A brief presentation of changes made to my Beg Acc course last year as a result of critical reflection.

1. Open practices with OER
Reducing textbook costs in an accelerated
course. (LL262)
Teresa MacKinnon

2. Openness is….
• “a constantly negotiated space” (Cronin, 2017)
• “rooted in the human right to access high-quality education” (OER
Commons)
• “about our values: access, equity, innovation & creativity” (Ryan Merckley,
Creative Commons)
• “draws upon open technologies that facilitate collaborative, flexible
learning and the open sharing of teaching practices that empower
educators to benefit from the best ideas of their colleagues.” (Cape Town
declaration)

3. Openness isn’t…
• Risking your privacy and sharing your data without a care in the
world!
• A licence for others to take your intellectual property and claim it as
their own
• A means for others to monetise your creations leaving you working
for free
• Easy!

4. • UK tuition fees vary depending on your home country. For home students,
English universities can charge up to a maximum of £9,250 per year for an
undergraduate degree.
• In 2017, international students paid between £10,000 and £35,000 annually
for lecture-based undergraduate degrees. An undergraduate medical degree
can cost overseas students up to £38,000 per year.
• In 2017, the average student rent came to £125 per week, or £535 a month
• The average weekly food bill in the UK is £50
• Including self-catered accommodation, food, course costs, transport,
socialising and utility contracts, the average living cost a year for 2016 was
£8,990 – amounting to £26,970 across a three-year period

5. Designing to reduce student cost
• Reworking Scheme of work to include OER
• Sources include COERLL (University of Texas), Creative Commons search,
open textbooks advanced search on google (creative commons licenced
resources) YouTube, Flickr (the commons), language networks.
• Making your own eg. Livebinders (= littleOER) (a guide)
• Embedding technology into course design through social media and open
resources.

6. What are “Little OER” ?
• Grassroots resources shared openly online on channels such as
YouTube
• Small scale, high granularity, low production values, “quick and
dirty”
• Often use open licences (Creative Commons) for ease of reuse and
recognition of origin
• Invite participation and re-contextualization on the part of the
consumer cum producer

7. 6 easy steps to open your work
• Set up your own professional digital presence (video clip)
• Curate resources which are relevant to your work (Pearltrees, Diigo, Scoop.it)
• Author and share resources openly (e.g. Slideshare, Quizlet, Haiku Deck)
• Join an open learning community (e.g. #LTHEchat, #BYOD4L,
#makingsense18)
• Use social media to connect with others (e.g.Twitter, YouTube, LinkedIn)
• Blog or contribute to a shared blog

8. Sustainability of language teaching?
• Sustainability of education (MacKinnon et al, 2016) is concerned with the
ongoing ability of an educational endeavour to meet its goals.
• Open practice driven by shared conviction of the significance of language
and intercultural learning for all.
• a "commons thinking" approach (see Kenrick, 2009), drawing together
university's wider role in stewardship of knowledge creation and the
academic discourse which facilitates it through recognising OEP and the
value of workload considerations in order to foster a culture of
collaboration.

9. • Bruns, A. (2005). Some exploratory notes on produsers and produsage. Retrieved 25.11.15, from
http://snurb.info/index.php?q=node/329
• Bradley, R and Vigmo, S. (2016). Pedagogical framing of OER - The case of language teaching. Open
Praxis [online] vol. 8 (4), pp. 283–295. Available at
https://openpraxis.org/index.php/OpenPraxis/article/view/336 [Accessed 13th Jan. 2018].
• Cronin, C. (2017) Openness and Praxis: Exploring the Use of Open Educational Practices in Higher
Education. IRRODL [online] Available http://www.irrodl.org/index.php/irrodl/article/view/3096
[Accessed 13 Jan.2018]
• MacKinnon, T & Pasfield-Neofitou, S. (2016) OER “produsage” as a model to support language teaching
and learning. education policy analysis archives, [S.l.], v. 24, p. 40. Available at:
http://epaa.asu.edu/ojs/article/view/1825
• MacKinnon, T et al., (2016). A Meta-Analysis of Open Educational Communities of Practice and
Sustainability in Higher Educational Policy. Alsic [En ligne], Vol. 19. http://alsic.revues.org/2908
• Weller, M. (2011) The Digital Scholar. London: Bloomsbury
References