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What are the literacies of resisting the new norm(al)? #altc

I gave (with the considerable help of the other participants in the room) a 20 minute presentation at ALTC 2017, in the Empowerment in Learning Technology Theme, here is the  abstract and here is an autoplay version of the slides

There are some speaker notes here that indicate what was said along with the slides.

The presentation was in Elizabeth Gidney 1, 10.45-12.00 slot, Thursday 7 September.

I have really enjoyed writing the abstract and preparing the presentation for this ALTC conference, my first attendance since 2011, where I participated in a critical and enjoyable symposium with Cristina da Costa, Josie Fraser, Richard Hall and Helen Keegan.  As I recall, there was lively debate, and that was my hope for the presentation. It was pretty clear to the audience what are my hopes and fears for learning technology practice. I acknowledge that many learning technologists will disagree with me and I hoped that those there will feel free to express their views. I want to hear them.

My current perspective on learning technology is focussed on informal learning from a largely extra-institutional perspective but via Chris Gilliard @hypervisible, I found a video about institutional adoption of technology that I hoped would provoke some interesting and diverse responses. Kate Bowles offers valuable reflections on the view of students implicit in this institutional case study.

I haven’t been able to find out whether or not Curtin University regards this application of HDS technologies as research or if informed consent has been obtained from staff and students. To me this seems like human research and deserving of the regulation demanded of academic researchers at Curtin and elsewhere.

Fortunately, my hopes were realised and the audience seemed very engaged with the video. A common reaction was that it was quite scary. Someone shared that they were involved in a similar project with secondary school students. Rather than using cameras and facial recognition, students carried badges thus enabling at least the possibility of them opting out.

Another participant pointed out when an institution has made a massive financial investment in technology and system, that can inhibit the expression of critical reflection.

Several participants felt that students seemed to lack choice.

Another participant told us that he was involved in a similar project using facial analysis but the difference was that since he works in veterinary science, the subjects were animals. This links back to my earlier comments on human research.

The final comment identified the dilemma for learning technologists in that their roles as technology advocates may clash with critical reflection.

My one-line message from my presentation is my hope that resistance is included in, or at least not excluded from, digital literacies. This doesn’t mean banning certain platforms or technologies but ensuring that the conversations happen about how they are used.

 

Ground Zero Approaches to Open #YearofOpen

Whilst I was at the OER17 Conference, via Twitter I became aware of a minor controversy around a post by David Wiley, How Is Open Pedagogy Different? published on April 4, just before OER17. Jim Groom’s response I don’t need permission to be open attracted a lot of comments (30 at time of writing). I commented at Jim’s post, read Suzan Koseoglu’s Open Pedagogy: A Response to David Wiley,  and commented at Tannis Morgan’s Reflections on #OER17 – From Beyond Content to Open Pedagogy

The week before OER17, I had responded to a request from #101openstories (still time for you to add yours too). In writing my open story, I realised that I became open, in the sense that it is generally meant within OER/Open Access/ Open Education Practice/ Open Pedagogy, by accident.

Open by Accident

Writing my story, reading posts and commenting all added to my personal reflections on what open meant for me in my own practice as an educator and as a learner. I am not really interested in getting into a definition war about open – I am more interested in the relationship between the theory  and practice of openness, and for me that predates my use of the Internet in education.  One OER17 presentation that was particularly relevant to this issue for me was this one by Catherine Cronin and Laura Czerniewycz. Putting critical pragmatism in a reflexive relationship with advocacy is a powerful contribution, and leaves space for us to explore broader and older ideas. Viv Rolfe gave a presentation entitled Open but not for criticism at Opened16, and Dave Kernohan stressed the need to a community of practice to operate in part as a shared history of that practice (in order to combat ahistoricity) in his Opened15 presentation.

Eventually, I realised that #101openstories, David Wiley’s blog post were focused around #YearofOpen so I explored that site, interested to see that more active education was a claim for open pedagogy.

Open Pedagogy provides teachers with an extended set of didactical approaches to make their education more active. ” Robert Schuwer in https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/

Around the same time Maha Bali, who also has a post at the Year of Open site, invited me to a hangout to discuss What is Open Pedagogy?. I was honoured to be invited but I am not a huge fan of Google Hangouts, and I think Maha understands that. The question of how we explore the meaning and practice of open in education is an interesting one and fortunately won’t be answered in the next two days 🙂

So distilled from my reflection and recent reading and thinking, here is my contribution to the #YearofOpen in the area of open in practice.

