Frameworks for going open: Human-centered futures for higher education

Digital Document
File
File
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

Edited Text
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

File
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

Edited Text
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

File
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

Edited Text
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

File
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

Edited Text
Frameworks for Going Open
Human -Centered Futures
for Higher Education
Robin DeRosa @actualham
Rajiv Jhangiani @thatpsychprof

What word or phrase comes
to mind when you hear
"Open Education?"
ⓘ Start presenting to display the poll results on this slide.

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

We now think of a
college education as
an individual good,
rather than a
collective good that
benefits society.
Tressie McMillan Cottom

Lower Ed

The College
Earnings Premium

114%
real but reductive

If you go to college,
you personally










Will be less likely to be unemployed;
Will be healthier;
Will be less likely to become disabled;
Will be less likely to go to prison;
Will be more satisfied with your life;
Will have a better marriage;
Will have a 25% lower mortality rate;
Will live seven years longer!

If more people in a
region go to college








All people make more money;
Greater tax revenues;
Reduced need for public assistance;
More people volunteer and give to charity;
More people vote;
More people interact and trust people in the
neighborhoods;
● Lowered crime rates.

pandemic
from Greek pandēmos, “of all the people”

Maybe we can, generously, with solidarity,
work toward d oing g ood work for the p ub lic g ood .
Mayb e , if we e valuate what we have c ontrol and influe nc e ove r,
we c an sp re ad that vision and not b e c om e ove rwhe lm e d b y its op p osite ,
the vision of c om p e tition, ind ivid ualism , and authoritarianism
that c urre ntly d om inate s.
-Ma tthe w Che ne y

Photo by Banter Snaps on

British Columbia
● Ove rall Pove rty Rate : 13%
○ Child re n in sing le m othe r-le d
house hold s: 49%
○ Ind ig e nous c hild re n in
Va nc ouve r: 33%
● Food Inse c ure in La st Ye a r: 13%
● Va nc ouve r re nt inc re a se d b y 14%
in 20 21 a lone

Poverty in BC costs society $8-$9
billion a year — or about 4% of the
provincial economy

What shifts when we center education
a round hum a n ne e d s & hum a n live s?

and around collective humanity ?

Photo by Banter Snaps on

What if educational environments identified and met student
needs when those needs are key to learning?
What if educational environments were integrated with–rather
than separate from– the lives that students live outside of
school?
What if we attended not only to individual success, but also to
the success, health, and vitality of our communities?
What if we insisted that the structures of college be humane?

Photo by Aleksi Tappura on

“There are millions of students out there who are making very painful
trade offs in the purchase of learning materials relative to paying the
rent, paying for basic needs, food, etc. We as an industry have chosen
for a long time to basically ignore that—or have more or less been
paying lip service to them.”
Michael Hansen, CEO, Cengage (2018)

Source: https://www.aei.org/carpe-diem/chart-of-the-day-or-century-3/

This work by the Office of Learning Innovation at Ontario Tech University is licensed under a CC BY 4.0 International License

Semesterly analysis of:
Grade distributions
Course fill rates
DFW rates
Tuition impact on institution

Social Justice Principle

Explanation

Example

Redistributive justice

Allocation of material or
human resources towards
those who by
circumstance have less

Free educational resources
to learners who cannot
afford them

Recognitive justice

Recognition and respect
for cultural and gender
difference

Socio-cultural diversity in
the open curriculum

Representational justice

Equitable representation
and political voice

Co-construction of OER
about learners of colour by
learners of colour

There's really no such
thing as 'the voiceless’.
There are only the
deliberately silenced or
the preferably unheard.”
– Arundhati Roy

https://kpu.pressbooks.pub/textbookgame/

https://kpu.pressbooks.pub/textbookgame/

http://opentextbc.ca/socialpsychology

Critical pedagogy asserts that students can engage their
own learning from a position of agency . . .
[It] takes seriously the educational imperative to encourage
students to act on the knowledge, values, and social
relations they acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy

Photo by Aashish R Gautam on Unsplash

kpu.ca/open/un-sdg-fellowship

OpenPedagogy.org

Contexts for which it may be
neutral or negative

Contexts for which it may be
ameliorative

Contexts for which it may be
transformative

Negative if without student
agency, if reproduces
hegemonic knowledge, if
students not appropriately
informed on how to engage
in open practice and its risks

Ameliorative by addressing
economic injustice and
making scholarship generally
accessible to populations
who would not be able to
afford them otherwise

Transformative when
marginalized groups design
the content and processes, if
epistemology and/or
structural academic
gatekeeping is challenged

https://jime.open.ac.uk/articles/10.5334/jime.56

human needs
hum a n live s
c olle c tive hum a nity

Photo by Banter Snaps on

Think of the word or phrase you shared at
the beginning of the presentation to
describe Open Education. How would you
expand upon or revise that word/phrase
now?

ⓘ Start presenting to display the poll results on this slide.

open for questions!

Robin DeRosa & Rajiv Jhangiani

@actualham
@thatpsychprof

Cite this

DeRosa, Robin, and Rajiv Jhangiani. “Frameworks for going open: Human-centered futures for higher education”. Conference proceedings. Robin DeRosa and Rajiv Jhangiani. Handle placeholder.

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