Tag Archives: openness

Openness and/as closure

black and white photo of several old and rusty padlocks, one open and the rest closed

Padlocks, by Skitterphoto on pixabay.com, CC0

In my previous post I considered one way to think about how those of us who value and practice open education may also value and practice respect for privacy, that openness and privacy need not be considered opposites (despite the fact that one could think of openness as related to reducing barriers and privacy as putting them up or maintaining them).

This reminded me of a blog post I read recently, “Towards a Pedagogy of Closure”, by David Gaertner who is in First Nations and Indigenous Studies at UBC.1 In the post Gaertner talks about closure being a form of, or leading too, openness. He explains that, as a non-Indigenous scholar working with Indigenous communities, “listening to my collaborators and recognizing boundaries is a necessary part of what I do. There are places that I am not welcome and conversations that I should not be a part of.”

I don’t think this is about privacy in the same way that Meinke and Wagstaff were talking about, in my previous blog post. It’s more about respecting the appropriate boundaries of spaces, conversations, and knowledges given the context of what those are; sometimes this is about privacy (e.g., personal health information being restricted only to some), but not always. It is also about resisting colonialism

Closure and anti-colonialism

Quoting from Métis artist and scholar David Garneau in “Imaginary Spaces of Conciliation and Reconciliation: Art, Curation, and Healing,” Gaertner points to how open access can further neo-colonial ideologies:

The colonial gaze is characterized not only by scopophilia, a drive to look, but also by an urge to penetrate, to traverse, to know, to translate, to own and exploit. The attitude assumes that everything should be accessible to those with the means and will to access them.

Thus, closure can be about refusing the mindset that everything must be laid bare for the inquiring mind to know and understand, for the exploring body to traverse, for the writing hand to record, and for the hungering mouth to eat. Maintaining barriers, closing some things off, is a way to resist those kinds of colonial ways of knowing and acting.

Kimberly Christen, in “Tribal Archives, Traditional Knowledge, and Local Contexts: Why the “s” Matters,” explains how, while working at the Washington State University Library, several women from the Confederated Tribes of the Warm Springs Reservation discovered that “a cassette tape collection we held contained a set of religious songs that were not traditionally to be heard by outsiders.” The library digitized the collection for the sake of allowing those who should hear it to do so, and also pulled the collection from general circulation. Similarly, in “Protecting Indigenous Cultural Property in the Age of Digital Democracy,” Deidre Brown and George Nicholas explain that “to provide full public access to collections … exposes them to the threat of inappropriate, offensive or dangerously transgressive use.”

Christen explains, in “Tribal Archives,” that such concerns lay behind the creation of Mukurtu, a content management system for digital archives designed to provide fine-grained control over how items are stored and who can have access (and under what circumstances):

For example, if a tribe has traditional access parameters around the viewing of sacred materials limited only to elders, or if some songs should only be heard in specific seasons, or if only initiated members of a specific clan should be allowed to view cultural objects, they can use these protocols to determine access within the database itself.

Closure as openness

In the context of such concerns, David Gaertner asks whether closure can be itself a kind of openness: “Closure … is, or leads to, openness; it is not antithetical to it.” Respecting closure can better facilitate knowledge, understanding, and the flow of information in an ethical way. This is, Gaertner says, an “academic gesture”:

I learn more and I get better at my job when I acknowledge the existence of borders and my hosts’ right to open or close them without my consultation. The university benefits as a whole, when we think of research like this—as a relationship based on good boundaries and consent, as opposed to a “discovery” wrought from the mind of individual genius.

Here is how I think about this: coming to understand the need for closure, the value of closure, when closure is appropriate, we come to have new knowledge. We are able to participate in conversations in a more respectful way–understanding why this is respectful–with those whose spaces we are not allowed to enter as well as with others. We are able to better work with others to generate knowledge in a way that adheres to their epistemological processes and values.  And we learn more about ourselves in the process, including how much we have yet to learn and what, rightfully, we should not expect we have a right to learn.

On this view, one way closure can support or even be a kind of openness is that we not only allow others agency in their closure (as discussed in my previous blog post) but we open ourselves out to new ways of thinking, understanding, acting and being in our relationships with them. We open lines of communication and being together in respectful ways that wouldn’t exist otherwise.

