Models and Matrices

IN conversation with Jenni, she mentioned Rogers model of diffusion of innovations. In the article I read this morning it was mentioned as well - Extending the Territory: From open educational resources to open educational practices - so I've done a bit of checking and reading to find out more.

• Diffusion of Innovation on Wikipedia 

The article provides a definition of OEP which is useful for comparison purposes. Ehlers also describes matrices that outline constitutive elements of OEP and the diffusion of OEP. The OEP model is an interesting link for further examination on an individual basis. (adaptation and some rewording is done)

Positioning YOU in the OEP trajectory

1. to what extent are you using OER
2. do you have a process for creating OER
3. to what extent are you repurposing OER
4. to what extent are you sharing OER and OEP
5. to what extent are you working with open learning architecture

Creating a vision of openness and a strategy for OEP (for YOU)

1. do you have a vision for OEP
2. do you have strategies and procedures for OEP
3. do you have a model in place
4. are you involved in any partnerships or collaborations
5. what is the perceived relevance of your OEP work

Implementing and promoting OEP to transform learning

1. do you have an intellectual property rights, copyright and creative commons understanding for OER
2. do you have incentives or motivational frameworks
3. is your OEP work aligned to your practice
4. are you committed to OEP and do you have the right mindset and attitude
5. do you have tools to support sharing and exchanging about OEP
6. do you have quality mechanisms in place
7. what level of knowledge and skills do you have
8. what level of digital literacies do you have
9. do you have mechanisms in place to support yourself or students to develop OEP

I'll certainly take these questions for further reflection as I move deeper into self analysis of my work in open educational practices.

Voices Echoing in the Open

Yesterday, there were many interconnecting waves (sound waves, twitter streams) where voices echoed outward into the open. The 'tens of listeners' who may have heard the echo, may have gained insight or had an idea resonate for them. These voices certainly were opportunities to share my work, teaching, learning and experiences in the OPEN. Now I'll take a critical look and listen to see what I'm saying.

The Getting Air radio podcast that I had recorded with Terry Greene was published and shared on VoiceEd.ca while on the same day, I had agreed to be interviewed by Sarah Lalonde for her VoiceEd podcast show Que Sera Sarah? When networks and PLNs overlap, I thought to myself.

The podcast was mentioned in the OEORangers (#OEORangers) online meeting (using Zoom) right after Terry sent out some tweets about the episode. Sarah saw this tweet and made a connection. This enriched our conversation about the courses I teach at the Faculty of Education.

Love listening to this podcast as I get ready to speak with @hj_dewaard on #QueSeraSarah tonight ! Thanks for sharing Terry. https://t.co/I3TnmysEQW

— Sarah Anne Lalonde (@sarahlalondee) January 12, 2018

So, my next step is to transcribe these two conversations to see and hear what I really did say and how I said it..... as part of my action research. The hope is that I can reflect deeper by listening deeply. I've done this in reverse where I've written a blog post (Why I Listen, Your Voice is Compelling), then recorded it in order to think more deeply and write more accurately, as a reflective practice.

In terms of critical digital literacy, this falls into many categories:

• code breaking - figuring out how audio recording tools and devices create podcasts (Zencastr, Audacity, file formats, microphone inputs, settings on computer and software, editing options
• meaning making - relating, interpersonal, tone, voice, context, expressing, multi-authored, modes of communication, translate
• use & understand - creating, artefacts, confidence, explore, networks, audience, applying tools
• analyzing - deconstructing messages, analyzing authorship, questioning impact
• persona - building identity, multiple facets, participating asynchronous and synchronous, managing reputation, community (within open eduators), language and content