Image of Ground Zero definition from Oxford Dictionaries definition

When I was commenting on on Tannis Morgan’s post I referred to the problematic nature of what I called Ground Zero approaches to Open. Afterwards, I was slightly worried that the use of the term Ground Zero might have been offensive in the light of its use in the context of the destruction of the World Trade Centre so I was relieved to find that it had a pre-existing meaning, as I had thought. I was very pleased to see the exemplar given for meaning 2 , a starting point or base for an activity ‘if you’re starting at ground zero in terms of knowledge, go to the library’. 

Some writers like Tannis do look back in the literature to explore meanings of open in education prior to the Internet age. Because my own educational practice pre-dates the Internet, I thought it would be interesting to look back to see if I could find some of the sources that influenced my own HE philosophy/pedagogy in the late 1980s/ early 1990s https://scholar.google.co.uk/scholar?q=Open+Active+Learning&btnG=&hl=en&as_sdt=0%2C5&as_yhi=1995 .  Apparently a journal changed its name to ‘Open Learning’ in 1986 and there was argument over the misuse of terminology in 1990 so not much has changed. I realised that an important concern for me was the activity of the student, and I was able to incorporate new activities as opportunities for open web learning emerged.

As well as looking back, it’s good to look around too . I have worked with many colleagues who would be reluctant to openly share their resources according to 5 or even 6…. 25  Rs but would be open practitioners according to a less stringent orthodoxy. In terms of the scholarly literature, an example of something that fails the 5Rs but is hugely valuable source for theorising and practicing openness is the excellent Learning, Media & Technology Special Issue edited by Sian Bayne, Jen Ross and Jeremy Knox http://www.tandfonline.com/toc/cjem20/40/3?nav=tocList . Only one of articles is ‘open access’ but several of the others are available as pre-prints or by ingenuity via one’s network. Does that mean that the wealth of knowledge available by reading and discussing the articles should be excluded from consideration of OER and open educational practice. I don’t think so. I have been very pleased to some of the work cited in the OER community, notably in Catherine Cronin’s OER16 keynote but I always hope to see more crossover.

So I am recommending a healthy suspicion of Ground Zero approaches to Open (Pedagogy). For me they tend to suggest that we ignore what has gone before, and require signing up to tightly defined rules (that may change in future). Why should we be suspicious of these approaches? Firstly, the unenlightened who refuse, for example, to sign up to a particular version of a CC license may have a good reason for their decision, and why should it be imposed upon them? If we exclude people and their rich, lived educational practices, we may fail to learn from them as well as them learning from us.  Can we afford to exclude valuable knowledge that falls outside the parameters of our particular ground zero?

We may need to look beyond what we see as our community, and go the the library.

I’ll be watching this at 9 p.m. BST today and on #YearofOpen hash tag on Twitter – maybe see you there?

Curation of Relevant Posts by Maha Bali

Relevant posts that I had read but not directly linked to

Thinking about open pedagogy

http://www.josiefraser.com/2017/04/reflections-on-oer17/

 

 

Missed Conversations – in more ways than one #OER17

This evening I participated in a Missed Conversation via VConnecting session that followed up on a #TowardsOpenness workshop at #OER17.  It’s lovely that OER17 continues to ripple on nearly a week after it finished.

This was a missed conversation for me in more ways than one. Although I attended OER17 in person, I had missed the original workshop as I was part of a panel running in parallel. And then I missed the first 12 minutes of the Google Hangout as I had connection problems but I am so glad I got there eventually as it was a lovely session.  It was great to hear what participants had to say but I also loved the chat stream that was a missed conversation for people watching the video. I have just watched the video  and I am missing the first 12 minutes of the chat stream from there 🙂

When I eventually joined the Google Hangout, and was invited to introduce myself,  I explained that I am an Itinerant Scholar, having retired from Higher Education in 2013.

Here’s what I said as my introduction:

In preparation for this event, I read the abstract, blog posts and viewed the video provocations. I reflected on the process model

Towards Openness Framework
Towards Openness Framework

especially “Create and share a realistic or fantasy intervention/ prototype/ tool / process”.

My personal motivation, based on me tending to talk too much, was to participate differently in inclusive conversation. As well as changing my actions, I am imagining a counter to algorithmic shaping of conversation online.

