School of something FACULTY OF OTHER School of Modern Languages and Cultures FACULTY OF ARTS The ethics of student digital publication in Leeds OpenLIVES Antonio Martínez-Arboleda Principal Teaching Fellow in Spanish OER 14: Building Communities of Open Practice 29 April 2014, The Centre for Life, Newcastle - UK ©University of Leeds

1.Introduction: Student (Digital) Publication in Formal Education (HE UK) 2.OpenLIVES 3.The Leeds OpenLIVES ethical framework for student OER publication 4.Implications and forthcoming research School of Modern Languages and Cultures FACULTY OF ARTS

1.Student (Digital) Publication in Formal Education (HE UK) School of Modern Languages and Cultures FACULTY OF ARTS

1.Student (Digital) Publication in Formal Education (HE UK) School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS Academic responses to HE marketisation Molesworth, M., Scullion, R., and Nixon, E. (eds) (2011). The Marketisation of Higher Education and Student-as-a-consumer. Routledge. London and New York.

School of Modern Languages and Cultures FACULTY OF ARTS “the instant the criterion of authenticity ceases to be applicable to artistic production, the total function of art is reversed. Instead of being based on ritual, it begins to be based on another practice – politics” Benjamin, W. (1936)

School of Modern Languages and Cultures FACULTY OF ARTS

2. Leeds: The OpenLIVES Project School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC Alicia Pozo-Gutierrez, University of Southampton, “Tales of return: The memories and experiences of Spanish returnee migrants from France and Great Britain (1950s-1990s)”

School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS Student-Produced Publishable Outcomes January 2013 A series of brand-new life story interviews with Spanish economic migrants who live in Leeds. These interviews are conducted in Spanish by the students (one interviewee per each three students). They are meant to be digitised and shared as OER by the students themselves at the end of the course, although they are carried out half way through the course. These outputs are not formally assessed.

School of Modern Languages and Cultures FACULTY OF ARTS Student-Produced Publishable Outcomes April and May 2013 A 2,500 words (around 20 minutes) audio documentary in Spanish, one per student, to be submitted in its final version at the end of the course. The documentary incorporates soundtracks from the original OpenLIVES collection of interviews as well as from any brand new interviews conducted by the students themselves. The draft script of the documentary counts 40% towards the overall mark of the module (April) ; The second and final version, submitted in an audio file following feedback on the draft script, is submitted in an audio file and counts 30% (June).

School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS OER movement Connexions Quality Evolving output Utility Different users Context of Use

School of Modern Languages and Cultures FACULTY OF ARTS

Ethical frameworks for student OER publication School of Modern Languages and Cultures FACULTY OF ARTS

3. The Leeds OpenLIVES ethical framework for student OER publication School of Modern Languages and Cultures FACULTY OF ARTS 1. Production and publication- focused learning 2. No pressure or talk about actually publishing 3. No publication until marks are final (Window opens) 4. Student is named author and publishes herself 5. No publication after graduation (Window closes)

Why is this ethical and educationally sound? School of Modern Languages and Cultures FACULTY OF ARTS 1.Students concentrate on learning without fear of revealing too many weakness or learning intimacies in external circles; 2.We all avoid the uncomfortable situation of students publishing to please their OER enthusiastic tutor; 3.The decision to engage publicly is definitively the student’s; 4.We don’t create a two-tier classroom that divides those students who publish from those who don‘t.

School of Modern Languages and Cultures FACULTY OF ARTS

School of Modern Languages and Cultures FACULTY OF ARTS

4. Implications and future research School of Modern Languages and Cultures FACULTY OF ARTS Curriculum design Actual experience of the students: different motivations to publish / not to publish, understanding concerns, fears and expectations (most of them cultural) Fine-tuning ethical framework and helping others to design theirs

Pictures from Flicker.com -Alaska_Dude (People in streetshow) 2 -John (Arts and Computers, artist laptop) 3 -Thompson Rivers University (Sustainable Beef Lunch and Learn, students poster) 4 -Fancydiamondsnet, (Diamond) 6 -Doyle Saylor (Walter Benjamin) 6 -Dan mason (Ethics) 7 --Sergi MD (young people demo) 14 - DoraExplorer (crystal ball man) 14 and 23 -Abhishek Sundaram, (Salesman) 14 -Alvy Alvaro Ibáñez (Madrid city) 14 School of Modern Languages and Cultures FACULTY OF ARTS Pictures from HumBox.ac.uk -Slides 8, 9, and 10: OpenLIVES project (2012). An open collection of research data and teaching materials relating to Spanish migrant stories. JISC -David Masters (suitcase) 15 -Chris Willis (Close-up Bee) 15 -Vancouver film school (boy headphones) 17 -xpgomes2 (food stall) 17 -Henna Lion (vegetables) 17 -marsmettn tallahassee (moral compas) 18 -enokson (student with laptop) 18 -monika (first rows empty) 21 -Landon Mackenzie and DRWG208 (students Life Drawing) QR_U 22