This kind of closure shares some affinity with, but isn’t quite the same as concerns about privacy. I think of privacy as largely about wanting to keep something to oneself, or to a small group of people, because for various reasons it is not something that should be made publicly available. That’s also the case with some Indigenous spaces, conversations, artifacts, knowledges as discussed above. But the latter is also about things that have strong community and cultural import. David Garneau describes it this way:

Every culture circulates around a set of objects and spaces that are beyond property and trade. They are the national treasures, sacred sites and texts, symbols that are a community’s gravitational centre. The objects and their protection define the culture; they hold its many parts in orbit. . . .

The desire of the colonist is directed not just at appropriating these material things, but to displacing their local symbolic value. This decontexualization erodes the culture by removing the gravitational centre.

The damage done by opening up certain artifacts, spaces, knowledges is not just to an individual, but to relationships, beliefs and practices that work to hold a community together.

I must admit I struggle a bit to understand this, and maybe that’s not surprising–I come from a context in which the things that most easily come to mind as holding a community together are those that have to do with the larger public I belong to, such as national historical sites, symbols like flags, documents like constitutions, and the like. These are meant to be widely shared, not closed or restricted to people within the community. Still, I can see how taking those things and decontextualizing them from their local meaning, their relationship to the community, would have a detrimental effect on the community.2

And if the local meaning and relationship to the community of those objects, symbols, spaces, knowledges have to do with their restriction to the community, or to certain members of the community, then opening them up more widely would harm the “gravitational center” of the community.

Respecting and valuing closure, then, could be a way to be open in the sense of being with others in a way that allows all of us to be and act authentically in our communities and in our relationships with each other across those communities. That’s a kind of openness that can only happen if our relationship is based on “good boundaries and consent,” as quoted above from Gaertner.

 

Notes

1. I am writing this post largely to write my way to trying to understand what Gaertner and others are pointing to with closure as openness. I’m not sure I’m really adding anything to that, only using this space to try to better understand it for myself, which is often helped, for me, by writing things out.

2. And yet, in my own cultural context it is so common for such spaces, items and symbols to be copied and commercialized, to be removed from their meaningful connection to the community and put into a completely different space of meaning, that I still struggle here. This is not to say that such decontextualization is acceptable, only that because of its ubiquity in my own experience that I find it hard to feel the sense of loss and community harm that can come from it.

 

Works cited

Brown, D., & Nicholas, G. (2012). Protecting Indigenous cultural property in the age of digital democracy: Institutional and communal responses to Canadian First Nations and Māori heritage concerns. Journal of Material Culture, 17(3), 307-324. DOI: 10.1177/1359183512454065.

Christen, K. (2015). Tribal archives, traditional knowledge, and local contexts: Why the “s” matters. Journal of Western Archives, 6(1), article 3. Retrieved from: http://digitalcommons.usu.edu/westernarchives/vol6/iss1/3

Garneau, D. (2016). Imaginary spaces of conciliation and reconciliation: Art, curation, and healing. In K. Martin and D. Robinson (Ed.), Arts of engagement: Taking aesthetic action in and beyond the Truth and Reconciliation Commission of Canada. Waterloo, Ontario, Canada: Wilfred Laurier Press.

Open and privacy

 

In their presentation at the Open Education 2018 conference entitled “Open” Education and Student Learning Data: Reflections on Big Data, Privacy, and Learning Platforms, Billy Meinke and Steel Wagstaff asked whether we might consider open education to include the value of respecting privacy. Their presentation was about data gathered from students by educational technology tools, some principles we should consider when using learning analytics, and how one might include a privacy statement in one’s syllabus. The slides are chock-full of information and extra reading; I highly recommend you take a look.

Similarly, in a keynote I gave at the eCampus Ontario Technology-Enhanced Seminar and Showcase in 2017, I had a slide that said: “open is not the opposite of private.” I want to here dig a little more deeply into how and why that could be the case, since on first glance it could seem these are opposed.

In another keynote in 2017 (What’s Open about Open Pedagogy?), I tried to come up with some overarching similarity between various aspects of what people have called “open pedagogy,” including: students producing OER, students co-creating curricula, connecting people in a course to people outside of it, being transparent & fostering trust, and ensuring equity in teaching and learning. It seemed to me at the time (see slide 33 in the deck for that talk) that one way to link them all together was around removal of barriers: between teachers and students, between a class and people outside of it, barriers that block visibility….

