Presentation for Thursday 6th April at #OER17 London.

1. Teaching: under fire
from all sides.
OER17
Teresa MacKinnon

2. Informed by two published papers:
▪ MacKinnon,T & Pasfield-Neofitou, S. 2016. OER “produsage” as a
model to support language teaching and learning. In EPAA.
http://epaa.asu.edu/ojs/article/view/1825/1762
▪ MacKinnonT. et al. 2016 A meta-analysis of open educational
communities of practice and sustainability in Higher Educational
Policy. In ALSIC (Vov.19, no.1) 2016. https://alsic.revues.org/2983

3. Societal
change

4. “Produsage”
▪ Language and intercultural learning are supported by the use of digital
media. Popular culture provides engaging means of attracting students and
mediating their interest in deeper study.
▪ Little OER (as defined byWeller) are produced by practitioners to respond
to local needs through “produsage” (e.g. parody, fansubbing)
▪ Copyright rules and different national approaches cause confusion and
reduce engagement in produsage.
▪ In a world where language and intercultural skills are vital to supporting
mutual understanding, discussions of public policy need to consider how
best to support little OER in its capacity to empower teachers and learners
to engage in produsage rightfully and legally.

5. Sustainability
▪ Education for sustainable development (economic and
environmental sustainability) has progressed but very little
development of sustainable education (social, knowledge based
contexts)
▪ While environmental references to sustainability may be
accompanied by long-term goals, the terms "sustainable" and
"sustainability" do not yet appear to be used in relation to the
development of reusable resources and OEP, or the fostering of
lifelong learning.

6. Capturing relevant links
How is learning changing?
How can we teach for a new way
of learning?
What is the purpose of education?
What does open education mean?
What is the future for the teaching
profession?

7. Themes from the collection:
▪The cost of closed
▪The meaning of professionalism in
education
▪The future of education

8. What do we value?
▪ Check out the Wikipedia entry on value proposition
Teaching = dynamic, social activity which requires support from
policy makers and commitment from practitioners and learners in order
to impact on behaviours to meet the challenges of our future.
▪ 3 areas of activity for professionalism in teaching:
– Teaching
– Scholarship
– Service

9. How can we move forward?
If we accept that reputation is a natural outgrowth of social interaction
(community model) and as mediated via reputation mechanisms such as
points systems and star ratings (emergent model), it is apparent that there is
some scope for policy, particularly in large institutions, to ensure
appropriate mechanisms are in place to recognise OEP activities. What we
are proposing here could be classed as a "commons thinking" approach (see
Kenrick, 2009), drawing together university's wider role in stewardship of
knowledge creation and the academic discourse which facilitates it through
recognising OEP and the value of workload considerations, which appear to
be one of the biggest barriers for staff currently, in order to foster a culture
of collaboration. Creating the space for mass OEP engagement through top-
down policy will support the bottom-up formation of CoPs, and a collective
OEP effort, and, in turn, more successful and sustainable outcomes.

10. Robin DeRosa (@actualham) and Scott
Robinson (@OtterScotter) in Open:
▪ When we think about OER as something we do rather than
something we find/ adopt/acquire, we begin to tap their full potential
for learning