{"id":333,"date":"2021-04-24T12:54:00","date_gmt":"2021-04-24T19:54:00","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/?p=333"},"modified":"2022-01-23T20:46:40","modified_gmt":"2022-01-24T04:46:40","slug":"activity-3-virtual-symposium-critical-academic-reflective-blog-post","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/activity-3-virtual-symposium-critical-academic-reflective-blog-post\/","title":{"rendered":"LRNT 521 Unit 1. Activity 1. Virtual Symposium reflection post"},"content":{"rendered":"

Virtual Symposium:\u00a0 Reflection<\/strong><\/p>\n

I recently attended the 2021 version of Royal Roads University’s Master of Arts in Learning and Technology’s (MALAT) Virtual Symposium. The ideology around open source is multi-faceted; making materials free and available\u00a0 to students and colleagues and how open you are with your online identity. This reflection will focus on open education resources (OERs). The first presenter, Amanda Coolidge is the Director, Open Education BC Campus. Coolidge was great start to the virtual event. I have not had much experience with creative commons or the sharing of academic papers, so I found this session to introduce me to this notion of sharing content. “Open Practice refers to moving beyond a content centred approach shifting focus from resources to practices with learners and teachers sharing the process of knowledge creation” (Coolidge, 2021 00:08:32:00). The notion of openness, sharing learning and learning through sharing is like a new frontier for me.\u00a0<\/span><\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 As a Professor in the Faculty of Creative Industries, Contemporary Media, Fanshawe College, London ON, my pedagogical approach(and my colleagues) is at 180 degrees from creative commons or open resources. We are a copyright based industry and having ownership is valued. In my industry we emphasise use of copyright cleared resources only. To date, all assignments and evaluations are based on content. That content is created by students. Examples would include: Corporate video, Commercials, Short Narratives, Long Narratives, Documentaries, News Stories and Shorts. The latter half of the quote in the first paragraph is applicable; we do share ideas and support students through their pre-production, production and post-production workflow. The programme is technology heavy and I wonder if this approach could help with that. Students buy external hard drives, USB sticks, SD Cards and some purchase their own cameras, tripods, lenses and audio equipment. On top of that are the production software apps the college accesses for students. Through COVID 19, vendors have given students free access to editing software; the most significant from Adobe Suite of Applications. Usually students either buy their own subscription or access the programme at the college, when in the college. We have seen the difference that has made in terms of project load; the students are able to edit wherever they are, whenever they want to, for free. “Although having access now is great, what happens when the free trial ends?” (Coolidge, 2021 00:14:50:00) This would be a point of research; are there open source materials our students could use? There are some image sites that offer images for free but, of course, the ones that stand out, must be purchased. Energised by Coolidge, I am now on a quest to find course materials<\/span><\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0During the Open Education presentation, symposium host, Dr. Elizabeth Childs mentioned Chad Flinn (Childs 00:24:20:00). Flinn, is a graduate from MALAT. Flinn took a look at how open education resources may benefit those who are interested in the trades. As a college faculty member, I believe the findings are applicable to my students in Television and Film and TV News. “Collaborating with fellow students, creating resources that can contribute to their discipline, and having the ability to revise documents and resources as the industry changes would all offer much-needed help in a vocational educational context” (Flinn, BC Campus News, co-creating OER with Students in the Trades<\/em>, 2021). Television and Film are industries that experience rapid change. If students could be part of the new information, part of the vocational learning experience. “The use of open educational resources (OER) has the potential to help programs and their instructors keep up with the changes that occur in curriculum and contexts as needed” (Flinn, BC Campus News, co-creating OER with Students in the Trades<\/em>, 2021). OER, creative commons licensing may also be a resource for international students at home or abroad. “Another thing I think that is super important especially if you’re teaching in a school with a diverse population…what are the ways that we can change the curriculum to be more inclusive of those students” (Coolidge, 2021, 00:29:40:00).\u00a0<\/span><\/p>\n

Dave Cormier (MALAT Symposium 2017) gave us a bit of a history lesson. The Open University in the UK was the first stop. “…whose initial mission was about widening participation; it’s about access for all (Cormier 2017 00:07:40:00). There were still fees for service but the amounts were lower. “It gave access to people who simply geographically couldn’t get there or those who through a variety of socio-economic\u00a0 reasons weren’t given access before” (Cormier 2017 00:08:24:00). Cormier believes having more people being educated is better than the closed access now; only certain people have access. Cormier talked about OER behaving like a rhizome. A rhizome is a plant with a root system that moves horizontally, under the ground, spreading out creating new shoots as it goes. “…a number of semi-independent nodes, each which is capable of growing and spreading on its own, bounded only by the limits of its habitat” (Cormier 2017 00:14:34:00). Open sources are the same way and can quickly take off in any direction. This could work for faculty as well and increase access to tools for teaching and learning. I reflected on Cormier’s presentation and I find it to be the one inline with my vision of open sources and the impact it can have on Television and Film. How would open access, open learning, open teaching and open resources benefit our students and possibly those studying with us from abroad. ” There’s something wonderful about the fact that we have access to really fantastic lectures, really fantastic work done by intelligent, creative people from around the world. It’s an amazing time to live if you’re a curious person” (Cormier 2017 00:17:56:00).I\u00a0 would be curious to learn how open source and creative commons license would impact Television and Film course delivery. We are a copyright heavy industry however, I believe there is still room for OER. Exploring openness in a vocational setting may yield surprises that support faculty and students and the desire to learn, to teach and to be immediate and relevant.<\/p>\n

References<\/span><\/strong><\/p>\n

Childs, E. (2021, April 12) Facilitator, MALAT Virtual Symposium\u00a0Royal Roads University, Victoria, BC, Canada.\u00a0https:\/\/ca.bbcollab.com\/collab\/ui\/session\/playback<\/a><\/em><\/p>\n

Coolidge, A. (2021, April 12).\u00a0Open education: what it is; what it does and its amazing impact!<\/em>\u00a0[Virtual Symposium]. MALAT [Virtual Symposium]. Royal Roads University, Victoria, BC, Canada.\u00a0https:\/\/ca.bbcollab.com\/collab\/ui\/session\/playback<\/a><\/em><\/p>\n

Cormier, D. (2017, April 18). Intentional messiness of online communities<\/em>. MALAT Virtual Symposium, Royal Roads University, Victoria, British Columbia. https:\/\/malat-coursesite.royalroads.ca\/lrnt521\/dave-cormier-virtual-symposium-presentation\/<\/a><\/p>\n

Flinn, C (2021, January 18). Co-creating OER with Students in the Trades.<\/em> BCcampus News, faculty fellows. BCcampus, Victoria, British Columbia https:\/\/bccampus.ca\/2021\/01\/18\/co-creating-oer-with-students-in-the-trades\/<\/a><\/p>\n

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