But if what’s open about open pedagogy (and possibly open access, open educational resources, and other parts of open education) is the reduction or removal of barriers, then why isn’t privacy—which seems to be about closing things off—the opposite of open? Or rather, for the purposes of this post, why would it make sense to say that one of the values of open education could be to be concerned about and respect privacy?

Access and Agency

I think the answer is that my earlier thinking was too narrow: what’s open about a number of aspects of open education isn’t just about reducing barriers, it’s about what reducing those barriers allows, makes possible. Opening educational resources allows not just access to them without cost, but also the possibility of revision and remixing. Open data allows others to reuse that data to investigate new questions. Open pedagogy breaks down the barrier between teacher as expert and students as passive recipients of knowledge, and allows students to contribute knowledge and resources that benefit others beyond the course.

The reduction of barriers allows people to, as it I put it in a workshop at Davidson College in May of 2018 (see slides for Day 1 of that workshop), contribute their knowledge and resources through creation and revision of resources, and connect and collaborate with other students, their teacher, and others outside of their courses. And to do this well requires the access that reduction of barriers allows, but also agency—taking a cue from DeRosa and Jhangiani’s description of open pedagogy:

… one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access. OERs are licensed with open licenses, which reflects not just a commitment to access in terms of the cost of knowledge, but also access in terms of the creation of knowledge.

Here, I’m tying agency to the ability to create and contribute knowledge, in addition to being able to access it (more or less) freely.

Another way to think about this: openness isn’t just about negative liberty (freedom one has when restrictions are lifted) but also positive liberty (the freedom to be able to act as one wills to do). I like the way the Stanford Encyclopedia of Philosophy explains the difference between these two kinds of liberty:

On the one hand, one can think of liberty as the absence of obstacles external to the agent. You are free if no one is stopping you from doing whatever you might want to do. . . . On the other hand, one can think of liberty as the presence of control on the part of the agent. To be free, you must be self-determined, which is to say that you must be able to control your own destiny in your own interests.

Agency is not just about the absence of barriers to doing what you want, but being in control of your will, your choices, your actions. The SEP also quotes Isaiah Berlin, who gave a famous lecture in 1958 (“Two Concepts of Liberty”) in which he describes his view of negative and positive liberty, with the latter having to do with answering the question, “What, or who, is the source of control or interference that can determine someone to do, or be, this rather than that?”

Agency and privacy

To support people’s agency in relation to open educational practices, one needs to let them choose whether, what and how to share work they produce. Rajiv Jhangiani gave the example in a presentation at Open Ed 2018 of letting people choose the license they want to use when sharing (and being too narrow about what counts as the “right” kind of license to was prominent among notes from sessions Rajiv and I and others facilitated over the last year on what could be done to destroy the open education movement–see our Open Ed 2018 slides). If we want to think about this in terms of ownership and intellectual property, we can say that content creators need to be allowed to choose what to do with their work, even when we would like to see more content be given open licenses. The ability of someone to even add an open license depends on copyright, which gives them the legal right to choose whether and how to share their work.

Another aspect of agency is allowing people to choose how visible they want their activities to be, in addition to choosing if and how they want to share what they produce. This doesn’t rely on IP or copyright, but perhaps on some other kind of ownership (though I confess I’d rather think about it outside of the concept of ownership, this is all that’s coming to me at the moment!): ownership of oneself, one’s choices, one’s actions. I need to be able to choose which of my activities I want to allow others to be aware of (realizing that one may not have much in the way of such a choice is what makes things like the clickclickclick.click site that Meinke and Wagstaff were running at the beginning of their presentation at Open Ed 2018 so creepy).

So in short, I’m linking open to agency, and agency to privacy. This is one possible way to think about why privacy makes sense as a value in open education. I expect there are others. If you can think of one, please let us know in the comments!

 

Open education in Philosophy

Right now I’m working on a chapter for an anthology on teaching philosophy; it is a kind of summary and expansion of a presentation I did for the American Association of Philosophy Teachers meeting last July, in Minnesota (see here for my blog post about this presentation). The anthology contains papers about presentations at the conference meeting.

I’m pasting below the proposal I submitted for this chapter, in case anyone is interested! But I’m also re-activating a survey I did last summer before this presentation, asking anyone who is interested to share their views on:

  • what you think open education is
  • what are some benefits and possible drawbacks to engaging in open education?

This is purely informal; I’ll just use it to inform my thoughts on these two questions (rather than reporting detailed results…I can’t claim anything about patterns of views from this very short and very informal survey!).

