From clarion calls to auto-complete errors: a nascent discourse on openness from UK universi7es
Terri Edwards and Alannah Fitzgerald h9p://johnjohnston.info/106/automa7ng-autocomplete-gifs/
Background and aims of the study • It all started with our FLAX Language study in 2012 at Durham • Since Cambridge2012, as part of an EdD module, decided to inves7gate the state of OER in UK HE • Guardian HE ranking is open and easily accessible • Discourse analysis (see Selwyn, N. (2015). Minding our language: why educa7on and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1–7. h9p://doi.org/ 10.1080/17439884.2015.1012523)
Context of study
Top and bo)om 10 universi3es on the Guardian University League Table 2014
Ranking 1 2 3 4 5 6 7 8 9 10 107 108 109 110 111 112 113 114 115 116
Name of Ins3tu3on Cambridge Oxford St. Andrews Bath Imperial College London Surrey The London School of Economics (LSE) Durham Warwick Lancaster Southampton Solent Leeds Becke9 (formerly Leeds Metropolitan) East London West of Scotland Leeds Trinity London South Bank Bolton Bucks New University Bedfordshire London Metropolitan
Source: The Guardian (2014) h9p://www.theguardian.com/educa7on/ng-interac7ve/2014/ jun/02/university-league-tables-2015-the-complete-list.
Keyword search terms
OER Open Access MOOC Open Content Open Data Open Research
Sample of artefacts found • Clarion calls: MOOC outreach and branding, commi9ee mee7ng proposals on openness and minutes, blogs, guidance for students, staff profiles and outputs on OER • Top 10 universi9es: OER discourse clearly present even if not always aligned to open educa7on policy • Bo;om 10 universi9es: no results in 3 cases; even for Open Access self-archiving in some ins7tu7ons; guidance for PhDs e.g. taking MOOCs “while they’re s7ll free” • Auto-complete errors: “MOOC - did you mean...?” (book, moot), “Open access to computers in the library”
Conclusions • Enough data to suggest openness is under discussion everywhere but at a glacial pace overall • Some ins7tu7ons have dedicated OER teams and collabora7ons across ins7tu7ons • Some “OER champions” even in the bo9om 10 • Some ins7tu7ons are afraid to jump on the bandwagon • Others are blissfully unaware the bandwagon is rolling by... • Research methods: discourse analysis of openness in HE can be mined and scaled more accurately across contexts and datasets
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Ayres, P. (2014). UCL Library Services [Online]. Retrieved from h9p://discovery.ucl.ac.uk/1452206/1/20_October_2014_-_OA_Principle_and_Prac7ce.pdf Bowen, W. G. (2013). Higher Educa9on in the Digital Age. Princeton: Princeton University Press. ECSSHSCUG1442 (2015). Durham University Faculty of Social Sciences and Health Educa7on Commi9ee (Undergraduate) Minutes. Retrieved from h9ps://www.dur.ac.uk/resources/academicsupport.office/commi9ees/overview/ 2015-01-19_SSH_FECUG_minutes_FINAL.pdf Fitzgerald, A. (2013a). Openness in English for Academic Purposes. Case Study with Durham University. The Higher Educa7on Academy. Goodfellow, R. & Lea, M. R. (2013). Literacy in the Digital University: Cri9cal Perspec9ves on Learning, Scholarship, and Technology. Society for Research into Higher Educa7on (SRHE) Series. London and New York: Routledge. Haywood, J. & Macleod, H. (2015). To MOOC or not to MOOC? University Decision-making and Agile Governance for Educa7onal Innova7on. In: (ed. P. Kim) Massive Open Online Courses: The MOOC Revolu9on. New York & London: Routledge. London Metropolitan Faculty of Business and Law (2013-14).FBL Research Training Handbook. Retrieved from h9p://www.londonmet.ac.uk/facul7es/faculty-of-business-and-law/london-guildhall-faculty-of-business--law/guildhallresearch-and-enterprise/ins7tute-for-advanced-studies-in-business-management-and-law/research-training/sl-researchtraining-handbook/ Selwyn, N. (2015). Minding our language: why educa7on and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1–7. h9p://doi.org/10.1080/17439884.2015.1012523 The Guardian (2014, June 2). University League Table 2015 – the complete list. Retrieved from Rennie, F. & Morrison, T. (2013). E-Learning and Social Networking Handbook: Resources for Higher Educa9on. 2nd edi7on. New York & London: Routledge. h9p://www.theguardian.com/educa7on/ng-interac7ve/2014/jun/02/university-league-tables-2015-the-complete-list Universi7es UK (2007). Publishing research results: the challenges of open access. Policy briefing. Retrieved from h9p://www.universi7esuk.ac.uk/highereduca7on/Documents/2007/PublishingResearchResults.pdf Universi7es UK (2013a). Universi7es UK report considers development of online courses. Retrieved from h9p://www.universi7esuk.ac.uk/highereduca7on/Pages/MOOCsHigherEduca7onDigitalMoment.aspx#.VSkbwLl0zFg Universi7es UK (2013b). Massive Open Online Courses: Higher Educa7on’s digital moment?. Retrieved from h9p://www.universi7esuk.ac.uk/highereduca7on/Documents/2013/MassiveOpenOnlineCourses.pdf . Yuan, L. & Powell, S. (2013). MOOCs and Open Educa7on: Implica7ons for Higher Educa7on. JISC ce7s. Retrieved from h9p://publica7ons.ce7s.ac.uk/2013/667.
Thank You Comments and ques3ons welcome: Terri Edwards (Durham Uni. English Language Centre)
[email protected] Alannah Fitzgerald (FLAX Open Language Research): a_fi
[email protected] TOETOE Technology for Open English Blog: www.alannahfitzgerald.org Slideshare: h9p://www.slideshare.net/AlannahOpenEd/ Twi9er: @AlannahFitz