First I thought of a human algorithm (or even humane algorithm). I like the human bit but think we can do better than fixedness of algorithm.

So this was my attempt to re-create the workshop activity and I came up with some heuristics, rules of thumb that I see as a concept, a broad guide, a space of adaptation and action.

I had started to think about these heuristics when participating in #tjc15 organised by the lovely Laura Gogia. The hashtag twitter conversation was busy and fast flowing so I tried to think of what I could do to have a meaningful participation.

In the Missing Conversations hangout, I concentrated on listening to the speakers and participating in the chat, both of which channels were very interesting, though those viewing the video, live or as a recording, couldn’t see the chat. Privacy, surveillance and sacrifice of personal data in return for ‘free access’ were all explored, and it’s worth watching the video, if you missed the session.

I find it difficult to separate the spoken contributions from the chat room, and in a way that is an example of the differential experiences that platforms such as Google Hangout can engender. Kate Green explained beautifully at 25.30 into the Hangout that she had to change her browser and cookie permissions so that participating in the workshop compromised her privacy strategies. This chimed with Chris Gilliard’s contributions (video and spoken) regarding the implications of surveillance capitalism.

Towards the end of the Hangout, I shared my heuristics for participating in a one hour synchronous conversation online, which are:

I will:

  1. LISTEN – I minimise my speaking, and maximise my listening.
  2. PREPARE – I research in advance and note THREE points that I might make/respond to.
  3. WAIT – I make ONE of these points as a statement, being prepared to bring in the others in response, if relevant, within the flow of the conversation.
  4. REFLECT – I reflect and report back via a blog post/ Twitter comments.

I don’t really think that these heuristics are sufficient to counter algorithmic and functional shaping of conversational streams in social media but they are my human shaping. Of course, we can also resist in other ways.

This was a great experience – thank you all.

The Paradise (hopefully not lost) of #OER17

Last week I was lucky enough to attend OER17 an Open Education conference, The Politics of Open. When I heard at the close of OER16 that was the theme and that Josie Fraser and Alek Tarkowski were the Chairs, I was thrilled. I did wonder if that ‘politics’ aspect might be be off-putting for some. But the submissions that I  reviewed engaged with the topic and were generally of high quality. I felt reassured and optimistic.

And it was a lovely conference (organised by the very lovely ALT) with so much friendliness and spirit and voices from beyond UK where it happened. I guessed it was going to be great from my experience on the planning committee and reviewing abstracts, but it really did exceed my expectations. And for that, I should start by thanking the Conference Chairs who came up with the inspiring Conference themes. The whole experience was invigorating, and I am still enjoying the space after the conference. There was so much going on at the conference, and is still happening, please check out hashtag #OER17 as delegates and hashtag attenders continue to share and engage. I have been able to get a flavour of sessions that I couldn’t attend because I was in another good session.

I blogged the wonderful keynotes, which were inspirational in different ways, and I had blogged in preparation for the conference check my tag.  Feeling slightly dazed, I am reflecting and trying to fulfill my desire to contribute to OER17.

So let me think beyond the web links to the experience. This was a lovely conference from start to finish. The conference themes were inspirational: the keynotes were invigorating, they opened up thinking and generated some lovely abstracts and many beautiful presentations, lightning talks, workshops. The corridor/tea break  encounters, the discussion within sessions, the social media exchange, the bowling and Karaoke on Wednesday night all contributed to my good experience of #OER17.

But a bigger question is how can this conference make a difference in a broader sense?

I can’t capture the difference it will make in terms of an organised movement but I suspect that it will make a difference, however small, to how people think and what they do. I saw a few glimpses of criticality being seen as powerful for change rather than as a negative approach. That gladdened my heart but what of all the things I didn’t see? I am scouring #OER17 tag and seeing more but there will be far more that eludes me and that’s OK.

I will share two experiences that I had and that are part of the difference OER17 made to me.

The first was that I plucked up my courage and sang (very badly) at the Karaoke on Wednesday. I chose Joni Mitchell’s Big Yellow Taxi, and hadn’t realised till then that it’s an anthem for Open.

They took all the trees
Put ’em in a tree museum
And they charged the people
A dollar and a half just to see ’em

Don’t it always seem to go
That you don’t know what you’ve got
Till it’s gone
They paved paradise
And put up a parking lot

The second was seeing Chris Gilliard’s provocation for, I think, 2 OER17 sessions. I love the thought that digital creations can flit across to face to face sessions and flit back to channels like Twitter and blogs. I love the way Chris performs his own and Shoshana Zuboff’s ideas in this video.