If you’d be willing to share your thoughts on these two questions, please fill out the survey! It is already embedded in an earlier blog post; I just updated the intro section to talk about this new chapter I’m writing. Please see the survey here: http://blogs.ubc.ca/chendricks/2014/05/14/informal-survey-open-ed/

Here’s the proposal I wrote for the chapter…


 

Teaching and Learning Philosophy in the Open: Why/Not?

At the 2014 meeting of the American Association of Philosophy Teachers, I facilitated a workshop discussing what “open education” means, and why/why not one might want to engage in it. I propose a chapter in the special issue of Teaching Philosophy that includes not only the results of our discussion at that meeting, but also those of a similar workshop I did at my institution, and a survey I have done in the past and will do again, asking a wider audience similar questions.

Slides for the workshop can be found here: http://www.slideshare.net/clhendricksbc/aapt2014-phil-openeduslides

Part One: Open education

In the first part of the chapter I will briefly discuss the concept of “open,” and then talk about “open education” in more detail. There is no single definition of “open” that is universally agreed upon, as what it means differs according to context (e.g., open access scholarly articles, open source software, open government, open data, etc.). I will talk about one definition I have found particularly useful for thinking about open education, which is the 5 “R’s” by David Wiley, open education advocate and Chief Academic Officer of Lumen Learning (http://lumenlearning.com/). According to Wiley, content is open to the degree that it allows people to retain, reuse, revise, remix and redistribute (see http://www.opencontent.org/definition/ for details on what these mean). One way to engage in open education, then, is to use, create, revise, distribute “open educational resources” (OER’s) that allow for one or more of the 5 Rs—e.g., syllabi, lecture notes, videos, audio resources, animations, and more.

I will then discuss one easy way to make one’s teaching and learning resources into OER’s, namely by using Creative Commons licenses. I’ll give an overview of what those are, what one can use them to do, and the different kinds of licenses available.

In the last part of this section I’ll share various ways one can engage in open education, collected both from the participants in the workshop at AAPT 2014 (some of their answers are recorded on a Google Doc, here), from a similar workshop I did at my university (answers here), and also from responses to a survey I did earlier in the summer of 2014 (and will do again), which can be accessed here.

Part Two: Why/Not?

Part Two of the chapter will be devoted to discussing upsides and downsides to engaging in open education in philosophy. Material for this section will come largely from the answers from participants in workshops and a survey linked in the previous paragraph, but also from my own experiences with teaching and learning in the open.

One of the participants in the AAPT workshop suggested that philosophy teachers may have a special incentive to engage in open education, given the value of what we teach to people of many ages, in many kinds of professions and life situations. We would be following in Socrates’ footsteps, who taught others without asking for payment. In this section of the chapter I will discuss reasons why one might think philosophers could have a special duty to engage in open education, but ultimately I will conclude that the benefits and drawbacks must be weighed by each individual in their particular situation to decide if they should do so.

Results of survey on meaning of “open”

Why Open Brainstorm, by Laila Le Guen, licensed CC-BY. This image was done by a participant in the Why Open? course, a brainstorm mixing her views on why openness is important with those gathered from the survey discussed in this post. Laila shared it on Twitter on the #whyopen tag.

As part of a Why Open? course I’m helping to facilitate, we sent out a survey to gather different people’s views of what they think “openness” means–we were hoping to get answers from people in various professions. As part of the course, we asked participants to respond to some of these definitions in the discussion area for week 1, at the bottom of this page. But my comments are going to be so long that I think they’ll be easier to read in a blog post! So I’ll post a link to this blog post in that discussion area.

We got 30 responses to the survey, which is quite a good number from something sent out for a couple of weeks on email lists, Twitter, and other social sites! You can see all the results of the survey in a couple of formats. Here you can see the answers to each question listed out under the question, and here is the spreadsheet where you can link question answers to the person who gave them (if they gave a name) and their profession.

There’s another, similar survey focused on teachers/faculty and what openness means in the context of research and teaching, here, done for another purpose. It also provides some interesting results, but I’ll focus here just on the survey we did.

I thought about trying to see if there were patterns amongst people with similar professions, but I’m not sure we have enough data to do that, really. There are quite a few different types of professions represented, so there aren’t that many people in each type of profession (except education and educational technology–there are a significant number of people in those fields).  So I decided to keep track of some common answers, and then comment on some of the uncommon ones that I hadn’t considered before or found interesting for some other reason.

