1. Open content: New directions in supporting teaching and learning at UQ
A panel discussion hosted by UQ Library
Facilitator: Dr Gillian Hallam
30 October 2017

2. Overview of the session
The theme: open education from many perspectives
Panel discussion
To have a broad brush review of the issues associated with open education
Hosted table discussions
To focus on the topics that you have the most interest in
Report back to the whole group

3. The panel Bill Beach John Zornig Dr Sam McKenzie Kerry Kilner
Associate Director, Client Services, UQ Library
John Zornig
Acting Director, UQx
Dr Sam McKenzie
Project Manager, UQ Student Strategy
Kerry Kilner
Director, AustLit
Pablo Riveros
Educational Designer, Faculty of Science
Jessica Stevens
PhD candidate, IP & Innovation Law, QUT

4. EU OpenEdu Framework
Image: , 2017

5. EU OpenEdu Framework
Conceptual framework to support developments in higher education
6 core dimensions
The ‘what’, i.e. the features of educational practice
Access
Content
Pedagogy
Collaboration
Recognition
Research
These are not silos, but interact with each other
4 transversal dimensions
The ‘how’, i.e. opening up educational practices
Strategy
Leadership
Technology
Quality
These underpin each of the 6 core dimensions

6. Open education is dynamic – and ever evolving
There is no one single correct way of doing it
Different elements of openness will be required in different contexts
Educational institutions can mix and match the dimensions to suit their purposes
The ‘opening up’ of education practice:
Advocates transparency at all levels of the institution – and beyond
Encourages communication across all stakeholder groups:
Teachers, learners, academic development, learning support, policy makers
Authors, publishers, professional societies
Schools, colleges, universities
Governments…

7. The 5 Rs of openness Retain Reuse Revise Remix Redistribute
The right to make, own, and control copies of the content
Reuse
The right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
Revise
The right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
Remix
The right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
Redistribute
The right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
David Wiley, 2014

8. Questions for the panel
What is your understanding of ‘open education’ and where does it fit into the role(s) you play?

9. Content – Pedagogy – Collaboration - Quality
Let’s start by looking at open education activities at UQ… Who is using and/or producing open educational resources (OERs) in their teaching and learning activities? What are their motivations to use open pedagogies?

10. Content – Access
In many people’s minds, ‘open content’ is synonymous with ‘open educational resources’ (OERs). For some, ‘OERs’ simply means ‘eTextbooks’. Could you please help clarify your understanding of open content from the perspective of the academic library… What is happening and why is the Library interested?

11. Content – Access – Collaboration
One of the big – and often confusing – issues associated with open education is how people get their heads around the licensing and Creative Commons angles of creating, managing and providing access to open content. Can you please help us explore and understand some of the issues?

12. Research – Strategy - Recognition
Some critics of open education have argued that it is a ‘utopian’ movement. You have considerable experience with learning environments such as AustLit and Cirrus, which is an innovative online resource to support student work in a number of undergraduate courses at UQ. Can you please give us your insights into the realities of developing and managing this type of platform?

13. Strategy – Leadership – Technology – Quality
We have probably all heard of MOOCs – massive open online courses – with some positive spins around the idea, and some negative. Could you please tell us a bit about UQ’s involvement in the MOOC landscape, what the advantages are for the university, and what the challenges might be?

14. Access – Recognition
There’s currently a growing interest in ‘credentialing’ and ‘badges of learning, along with a trend towards non-traditional pathways dovetailing with the traditional model of academic awards. What do you see is happening here, and where might these trends be leading us in the future?

15. Strategy – Leadership
The central focus of the UQ Student Strategy is “to enhance the way students experience university life and learning”. How does open education enhance the work UQ is doing in this area?

16. Strategy – Content – Access – Quality
A lot of the focus of the discussion has been on the institutional aspects of open education. I know you are interested in the bigger picture of the societal values of openness. By this we are thinking of almost motherhood statements like:
Knowledge as a public good
Equity of access to education in all sectors of society
Making education affordable for all
This is a very big topic, but could you please introduce us to some of your ideas about where you see open education taking us?

17. Image: EU Science Hub, 2017

18. Table discussions
Image: Carroll Technology Council, 2017

19. Table topics and hosts
Open education: implications for teaching staff Pablo Riveros
eTextbook models Bill Beach
MOOCs John Zornig
Open education and the UQ Student Strategy Sam McKenzie
Sustainability of open education activities Kerry Kilner
Licensing issues for open education Jess Stevens

20. Wrap up from the tables
Image: Teach Better, 2014

21. Thank you! To all our panellists To all our participants
Image: Open Education Europa, 2017