These are ideas that are already familiar to me, and that have informed my own work but Chris’s video triggers new thoughts. That’s part of the beauty of open in a digital age that we can engage with ideas through and about the means by which we share.

Opening up Wikimedia Content and Communities #OER17 Keynote

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Lucy Crompton-Reid, the Chief Executive of Wikimedia UK, and Karaoke Queen, introduced herself to us, revealing her broad experience, and enthusiasm for Wikipedia.

Lucy was very happy when Jim Groom made this statement at OER16

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She is passionate about the use of Wikipedia and associated projects in education, formal and informal. Education is a natural home for Wikimedia, and Education is a key part of Wikipedia’s strategy.

Lucy showed a  video from a Wikipedia colleague

more background here.

Lucy gave us examples of how Wikimedia is engaged in projects with schools, colleges, universities and libraries across the UK and elsewhere. Wikipedia can play a part in developing digital literacy.

She also highlighted the different activities that can be done in the different language instances of Wikipedia. The English Language one  has over 5 million articles, while other languages have a need for content but that need offers opportunities to translate and recontextualise in young editors’ own languages.

Wikimedia are well aware of cultural and gender gaps, and works hard to address them, in order to diversify Wikipedia’s content and contribution.

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Another strand of Wikimedia strategy is to advocate for change in policy and practice in institutions with whom they are involved, with the help of ambassadors eg Wikimedians-in-residence in universities.

Lucy emphasised that Open as a political act does not mean that Open is in opposition to Privacy.

She highlighted ways in which we, the audience, could get involved in events, joining Wikimedia, and attending the Wikimedia UK AGM. I attended last year’s AGM, and it was a great opportunity  to meet people, learn at workshops and contribute to decisions.

The keynote was inspiring for those of us who were keen to learn more about Wikimedia through the sessions provided in the programme.

Lucy’s keynote is here.

[I promised to live blog the keynotes for OER17 as I had for OER16 but my method depended on pictures from my phone being pulled through to flickr. The wifi at the venue wasn’t up to this so the post is a combination of live and edited.]

Reaching Other Audiences #OER17 Keynote

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Diana Arce @visualosmosis, Director of Artists Without a Cause @ArtistsWAC, gave the second keynote at OER17.  She is an artist and activist who works with other artists to critique and make change with positivity. She told the story of the Charging Bull, and the Fearless Girl, supported as an advertisement by Hedge Fund – rather than by, say, Planned Parenthood.

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Diana told us that this demonstrated 2 things she has learned: that location is everything; and the need to participate by engagement and activism rather than photo-opportunity.

Diana gave an example of an art installation concerning Enron that she worked on right in the centre of the Financial centre. Some financial workers engaged with her, even bring their shredded documents!

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Her next example was the project that refurbished 25 row houses in Houston Texas – most used by artists, and few as homes for battered women.

Another of Diana’s own projects was White Guilt Cleanup – cleaning up privilege, one white person at a time. White people could buy a White Guilt Offset Credit that would benefit their or others’ victims.

Diana worked with Indie magazine in Berlin to help them change practices through the project, and their joint work was successful in making change.

Diana has done different political Karaoke projects at Democratic National Congress, and a bar in Jerusalem.

Her takeaways were:

  • make sure you have local cooperation to work in their spaces
  • or bring them to your project
  • use Art projects as a Trojan Horse to make change where it matters

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Conflict Kitchen in Pittsburgh only employs people and serves food from countries in conflict with USA. Waiters are trained in handling conflict/communication. The goal is to counter media narratives about conflict locations.

Watchwords: DON’T TELL PEOPLE WHAT TO THINK

Politaoke, another of Diana’s brainchildren is where people respeak real political speeches It’s a kind of non-partisan political karaoke, with interpretive dance and rants.

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There is no work without the audience: they bring the speeches, and other performances. The work is in resisting descent into propaganda, and attracting an audience where change can be made.

Diana plans to release outcomes of Politaoke in an open environment for broader benefit.

Diana applauded the work of the Center for Artistic Activism in helping change happen.

Sheila MacNeill asked about how we could harness Art in Education. Diana told of her experience mainly in after school activities, Higher Education being her least favourite area.