 

Question on what people think “open” means, whether in general or in a particular field/practice/activity

Our first question was: What does “open” mean to you?

Common answers to the meaning of “open”

I did not do a super careful job of coding the answers, so others may come up with different numbers if they try to put answers together into similar categories! It was kind of a rough coding/categorization.

And I’m not attaching any great significance to these results–e.g., not suggesting that since these showed up quite often in our survey then it must be the case that most people who try to state their view of the meaning of “open” are going to have these in there. This was not at all a random sample. I include these just to give an idea of what one might often hear when people are talking about openness.

  • 17 of the 30 respondents said that open had to do with allowing things to be reused, revised, changed, remixed, and the like.
    • A number of people mentioned open licensing as a way to make this possible (I counted about 3-4)
  • 16 of the 30 said something about openness being related to accessibility, without barriers in the form of cost, bureaucratic hurdles, or other obstacles.
  • 13 said something about openness involving collaboration, ability for many people to participate in a practice or in creating a product.
    • E.g., government being open in part by allowing for public input, public decisionmaking in some aspects; students being involved in open education, being consulted in how courses go and being able to have their own goals, paths through courses.
    • A couple of people talked about institutions or practices being open to changing through feedback, and one noted that openness blurs the line between producers and consumers.
  • 8 people said it had to do with sharing work, products, activities or process–one said it was a different form of file transfer than that done legally when there’s copyright and pirating.
  • 8 people said something about transparency, or openness in communication, such as when governments are transparent about their processes, or that a practice is open if publicly documented.

 

 A couple of answers that were not common, but that I found particularly interesting

One person said that an important part of an open resource is that it makes clear that things are accessible, shareable, revisable, etc., and explains what those things mean in easy to understand terms (or links to a place that does so)–see dkernohan’s answer, here. Good point. Just because something is open and openly licensed for reuse and revision doesn’t mean people can easily find that information. I often see blogs that don’t clarify the license they have for their work, and without giving it an explicit license to the contrary, the default is copyright. If people want to share, they must be sure that a license and/or words stating so are prominent on their sites/artifacts.

One nice thing about Creative Commons licenses is that they have versions of the licenses that are in somewhat easy-to-read language (easier than the full legal code, anyway). So, for example, the CC-BY license that I use has a more “readable” version, with a link to the full legal version. Other licenses may have similar–I haven’t looked into many licenses.

I do think it’s important to not just say you’re using a license, but to link to it so people see the full terms, and if possible, to link to a version that explains it in somewhat clear language. And to make it prominent on your site. For those using CC licenses, this page is helpful for best practices in marking your work as CC-licensed.

A nice plugin I’m using for my blog, that you can use if you have a self-hosted WordPress blog (can’t add plugins on WordPress.com blogs, I think), is Open Attribute. It allows you to put a site-wide license on, as well as different license for different posts. There is also a web browser plugin called open attribute, that does something different–it puts an icon into your URL bar that allows you to easily cite information, images, videos from pages that have CC licenses (you can copy and paste in plain text or html).

 Another person said that openness has to do (in part) with a “hacker ethic” (see @wiltwhatman’s answer, here). Though this may not be what that person had it mind, to me, a “hacker ethic” means that things are open to change, to being remade. But it being an “ethic” means a bit more than that. To me, it means that the more things that are open to remaking, remixing, the more likely it is that more people may eventually move from passive consumers of information and knowledge to active makers and sharers themselves. It there are a lot of things open to changing, and inviting people to use and change them, then perhaps this could encourage those who didn’t participate in making things as much in the past to start doing so. Especially if it doing so is fairly easy.

For example, if an (open) educational resource like some slides from a presentation, or a digital animation that explains some process or concept is just available to reuse as is (so it’s open in that sense, but not in the sense of revision), then I can post it on a website for a course, or link to it, but I won’t be involved in adding or changing anything. And if most educational resources are like this, then I’ll be rather passive when dealing with things other people have made. But if there are a lot of OER’s that invite revision, remixing, then I may be inspired to change them so they fit my course better. And in this way I might make more things myself because while starting from scratch may be too much work, changing something someone else has created may not be. Again, depending on how easy it is to revise such things, and whether I have the right software knowledge, etc. It won’t be enough in itself to encourage more people to make things, but it might help.

 

Answers to why people participate in open culture, or why they think openness is valuable

We also asked people: “Why do you participate in open culture? Or, why do you think openness is important?”

