{"id":58,"date":"2024-06-09T00:22:32","date_gmt":"2024-06-09T00:22:32","guid":{"rendered":"https:\/\/otessa.org\/ethicsindesign\/?p=58"},"modified":"2024-06-09T00:22:32","modified_gmt":"2024-06-09T00:22:32","slug":"framework-and-model-for-engagement","status":"publish","type":"post","link":"https:\/\/otessa.org\/ethicsindesign\/2024\/06\/09\/framework-and-model-for-engagement\/","title":{"rendered":"A Framework and Model for Engagement in Open, Online Spaces"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Authors:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Michelle Harrison, <\/span><i><span style=\"font-weight: 400\">Thompson Rivers University<\/span><\/i><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Michael Paskevicius, <\/span><i><span style=\"font-weight: 400\">University of Victoria<\/span><\/i><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Acknowledgement: Dr. Irwin DeVries, Dr. Tannis Morgan, and Tom Woodward were major contributors to this project and part of the design team.\u00a0<\/span><\/p>\n<h2><b>Introduction<\/b><\/h2>\n<p><span style=\"font-weight: 400\">This design case outlines the development of an open resource, including a software application and reflection\u00a0framework tool, that explores open and critical approaches to learning and instructional design. Our team included four educators who teach and have learning design backgrounds. We started this project as we were questioning how the shift to more open approaches to education requires a change in epistemological and pedagogical practice. We noted that contemporary resources and educational tools continued to be based on traditional, systematic, and static approaches to knowledge that could not meet our design needs and pedagogical intentions. For example, the traditional textbook format, even when offered as an open educational resource, can lack the interactivity, agency, and accessibility needed to enable spaces that honor multiple voices and perspectives. Our goal was to support co-created knowledge and to challenge traditional roles and hierarchies afforded by open pedagogical approaches.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">In light of these challenges, our project had two overall goals:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The first was to develop a reader\/resource in critical learning design that we initially termed the \u201cUntextbook\u201d,\u00a0based on the principles of open pedagogy, including participatory technologies, knowledge sharing and co-creation, and open, connected communities (Hegarty, 2015).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The second was to develop not just a content resource (or book) that could be used by students and practitioners, but also a tool that could model and include pedagogical approaches that are more inclusive, participatory and open.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">In this short post about our design, we will briefly outline some of the design decisions we made including:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">gathering feedback on expanding our notions of the textbook and open resources,\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">using this feedback to work with a developer to embed the principles into a resource and platform,\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">working with contributors to build contributions and provocations that might lead to deeper engagement,\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">developing a framework for engagement with participants within the resource,<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">piloting the design and gathering feedback from students.\u00a0<\/span><\/li>\n<\/ul>\n<h2><b>Rethinking the Notions of a Textbook<\/b><\/h2>\n<p><span style=\"font-weight: 400\">Our first step was to gather feedback from other educators, and we engaged in various sessions at conferences, gathering artifacts and input. Figures 1-3 outline questions and capture feedback in a visual recording. At this stage of the project, we were still thinking of this resource as an \u201cUntextbook\u201d as we tried to interrogate the notions of how traditional structures, still embedded in our open tools, influenced our pedagogical decisions and resulting practices, often enacted through hierarchical digital spaces.\u00a0\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-66 aligncenter\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_1-300x90.png\" alt=\"This image includes four overall questions to generate feedback on the notion of the textbook. The questions are: What are the best and worst features of the traditional textbook format (print or digital)? What does the term untextbook mean to you? What does critical learning design mean to you? What themes would you like to see as pat of an open untextbook on critical learning design?\" width=\"523\" height=\"157\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_1-300x90.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_1.png 624w\" sizes=\"(max-width: 523px) 100vw, 523px\" \/><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 1: Questions for feedback (Used to gather stakeholder feedback at several conferences)<\/span><\/em><\/p>\n<p><span style=\"font-weight: 400\">While gathering the feedback from conference attendees based on the questions in figure 1, we had a visual designer create sketchnotes capturing the process and feedback. These visualizations are represented in Figures 2 and 3.\u00a0<\/span><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-65\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_2-300x146.png\" alt=\"A visual representation of a brainstorming session that includes answers to the question &quot;What are the best and worst features of the traditional textbook format?&quot; Answers include: quality content, barriers to access, linear structure, reductive, single narrative, need for multiple voices. Another A visual recording for the question: What does the untextbook mean to you? How could the textbook evolve now? Visual includes books, and eyes to represent the following themes: interactivity, multiple perspectives, student produced, accessible, customizable and &quot;foragable&quot;\" width=\"602\" height=\"293\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_2-300x146.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_2-1024x498.png 1024w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_2-768x374.png 768w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_2.png 1061w\" sizes=\"(max-width: 602px) 100vw, 602px\" \/><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 2: Graphic recordings of Cascadia Summit [will add to one figure in blog post)<\/span><\/em><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-64\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_3-300x175.png\" alt=\"An image of a hand-written page that represents how layered narratives could be connected in a BC History textbook. Multiple topics are outlined in the first column, including indigenous, feminist, politics, regions. A timeline is included along the bottom, and other topics are connected through arrows and interconnections. For example the TRC is related to the 2000s on the timelines and is connection to the topic intersectionality.