Open Educational Practice for Colloque International Montreal 2014

Terry Anderson,
Professor, Athabasca University
Canada
Dec. 2013
Open Education Practices –
The Killer Apps We are Afraid to Embrace

Open Scholar
• “the Open Scholar is someone
who makes their intellectual
projects and processes digitally
visible and who invites and
encourages ongoing criticism of
their work and secondary uses
of any or all parts of it--at any
stage of its development”.
– Gideon Burton - Academic
Evolution Blog

Presentation Overview
• Open Education Practice
– Open Educational Resources
– Open Texts
– Open Data
– Open Article Publishing
– Open Pedagogy
– Researching OE Practice

Definitions of Open on the Web
(From Google)
• affording unobstructed entrance and exit; not shut or
closed;
• affording free passage or access;
• open to or in view of all;
• accessible to all;
• assailable: not defended or capable of being defended
• loose: (of textures) full of small openings or gaps;
• start to operate or function
• not brought to a conclusion;
• not sealed or having been unsealed

Open Scholars Create:
• A new type of education work maximizing:
– Social learning
– Media richness
– Participatory and connectivist pedagogies
– Ubiquity and persistence
– Transparency
– Open data collection and research process
– Open network Creation

Something there is that
doesn’t love a a wall,
that wants it down”
American Poet Robert Frost

‘50% of Canada’s Scholarly Publications
will be out of business within two years
due to open access competition.’
Athabasca Pres. Frits Pannekoek, 2013

Open Educational Practice
Developing and
applying
open/public
practices in
Teaching, research
and service practice
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper. JISC, 2012
https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing

Production,
management, use
and reuse of open
educational
resources

Open learning and
gaining access to
open learning
opportunities

Open sharing of
teaching ideas and
know-how

Using open
technologies

What’s Wrong with Excess Copyright?
• Too long
• Unclear of provisions for educational and
research use
• Every creative idea is an assemblage of the
ideas and technologies of others

• “Indeed, only 1,000 new
works appeared annually in
England at that time -- 10
times fewer than in Germany
-- and this was not without
consequences. Eckhard
Höffner believes it was the
chronically weak book
market that caused England,
the colonial power, to fritter
away its head start within the
span of a century, while the
underdeveloped, agrarian
state of Germany caught up
rapidly, becoming an equally
developed industrial nation
by 1900.”
• UK Copyright Law 1710
• Prussia - 1837
http://www.spiegel.de/international/zeitgeist/no-copyright-law-the-real-reason-for-germany-s-
industrial-expansion-a-710976.html

Components of Open Pedagogy
• Persistence
• Student ownership and control
• Open to participation globally
• Creation and curation of open artifacts
• Affordable – the educational “digital dividend”

Are LMS BAD?
• Bricolage – the LMS as Enterprise Systems
doesn’t allow or cater for bricolage.
• Affordances – resulting in an inability to
leverage the affordances of technology to
improve learning and teaching.
• Distribution – the idea that knowledge about
how to improve L&T is distributed and the
implications that has for the institutional
practice of e-learning."
http://davidtjones.wordpress.com/David Jones

Walled Gardens (with windows)
• Connectivist learning thrives in safe learning
spaces with windows allowing randomness,
external participation and public presentation

Open Scholars Use and Contribute
Open Educational Resources
Because it saves time!!!

OER Scan of Canada
… the protection of the French culture in Quebec is a
paramount concern and as such they are much more
concerned about protecting their publishers and
authors than they are about supporting open content
for their educational institutions”
See other country reports at
poerup.referata.com/wiki/
Overview of Open Educational Resources Policies in Canadian Institutions and
Governments. 2013.
http://poerup.referata.com/wiki/Overview_of_Open_Educational_Resources_Policies_in_C
anadian_Institutions_and_Governments

OER Barriers to Adoption
• Few instructor incentives
• Publisher push back
• Quality concerns
• Licensing, copyright issues
• “not invented here” syndrome
• Lack of open culture and practice
• Insufficient content

We can’t afford textbooks
• Textbook prices skyrocketed 82% between 2002
and 2012,
• average student budget for books and supplies
has grown to $1,207 annually (USA figures).
• Current Bill to support open texts across US, goal
of reducing costs by 80%
• Washington State program since 2010 has saved
students $5.4 million versus State cost of less
than $1.8 Million
• All students get open text books!
http://www.sparc.arl.org/advocacy/national/act

Are commercial e-texts the answer?

DRM (Digital Rights Management)
You CANNOT
• Copy & paste, annotate, highlight
• Text to speech
• Format change
• Move material
• Print out
• Move geographically
• Use after expiry date
• Resell
Slide credit Rory McGreal

• student owns nothing, can share
nothing, save nothing, sell nothing
• subscription ends – ALL ends
•publishers own student data, notes,
highlights
• students can’t transfer data
Commercial Learning Service
or Rent-a-book
Slide credit Rory McGreal

US Version per month
+20 000 movies $ 7.99
+45 000 TV shows $ 7.99
+15 000 000 songs $ 9.99
TOTAL $25.97
ONE Biology text $20.25
-Slide Credit David Wiley

Open Scholars License, Use (and re-use )
Open Data

Open Data Can generate $3-5 Trillion
http://tinyurl.com/kj93vku

Open Scholars Filter and
Share With Others

If it is not licensed,
it is not open.