Some common answers

  • 15 people said that openness is valuable because it allows for participation/collaboration, and that this is important for various reasons
    • e.g., 7 people said engaging in dialogue with others helps them work better in their fields, and create better things
    • a few people mentioned that collaborating is important because it helps build solidarity, altruism, teamworking skills
    • one pointed out that there are always more smart people outside your community/workplace than inside, so best to go outside these to share/discuss ideas
  • 7 people noted that openness can help create new and better knowledge, products; can help promote creativity and innovation
    • one said that we always build on the work of others when we create things, so the more work is closed off the less chance there is to build on it
    • one said that opening his/her work up may help to solve problems down the road that s/he isn’t even aware of it
    • a couple said that openness is helpful to bettering the world generally, solving common problems
  • 4 said openness can provide access to things that some people might not be able to afford otherwise, such as educational materials
  • Related to the above, 2 people mentioned that openness is part of promoting inclusivity, and one said that it spreads power and resources more widely
  • 4 talked about the value of transparency, that public institutions shouldn’t be able to hide what they’re doing, that it promotes accountability, publicizes and helps to prevent abuse

 

Some answers that weren’t common, but that I found particularly interesting

One person said, I want to share to increase the expectation of others to share too” (see Timothy Vollmer’s answer, here). Good point. I hadn’t thought of that consciously, but sure…if I am sharing some things I do, some people might find value in them and then decide that what they do could be valuable to others as well, and maybe they’ll be willing to share. If the norms in one’s field or activity are to not share, then few will do it. But it seems that if some people start sharing, others might begin to think perhaps it’s a good idea. I know if I benefit from something someone else has done, it

Another person asked an interesting question: “I share because I believe it to be a good thing. Is sharing innately open? Not so sure.Not so sure” (see Pat’s answer, here). I guess I just assumed sharing is open, but it probably depends on what is shared and how. And on what “sharing” means. Because if, let’s say, offering a free version of an app is “sharing,” but it’s not open to revision, then that’s not terribly open. And also if the free version is there mainly to get you to try it and then buy the paid version. That may not be what this person meant, though. I’m curious–can you think of ways in which sharing might not be “open”? Please respond in the comments, if you’d like!

 

Links to open projects/sites

We also asked in the survey if people wanted to provide us with links to a project or site that exemplifies their views of “open.” It’s best just to go to the survey results themselves to see these, because some have nice explanations attached! Some great resources there.

Thank you to those who took the time to fill out our survey!

 

[Why Open?] What does “open” mean?

I made this animated GIF using a mobile phone and GIMP (GNU Image Manipulation Program. 

 

For the next five weeks, I’m helping to facilitate an open online course at the School of Open called Why Open? The course starts today, and we’ve asked participants to start by writing a blog post on the following:

What do you think “openness” is? Focusing on your own field or context (if you wish), describe what it means to do work openly, or to make one’s activity or artifacts open. Alternatively, you could talk about what you think “openness” means generally, what sort of definition might fit all open activities or works.

I thought that after having read quite a few things about openness, and helping to put together this course, I’d have a clearer idea of what openness means. But instead, I recognize just how complicated the issues are surrounding openness, and so I have a hard time coming up with a clean, neat definition.

I could write a blog post that links to a bunch of resources on openness and see what they have to say, then respond to that, but that would be jumping the gun at this point. We’re starting off giving our own views, so let me try to put together some of my various thoughts about openness, as they stand at the moment (recognizing that things will change by the end of this course experience!).

I’ll be focusing on openness in my profession, higher education and research (I teach Philosophy at the University of British Columbia in Vancouver).

My earlier views on openness in education and research

A friend (Pat Lockley) recently did a survey of academics to find out their views of openness. The results, and a slideshow presentation on how he and a collaborator used these results, can be found in one of Pat’s blog posts. My response is #3 on this spreadsheet (I tried to copy and paste it here, but I don’t think I have permission to do that).

