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Tag: “open learning”

Open, with care… and vulnerability.

My enquiry into what exactly the notion of open and openness entails seems to almost have taken me back to the starting point, the starting point not only of this particular chapter of enquiry but also to the starting point of my own initiation into open online learning and learning in the open. That’s because caring and vulnerability has been the theme taken up this week in Networked Scholars. Although I’ve already highlighted vulnerability as being, for me, a key aspect of being an open learner,

a way to engage in learning that acknowledges the vulnerability and risk that’s inherent and asks the learner to recognize and embrace this,

it was interesting to consider vulnerability yet more closely and an absolute privilege and a delight to have Bonnie Stewart share her thoughts on the topic.

In a powerful and searingly honest ‘live chat‘, Bonnie outlined the deeply personal circumstances in which her blog and was initiated, identifying the move as displaying vulnerability with agency. To me, that phrase, vulnerability with agency, seems to capture what’s at the heart of networks and learning in the open and as such, it begs the question how do educators bring learners to such a position, and by encouraging them to participate in this way what might they be asking them to assert and what might they be asking them to risk? Not easy.

It was interesting therefore to come across an article from ALT’s July newsletter entitled ‘Social media in education: ethical concerns‘ in which HE educators discussed these issues. A primary concern was that of online harassment. Of course I’ve heard of internet trolls and cyber-bullying, and I know that women are not fairly represented or treated in certain fields, but I hadn’t really stopped to consider any of this in great detail, not until now that is. Not until I was confronted as part of this week’s discussion with Kathy Sierra’s recent revelations about the harrowing experiences she’s had to endure online. Horrendous. When you’ve had nothing but positive experiences using a social networking tool such as Twitter, it’s an uncomfortable truth to realize that, for all it’s good, it’s also a hate amplifier.

The purpose of this week’s topic in #scholar14 was to consider that social media and online networks are not neutral and that, for better or worse, social media reflects society. So far, I’ve explored how online social networks function as places where scholars can agencially make themselves vulnerable but where they might also be exposed to the darker side of humanity. Thankfully, online social networks also function as places where scholars may express and experience care: support or mutuality, if you will.

open with care 1
Open with care.

As the saying goes ‘sharing is caring‘, and a culture of sharing it seems is increasingly becoming the norm online. It’s argued that open practices reflect a form of caring, and that such a culture of sharing or giving without expectation of anything in return potentially leads to the development of ‘gift economies‘ or a series of relationships that depend on meaningful collaborations and pay-it-forward interactions. I can certainly vouch for this: people sharing status updates and links, taking the time to comment on blog posts, cooperating in open online courses, collaborating in research projects and, in the case of POTCert, paying it forward. As a case in point, I think POTCert (Programme for Online Teaching) deserves a special mention, not only because it’s where I was initiated into open online learning but because it functions as a type of gift economy and exemplifies the altruistic culture of sharing outlined above. POTCert is a free, open, online class aimed at those who wish to teach online. It was was founded at MiraCosta College, San Diego and is run by run by a volunteer faculty group with its alumni ‘paying it forward’ each semester in the form of mentoring and/or moderating etc. Respect due.

Resources: in order to add more context to Bonnie Stewart’s live chat, here are the links to further resources.

Networks of Care and Vulnerability [blog] http://theory.cribchronicles.com/2014/11/04/networks-of-care-and-vulnerability/

Networked Identity: Networks of Care and Vulnerability http://www.slideshare.net/bonstewart/networks-of-care-vulnerability?utm_content=bufferf1a8c&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Networked Scholars Expert Chat with Bonnie Stewart [Youtube] https://www.youtube.com/watch?v=t6xTyDar9Jw

Image source: http://en.wikipedia.org/wiki/Corrugated_box_design

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Destination Open: weaving my own way and building my own place

Well, I’m glad to say I think I’m making progress on my quest to more fully understand the notion of open and the triad of open-related courses that I’m weaving my way through seems to be shaping up nicely as I undertake my ‘Grand Tour’.

