Opening and sharing: some down-to-earth thoughts
This week's topic in the ONL training is opening and sharing. Being a passion-driven teacher and researcher, I can feel my growing enthusiasm while listening to the presentations or when reading sources on this topic. The idea of opening up courses or sharing educational resources with the general public under the slogan "education is sharing" sounds so motivating that it even keeps me awake at night. I can already see myself running some of my courses online, trying out various digital tools, discussing hot educational topics with colleagues from abroad, and even doing research on the development of my teaching.
However, as a fully-employed working mom, I need to consider the practical (or rather: realistic) side of such changes. First of all, what is meant by "opening educational resources"? From the teacher's perspective, does it mean, for example. writing an educational blog and uploading the lecture slides? Or does it mean designing and running a MOOC (Massive Open Online Course)? The scenarios seem to be located on a continuum, depending on the amount of expertise and involvement they require from the teacher. It is very important to be aware of this because slogans such as "sharing is caring" can be deceptive in case they are not interpreted in terms of their practical realization.
I could not agree with Garrison (2017) more in this question. Teachers should not be left alone. They need systematic and structured support (e.g. IT support, proper time allocation) in order to engage in opening and sharing. For this to happen, senior leaders in decision-making positions need to be convinced about the importance of such developments.
Source:
Garrison, R. D. (2017). E-learning in the 21st Century. A Community of Inquiry Framework for Research and Practice. New York and London: Routledge.
However, as a fully-employed working mom, I need to consider the practical (or rather: realistic) side of such changes. First of all, what is meant by "opening educational resources"? From the teacher's perspective, does it mean, for example. writing an educational blog and uploading the lecture slides? Or does it mean designing and running a MOOC (Massive Open Online Course)? The scenarios seem to be located on a continuum, depending on the amount of expertise and involvement they require from the teacher. It is very important to be aware of this because slogans such as "sharing is caring" can be deceptive in case they are not interpreted in terms of their practical realization.
The second point that one needs to consider is the work plan. I am doing this course (plus another one) in addition to my regular work commitments. However, passion drives me in my learning, which helps me overcome the challenges that the course brings in terms of time management. In an ideal scenario, such trainings are part of work plans and colleagues from the same institution participate together. This allows for sharing and discussing the learning experiences at the workplace.
According to Garrison (2017), opening courses (and thus going online) should not be done as a kind of individual ad hoc adventure. He suggests that there should be a vision and a strategic plan for this at institutional level, which could serve as a kind of supporting framework for those involved. Teachers and lecturers should not be left alone in the process; they should get directions in the form of an institutional policy on sharing and opening. Garrison (2017) proposes a team-based approach, which means that instructors could collaborate with instructional designers and administrators. This could result in the sustained and systematic development of online teaching.This process is already followed by some universities, but there are lots of institutions where the teachers are still uncertain about whether and how to go online and open their courses.
I could not agree with Garrison (2017) more in this question. Teachers should not be left alone. They need systematic and structured support (e.g. IT support, proper time allocation) in order to engage in opening and sharing. For this to happen, senior leaders in decision-making positions need to be convinced about the importance of such developments.
Source:
Garrison, R. D. (2017). E-learning in the 21st Century. A Community of Inquiry Framework for Research and Practice. New York and London: Routledge.
Hi Judit!
ReplyDeleteAt last, I've taken the time to read others blog posts and even found yours! Exciting reading and I fully understand your frustration! And sure, Garrison is right. It will be most effective and best if there is an institutional support and vision for the change that open courses entail.
But very often, important changes have been counteracted or questioned simply because they are major changes. To open course materials and courses are for many such a radical change that the foundations are shaken. I think that resistance to change sometimes applies to uncertainty for new technology, but above all, I think it is uncertainty for social factors. Especially when it comes to openness. We do not want to be revealed as unskilled or not engaged. If we open materials or courses, we risk being judged, a fate we gladly leave for our students.
As regards support for social factors, Garrison may also help, we can refer to policy decisions. But I also believe that if we are a few on the "floor" we can create a common security. Preferably in the same workplace, but also as a network between schools. With small steps we can try and I think we have everything to win!
/Birger