Bryan Lamb asked about people who may be using related techniques but for less than desirable purposes. Diana explained how Art can become a disruptor.

Muireann asked about the possibilities of OE researchers to spread their message, and Lucy  described a political art installation in the House of Westminster that gave  disenfranchised young people a voice in the right place to be heard.

This was a keynote that felt and looked to me like an art event – it was great fun to be there.

[I promised to live blog the keynotes for OER17 as I had for OER16 but my method depended on pictures from my phone being pulled through to flickr. The wifi at the venue wasn’t up to this so the post is a combination of live and edited.]

Hiding in the Open #OER17 Keynote

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Maha Bali describes herself as “open and connected educator, learnaholic and writeaholic” and you can find her on Twitter and at her blog.

Maha has modelled openness in the development of her keynote by blogging for ideas, sharing her slides in advance and adopting an inclusive approach through the process.

Josie Fraser introduced Maha as an open educator who models and personifies open educational practice.

Maha started by asking the audience to share how many OERs they had produced – quite a variety.

She then asked a series of questions that highlighted (without being too explicit) how openness might benefit, followed by a ‘meet your neighbour’ activity.

Maha used the Little Miss Helpful book to highlight the nature of ‘helping’ and how the helped relate to it – does the person on crutches want you to open the door for them? and does the beggar with no teeth appreciate the apple she is given. Maha and a member of the audience discussed the nature of intentions – whether we nurture our intentions properly, whether they include those we engage with.

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Maha went on to discuss Education funding as ‘foreign aid’, an interesting analogy.

You try to ‘fix the shirt but spoil the trousers’. Your intentions are good but what you help spoils something else. Maha included stories shared by others.

Christian Friedrich shared his stories about trying to help refugees and the unanticipated problems that arose.

Aleks Tarkowski talked about Creative Commons Licenses and the complexity and legal nature created mini-copyright police.

Maha then went on to talk about curriculum and how the hidden curriculum and the power relations that lie behind open relations in Egyptian HE.

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People with less privilege may have a different experience (and fears) of using CC0 compared with the  more powerful.

Maha looked at curriculum as content , using example of SOAS students who challenged a white privileged curriculum.

SHe also gave the example of the 2 versions of the 6 Day war in 1973 on English and Arabic wikipedia – same ‘facts’, different interpretation.

She compared cMOOCs and xMOOCs , usually in English, with Edraak a MOOC written in Arabic.

Maha went on to speak about Virtually Connecting that includes people who can’t be at the conference and to encourage face to face delegates to take away some of their experiences for the benefit of those who weren’t there.

You can watch the recording of the keynote here.

[I promised to live blog the keynotes for OER17 as I had for OER16 but my method depended on pictures from my phone being pulled through to flickr. The wifi at the venue wasn’t up to this so the post is a combination of live and edited.]

Preparing for OER17

Packing Pile by Frances Bell  CC-BY-NC-SA

I seem to have been preparing for OER17 for a long time, seeing as this is my eighth post tagged OER17 . I am setting off on Tuesday morning, and I am really looking forward to meeting old friends and new people whose names are on great submissions.  The programme is very rich and bodes well for stimulating ideas and discussion. I know I am not the only one who is finding it difficult to choose which sessions to attend so I am hoping to catch up on some of the ones I have missed through hallway conversations and the Twitter stream.

Even people who want to participate remotely have various options. The  three hashtags that I will be inhabiting are #OER17, the conference hashtag;#critoep , a hashtag that some of us are hoping will aggregate the wonderful critical work at the conference; and #femedtech, the hash tag for a newborn network that we hope will grow at OER17, hence the stickers that I am packing. If you think you might be interested in femedtech, check out the hashtag and our website http://femedte.ch. We also have an informal get together planned at lunch on Wednesday 5 April, watch out for more details on the hash tag.

I am going to attend the three keynotes, and I’m aiming to live blog them so more of that later. I am also chairing three sessions which will be a great pleasure.