In my previous post, I thought about what openness means to me because, like digital literacy, ‘open’ is another one of those unhelpful ambiguous terms: used across contexts, meaning different things to different people. For me, I said openness was a way of being, a way of being a learner on the open web. I’d heard openness being described as a way of being before but I was unable to attribute the phrase or elaborate on what was meant. Fortunately, my readings quickly remedied this and I became acquainted with Cameron Neylon who draws attention to ‘being open‘; that is, being open as opposed to simply making open resources. He goes on to say that being open is about embracing a particular form of humility; it’s about embracing the idea that as a creator despite being supremely knowledgeable about your work, you can’t predict the use and application to which your work might be put. Further still, it’s about accepting that by working openly vital contributions and insights may come from unexpected sources. I think being ‘open to unexpected uses’ is something that the field of open research is grappling with as it considers the ethics bound up in such a position. Well, that’s what I’m picking up as I dabble in the Open Research MOOC from the OER Research Hub.

Used across contexts, meaning different things to different people
Used across contexts, meaning different things to different people

Meanwhile, over in Stanford’s Open Knowledge MOOC I was reminded that open, or more specifically ‘open content’ is the

attempt to appropriately adapt the logic of “open source” software to the non-software world of cultural and scientific artifacts like music, literature, and image […and higher education?] (Wiley, 2009),

which links nicely back to Cameron Neylon’s piece where he explains that the Open Source community is not just amenable to encouraging the unlimited use of resources thus maximizing their potential use (and their unexpected use), but they’ve also gone further in developing mechanisms that support the ability of anyone to contribute to projects. He explains, and this is where it gets interesting,

you don’t just throw the code over the fence and expect a project to magically form around it, you invest in and support community creation with the aim of creating a sustainable project. Successful open source projects put community building, outreach, both reaching contributors and encouraging them, at their center.

This is where it gets interesting because that’s what seems to be happening over in Connected Courses. Here, the pre-course weeks were dedicated to ‘Blog Talk’ and the nuts and bolts of getting participants’ blog sites syndicated and connected to the course hub, such are the practicalities of this distributed mode of delivery. However, this group of educators,

a collaborative network of faculty in higher education developing online, open courses that embody the principles of connected learning and the values of the open web,

are keen to dig deeper and support others in the whole area of open/connected learning and the tools and infrastructure that’s required to run these types of courses. Consequently, they’re not only modelling this stuff, but they’ve made available a series of resources and are willing to support anyone willing to have a go at hosting their own site and developing their own course, or learning community. So that’s just what I’ve been prompted to do. I’ve signed up with Reclaim Hosting and I’m now, as Howard Rheingold puts it, well and truly ‘Under The Hood: Where Technology, Pedagogy, and Power Meet‘.

blog talk
Building and supporting the connected courses community.

I’ve posted links to the resources below and you can view my Storify “Creating a Learning Environment with Open Source Tools” to see how helpful these folks are and what it’s like working in the open and building a community. Incidentally, and just to underscore the reason why going down the self-hosted route and developing your own webs skills is a good idea, I actually wanted to embedded my Storify in this post, like I’ve done before, but discovered that WordPress.com and Storify no longer have the same arrangement, so I’m at their mercy in terms of what I can do and how much control I have on such platforms.

Links to resources:

Connected Courses Documentation Wiki
http://docs.connectedcourses.net/

Under The Hood: Where Technology, Pedagogy, and Power Meet – Howard Rheingold
http://connectedcourses.tumblr.com/post/97092652075/under-the-hood-where-technology-pedagogy-and-power

Building with Howard: How to Create a Learning Environment with Open Source Tools Pt 1
http://media.umw.edu/podcasts/reclaim-hosting/building-with-howard-how-to-create-a-learning-envi

Building with Howard: How to Create a Learning Environment with Open Source Tools Pt 2
http://media.umw.edu/podcasts/reclaim-hosting/building-with-howard-how-to-create-a-learning-en-2

Building with Howard: How to Create a Learning Environment with Open Source Tools Pt 3
http://media.umw.edu/podcasts/reclaim-hosting/reclaim_3mp4