• “If Google cannot find a faculty scholar's work
or the work of the scholar's colleagues,
department, or institution, then it is
essentially irrelevant — even nonexistent —
because people will not find, read, apply, or
build on the work if they cannot locate it via a
quick Google searchLowenthal & Dunlap
(2012)
Lowenthal, P., & Dunlap, J. (2012). Intentional Web Presence: 10 SEO
Strategies Every Academic Needs to Know. Educause.
http://www.educause.edu/ero/article/intentional-web-presence-10-
seo-strategies-every-academic-needs-know.

Journal Publishing
• Until recently, largely controlled by for profit
companies
• “profits of the journal publishing sectors of the
major publishers’ business are their most
profitable divisions.
• For example, the worlds largest publisher Elsevier
made “£724m ($1.1 billion) on revenues of £2
billion—an operating-profit margin of 36%.”
http://www.economist.com/node/18744177.

“major periodical subscriptions, especially to
electronic journals published by historically key
providers, cannot be sustained: continuing these
subscriptions on their current footing is financially
untenable. Doing so would seriously erode collection
efforts in many other areas, already compromised”.
The Faculty Advisory Council
Date: April 17, 2012
http://isites.harvard.edu/icb/icb.do?keyword=k77982&tabgroupid=icb.tabgroup143448

Open Access Emerges
• Journal TOCs lists over 23,170 journals - 9,986 OA
titles make up 43% of the overall content. (DOAJ -
2013)
• Publishing and Review Systems: Open Journal
System – Canadian, (SFU)
– Complete submission, review, copyedit, analytics and
publication system
– Over 7,000 journals using OJS (as of 2012)

Predatory Open Access Journals
“those that unprofessionally exploit the author-pays model of
open-access publishing (Gold OA) for their own profit.
Typically, these publishers:
• spam professional email lists,
• broadly soliciting article submissions for the clear purpose
of gaining income.
• operate essentially as vanity presses,
• typically have a low article acceptance threshold,
• Have a false-front or non-existent peer review process.
– Jeff Beall
http://scholarlyoa.com/publishers/

Publishers Reactions
• Ignore OA
• Fight It
– Lobby for anti-OA legislation
– Discredit OA quality
– Discriminate against OER in citation indexes
• Morph It
– Free your article in a closed journal for a fee (hybrid
model)
– Allow individual deposit in data bases (after embargo)

Institutional Archives
• Green versus Gold standard for openness
• Green: Author archives a copy of copyright
material in an institutional repository
• Gold: Full Open Access
• Responsibility of author to archive

Do Faculty Self-Archive?
• Only 32% archived anything at Carnegie-Melon 2008
• Likely less at Athabasca??.
• Only compulsory mandate works!!

aupress.ca
www.irrodl.org
Open Scholars Write and Read
Open Access Books
Teaching in Blended Learning
Environments: Creating and
Sustaining Communities of Inquiry
Vaughan, Cleveland-Innes,
& Garrison

A Tale of 3 Books
Open Access -
100,000 + downloads &
Individual chapters
Translations
Over 1600 hardcopies sold
@ $40 Can
Commercial publisher
934 copies sold at $52.00
Buy at Amazon!!
E-Learning for the 21st
Century 1st Ed.
Commercial Pub.
1200 sold @ $135.00
2,000 copies in Arabic
Translation @ $8.

Coming soon (June 2014)….
Teaching Crowds: Learning and Social Media
http://www.aupress.ca/index.php/books/120235
Online Distance Education:
Towards a Research Agenda
edited by Olaf Zawacki-Richter and Terry
Anderson

Does Open Access Increase or
Decrease Citation rates?
• Mixed results
• “Articles placed in the open access condition
(n=712) received significantly more downloads
and reached a broader audience within the
first year, yet were cited no more frequently,
nor earlier, than subscription-access control
articles (n=2533) within 3 yr.” (Davis, 2011, P.
2129).

http://www.slideshare.net/greg.g/enabling-open-scholarship?from_search=13

Challenges of Open Adoption
1. Institutional impotence –“resistance
manifested itself as both an active form of change
blocking and in more passive forms of
intransigence that become a form of institutional
impotence both institutionally and at an academic
and student level.”
2 Governance -“Governance itself became an
activity rather than a means to implement
activity”
3 Commercial social media
4 Staff engagement – no time
Bryant, P., Coombs, A., Pazio, M., & Walker, S. ((2014). Disruption,
destruction, construction or transformation? Open Praxis

Researching Open Education Practice
http://www.icore-online.org/

Does OER make a difference?
http://chaos.open.ac.uk/

Openness is a Spiral of Growth… but
you have to start somewhere

Boundless Opportunities for
• Unanticipated consequences
• Challenges of net privacy/presence
• Emergent adaptation by students and
teachers
• Misuse and exploitation

Are you Ready to Take the Pledge??
• I pledge that:
–“ I will no longer submit my
work to closed publications,
nor participate in review or
editorial functions for closed
publications.”

• I pledge to devote most of my reviewing and
editing efforts to manuscripts destined for
open access. For other manuscripts, I will
restrict myself to one review by me for each
review obtained for me by an outlet that is
not open access.

Open Access Conclusion
• “Open Access is more than a new model
for scholarly publishing, it is the only
ethical move available to scholars who
take their own work seriously enough to
believe its value lies in how well it engages
many publics and not just a few peers.”
• Gideon Burton, Academic Evolution Blog

Terry Anderson terrya@athabascau.ca
Blog: terrya.edublogs.org
Your comments and questions
most welcomed!
http://www.slideshare.net/terrya/thailand-2013-keynote

Open Educational Practice for Colloque International Montreal 2014

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