1500 Wed 5 April – 3 presentations in the Institutional Politics theme: Exploring International Open Educational Practices, Advocating for Open: The role of learning support professionals in changing practice, and Critical pragmatism and critical advocacy: Addressing the challenges of openness

10.30 Thurs 6 April A workshop in the Open Party theme: Histropedia – Building an open interactive history of everything with Wikimedia content

13.45 Thurs 6 April – 2 presentations in the Participation and Social Equality theme: Reclaiming the social justice agenda: MOOCs, openness and community orientations and The trade and the gift: open education and economies of academic labour

And last but not least, I am contributing to two sessions myself:

I am part of a great panel Staying open: sustaining critical open educational practice in a time of walls and borders with the very lovely Sheila MacNeill, Vivien Rolfe, Josie Fraser, and Kate Bowles. From writing the abstract to creating the panel session activities, this has been an amazing developmental and relationship-building experience, and for that I thank the panel members. I hope that our session, that includes plenty of time to listen to and involve our participants, can play a part in opening up the existing critical discussion around Open Educational Practice. #critoep  can provide traces of this journey.

My own presentation Being Critical in and of Open Educational Practice , another #critoep  contribution, concerns a particular passion of mine that reflects other sessions such as Laura Czerniewycz and Catherine Cronin’s , namely that the exclusion of digital, and particularly how it is provided and accessed, from our critical gaze is mistaken. We need to apply our criticality even if we have roles that involve advocacy. Digital platforms and networks should also be the subject of critique. I blogged my ideas prior to the presentation and will report back on the contribution of participants as I indicate in my slides.

And finally, my personal learning goal for OER17 is to learn more about Wikipedia. Since I attended Wikimedia UK AGM last July, I have wanted to do some Wikipedia editing. Since we have 2 Wikimedia UK Trustees, Josie Fraser and Lorna Campbell, and the Chief Executive, Lucy Compton-Reid, attending OER17; and several sessions including drop-ins, I should be able to achieve that. We are also considering holding one or more feminist Wikipedia editathons at Femedtech.

It’s all going to be great 🙂

Open by Accident

In 1996, I was lecturing in Information Systems in the Department of Computer and Mathematical Sciences at University of Salford.  A colleague ran a Lotus Notes Server (under his desk as I recall) that hosted a Student Information System – and I had an account on the server for that reason.

And then – Lotus released the Domino server  that transformed from just a Notes server to become an Interactive Web server ! What was posted on a Notes Server could be shared on the Web.

Wow!

I had looked enviously at Universities that offered tilde Web spaces for staff and sometimes students, but had no idea how I could persuade IT Services, or learn HTML alongside all my other commitments.

But now, I had a user account that enabled me to create Lotus Notes databases that would allow students to access and engage with what I published on a MS Office template database. So I just uploaded Word and Powerpoint documents to Lotus Notes, and there they were – on the Web. OK so the urls were a nightmare, but I was sharing course resources openly.  And I could sync the databases to my home computer, reducing my dialup charges.

My intention was that students could access resources but I soon realised that other educators were finding my stuff, and contacting me. This encouraged me in different ways: I adopted a more scholarly approach to citation/referencing in slideshows; and I was able to share resources as my network increased. Later, a colleague who joined us from another university told me how much she valued my stuff and we worked to create new web materials together when we team taught a large module.

I had also discovered the Notes Discussion template, and realised that I could set up Discussion spaces for students (and invite others) where they could have conversations that were shared but not in the public domain.

And then, an institutional reorganisation happened and I lost access to the Lotus Notes server and had to learn HTML in a month but that’s another story !

This is a bricolage story for #101openstories. Find out more and share your open story at https://101openstories.wordpress.com/welcome/

Still time to register for OER17

Happy people eating cake
#OER16 Crew by Catherine Cronin CC BY-SA 2.0

I am a newbie to OER conferences, and #OER16 was the first I attended.  It was fun, informative and helped me move forward my ideas about Open Education. I loved it, and live blogged and blogged quite a few keynotes and sessions.

If Open Education is something you do or plan to do, why not consider registering for OER17 . The theme is The Politics of Open, a topic that becomes more relevant by the day. The Conference Chairs Josie Fraser and Alek Tarkowski were prescient in their choice of theme and today a session was announced that will provoke lively discussion

The themes address politics in a broad sense:

  • Local, national, and international policy and practice
  • Institutional/organisational politics
  • Participation & social equality
  • Open Party

Here are five good reasons to attend OER17

  • there are lots of varied and interesting presentations, panels and workshops, check out the programme
  • you can see three keynotes from speakers who lead in Open Education across a spectrum of activities
  • you can participate in an interactive plenary
  • you can network with OER researchers, practitioners and exhibitors
  • you’ll have fun and cake

So check out the website and watch this video if you want to know more.

 

You can register here. Hope to see you in London next month.