Building Connected Courses: Feed WordPress 101
http://cogdogblog.com/2014/07/14/feed-wordpress-101/

Feed WordPress 101: The Basics
http://cogdogblog.com/2014/07/14/feed-wordpress-101-the-basics/

Feed WordPress 101: Installing and Setting Up The Machine
http://cogdogblog.com/2014/07/16/feedwordpress-setting-up-machine/

Feed WordPress 101: Feeding The Machine
http://cogdogblog.com/2014/07/17/feeding-the-machine/

Feed WordPress 101: Some Feed Magic
http://cogdogblog.com/2014/07/24/wordpress-101-feed-magic/

Feed WordPress 101: A Few More Tricks For Your Site
http://cogdogblog.com/2014/07/28/feed-wordpress-101-more-tricks/

References:

Neylon, C. (2013) Open is a state of mind. Science in the Open. Available at: http://cameronneylon.net/blog/open-is-a-state-of-mind/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+ScienceInTheOpen+%28Science+in+the+open%29

Wiley, D. (2009) Defining “open”. Iterating toward openness. Available at: http://opencontent.org/blog/archives/1123

Image source:

by Opensourceway  https://www.flickr.com/photos/opensourceway/5009661706/sizes/o/

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Why Open: a Grand Tour

I know. It’s been a while. Any way, anyone who has followed this blog before the hiatus will know that it’s the place I use to chart and reflect upon my learning, learning that’s mostly occurred in online environments that have the label ‘open’. Indeed, I started this blog as a requirement for POTCert – an open online course. However, what I didn’t realize at the time was that open didn’t just refer to the course access but, to quote Jim Groom, is an ‘ethos’ and, not sure who I’m quoting here, is also ‘a way of being’ too. Because, you see, since agreeing to blog, agreeing in effect to ‘learn in the open’, that’s what I’ve steadily become, I’ve become an open learner, an open practitioner if you like.

why_open

The P2PU online course, Why Open, examines the question of openness, and starts by asking “what do you think ‘openness’ is”? There’s been many answers: access, re-use and re-purposing, sharing, collaboration and transparency etc. but, as I’ve already intimated, for me openness is a ‘way of being’; it’s a way to engage in learning, not just learning that’s visible on the open web, but a way to engage in learning that acknowledges the vulnerability and risk that’s inherent and asks the learner to recognize and embrace this. After all, in order to learn you’ve got to put something ‘out there’, thus exposing your ignorance, your difference, your half-baked understanding, your radical position – whatever. In this sense, openness is also about sharing; it’s about putting something out there for mutual benefit, for learning together.

OK, so seeing as I’ve been greatly shaped by these online open learning experiences, I now want to fully understand the whole notion of open, the range of notions. I’ve heard comments like “the battle for open has been won“. However, it wasn’t me that was doing battle; I’m just lucky enough, and able enough, to reap the spoils. I want to understand open more fully because if, as I’ve just read in Jenny Mackness’ blog, “open is going to become the ‘name of the game’ in education”, then I’d like to be more knowledgeable on the topic, more able to effectively engage in open practices, more able to support open learning and be a more assured and convincing advocate of openness, if open is the appropriate option in the given situation. After all, open is not easily going to be the default mode for everyone. It’s not exactly a walk in the park – learning in the open is complex, risky and emotional; good job it’s also rewarding and fun.

Coming up over the next few months are a raft of good courses that relate to open; I hope to sign up and take a “Grand Tour”.

Why Open? by School of Open on P2PU – Aug 10th to Sept 5th (open archive)

Open Knowledge: Changing the Course of Learning by Stanford Online – Sept 2nd to Dec 12th

Open Research by OER Research Hub on P2PU – Sept 15th to Oct 12th

Connected Courses. Active Co-Learning in Higher Ed. Sept 2nd to Dec 14th

Hopefully, I’ll be a good open learner and share my reflections here.

Image source:Project 365 #303: 301009 Blink And You’ll Miss It!

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