). Understanding Open Science. UNESDOC Digital Library. DOI: https://doi.org/10.54677/UTCD9302

Walberg, H.J. and Thomas, S.C. (1972). Open education: An operational definition and validation in Great Britain and United States. American Educational Research Journal, 9(2), pp.197-208. DOI: https://doi.org/10.3102/00028312009002197

Weller, M. (2020). 25 years of ed tech. Athabasca University Press. DOI: https://doi.org/10.15215/aupress/9781771993050.01

Wiley, D. (2023). An analogy for understanding what it means for generative AI to be “Open”. Open Content. https://opencontent.org/blog/archives/7289

Author Keywords
Open AI, Open-source AI, Artificial Intelligence, Open data, Open-source technical platforms

The conference closes with a panel discussion and reflection from our conference keynote speakers, Siobhan Leachman, Penny Jane Burke, Martin Dougiamas, and GO-GN Rep.

And join us in celebrating the closing session of OEGlobal 2024.