Summarizing that, my view on openness in the context of teaching and research, at least when I answered this survey, was:

  • One part of openness is allowing something to be freely viewed, such as open access research and publications–anyone can see these without having to pay for viewing. Putting up one’s teaching materials on a freely-accessible website would count here too.
  • But that’s only one small part of doing academic work openly; to be more “open,” one would make one’s materials and research not only available for free viewing, but also for use by others, and for revision–adding to, subtracting from, mixing with other things, etc. So, for example, I could not just put up a syllabus or lecture notes or teaching video for others to view, but would give these things a license that would allow for reuse, revision, remixing (e.g., a CC-BY license). The same could go for research articles–it would be nice if parts of these, such as tables, diagrams and graphs, could be reproduced in other places, altered and posted elsewhere, etc. But a license allowing such use is helpful, as copyright doesn’t allow it without getting express permission from the author.
  • Another important thing to think about is the format in which you’re posting your materials. For example, PDFs aren’t easily editable by most people, so putting things up in PDF form makes them freely available, but not easily accessible for revision and reuse. I don’t know much about video or audio formats, but it’s possible that some are better than others for this sort of thing as well.
  •  Courses are “open” not only if they are free to participate in (like MOOCs), but also if the materials are available for reuse, revision, repurposing. Some MOOCs don’t allow anyone to use their materials for other purposes. Here is a quote from Coursera’s Terms of Use, for example:

Permission to Use Materials

All content or other materials available on the Sites, including but not limited to code, images, text, layouts, arrangements, displays, illustrations, audio and video clips, HTML files and other content are the property of Coursera and/or its affiliates or licensors and are protected by copyright, patent and/or other proprietary intellectual property rights under the United States and foreign laws. In consideration for your agreement to the terms and conditions contained here, Coursera grants you a personal, non-exclusive, non-transferable license to access and use the Sites. You may download material from the Sites only for your own personal, non-commercial use. You may not otherwise copy, reproduce, retransmit, distribute, publish, commercially exploit or otherwise transfer any material, nor may you modify or create derivatives works of the material.

Udacity’s Terms of Use have a similar provision, as do those of FutureLearn. By contrast, the license on P2PU materials is CC-BY-SA.

Also in that survey I started trying to think about openness in education more broadly, and began to feel my way towards that by saying that we could open up education further if we didn’t just think of it in terms of formal institutions and courses. Learning happens in many different ways, every day, and if we could come up with some way to recognize and value that (rather than only giving credit to what people have learned at formal institutions), that might be a way to make education more “open.”

I think that’s a good thing to pursue, though I’m not yet sure how I’d fit it into a defintion of openness. Perhaps ensuring that education is more open in the sense of being more available/accessible to more people? If we restrict credit for learning to formal institutions, then only those who can get into and pay for those can get credit.

What I’d add now

 What I’ve focused on above are things like free and easily-available access/viewing, licensing so as to allow revision and reuse/reposting, and allowing many people to be able to take courses, as well as get credit for learning in more informal ways. That latter is like access to some degree, so so far: access, reuse, revision.

Now I’d also add something about transparency, mostly of process, but perhaps of other things as well. So in education, the process used to reach students’ marks should be transparent, for example.

I’m not sure if this fits “transparency,” exactly, but I’m trying to be more open about my processes of research, in the sense of blogging about research as I go along, from my first thoughts about research questions and possible methods, to finalized research projects, to results. I do this because it’s a good way to get feedback from others who are interested in similar things, and, since I’ll be taking notes anyway and they might be useful to others, why not put them up in public?

Similarly, I’ve started blogging in the past few years about my teaching (that’s why I started this blog in the first place)–talking about what I’m planning, what has worked, what hasn’t worked, and why. Again, I can get feedback from others, and my experiences can hopefully be useful to others as well.

I’m putting all of this sort of stuff under “transparency,” though perhaps there’s a better word for it.

Summary

So at this point, I’d say openness, at least in education and research, has to do with at least the following: free and easy access (including for reading/viewing/listening to works, as well as access in the sense of being able to attend courses or learn in other ways), ability to revise and reuse works created by others, and transparency (in the sense of letting others in on your process).

Now, I’m sure there are things I’ve left out here, and I’m also sure that this view will change. In addition, none of this is to say that these things are always beneficial, or that there are no potential problems associated with being open. We’ll discuss some of those later in the course!

I also want to point out that simply putting things online for free viewing and licensing them for revision and reuse doesn’t mean they are actually generally accessible. There are many people who do not have stable, fast internet access, and making materials available to them is not simply a matter of putting them on the internet. That’s an issue I haven’t looked into carefully enough. I too often think I’m being plenty open when I post things online and let others revise and reuse them. But it’s only a subset of people who can do so.

 

Let me know what you think…have I missed anything that you think is important about openness?