\" width=\"504\" height=\"294\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_3-300x175.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_3.png 699w\" sizes=\"(max-width: 504px) 100vw, 504px\" \/><span style=\"font-weight: 400\"><br \/>\n<\/span><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 3. Brainstorming for a multi-layer narrative form of a textbook with non-linear structure<\/span><\/em><\/p>\n<h2><b>Developing a Platform<\/b><\/h2>\n<p><span style=\"font-weight: 400\">From our initial engagement with our open community, five overall attributes emerged as a useful starting point to center equity-centered learning design in a digital resource, including interactivity, agency, accessibility, structure, and voice. Our challenge was to consider the ways that we could incorporate these attributes, including elements of open pedagogies, knowledge sharing, and co-creation, critical approaches, and the creation of open, connected communities (Hegarty, 2015), which could be built into a digital online space.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">As we explored the possibilities and constraints of the various platforms, our colleague and web developer, Tom Woodward posed many challenging questions. As a team, we discussed technological challenges and ethical dilemmas for work in the open. While we all embrace the benefits of open pedagogical practice, we recognize that openness introduces other ethical tensions around ensuring safety and privacy for learners. <\/span><span style=\"font-weight: 400\">There is also a tension between creating a space that has structured connections versus one that is completely open, but which might become chaotic and unnavigable. <\/span><span style=\"font-weight: 400\">Through multiple sessions with Tom and our team, we landed on a customized WordPress theme that allowed for simple authoring, non-linear organization and multiple-entry points, and a variety of choices around open licensing. Figure 4 shows an early hand-drawn storyboard for one of the pages, and a team member\u2019s notes on the types of design choices we were discussing.\u00a0<\/span><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-63\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_4-225x300.png\" alt=\"An image of a hand-written page that demonstrates various sections of a web-page including a space for author, introduction, sections, activity, and associations with a diagram outlining how to connect topics to different pages.\" width=\"348\" height=\"464\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_4-225x300.png 225w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_4.png 423w\" sizes=\"(max-width: 348px) 100vw, 348px\" \/><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 4: Storyboard and design notes for open platform development\u00a0<\/span><\/em><\/p>\n<p><i><span style=\"font-weight: 400\">\u201cContributions or collections or constellations: This is based on the \u201clesson\u201d format that in the data praxis site. We talked about this being a form that would be more SPLOT like in that it would not need a login (Tom had shown us a form he used on a different project that would allow for this, I think). Authors would identify the \u201cSECTIONS\u201d they are addressing (perhaps from a checklist) and then choose the Activity Type. Likely we would need a spot where they also identified the chapter this post was associated with. They could then fill in the various sections (text, media, or activity) by responding to the original chapter. We may want more blocks on this (similar to the chapter with complementary resources or further readings (or references?). I wondered if we wanted to add another \u201cpathways\u201d block\u2026where the contributors could create a map\/visual link to other related posts? This might be too complicated though.\u201d (notes from planning documents)<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\">Learner agency, multi-vocality, and non-linearity were key principles for the design of the resource. The platform allows for the ongoing building of resources and learner ownership\/authorship, content and contributions can be reorganised into new configurations and iterated, authoring can be open\/anonymous or other, and the simple authoring tools embedded directly in a page will allow students to choose different lenses and approaches. We also considered how to create an invitation to contemplate contested knowledge and invite multiple layers and perspectives.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">One design decision was to confine the intended use within an educational setting that includes responsible and accountable moderation, setting appropriate boundaries for debate, including a focus on equity and respect. <\/span><span style=\"font-weight: 400\">As we considered how this \u201cuntextbook\u201d might be used, we felt that some pedagogical structure might be helpful<\/span><span style=\"font-weight: 400\"> and developed a reflective practice framework that provided guidance around participatory interaction with the content, which would help learners honor multiple voices and lead to a shift in perspective. In our conversations about how to build this element of scaffolding into our activities, it became a central feature, and Tom was able to incorporate it directly into the WordPress theme (see Figure 5).\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-62 aligncenter\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5-300x172.png\" alt=\"A diagram of a framework for reflective practice that includes four elements. The elements are: Issues (including legal, policy, pedagogy, access to technology etc) Lenses (BIPOC, LGBTQ, Decolonizing, Global south, historical\/political, socioeconomic) Settings (workplace, community, HEI, profession, discipline, academic, school) Role perpsectives (Administrative, teacher, instructional designer, student, technologist, industry, professional body, et cetera)\" width=\"512\" height=\"293\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5-300x172.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5-1024x585.png 1024w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5-561x321.png 561w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5-1160x665.png 1160w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_5.png 624w\" sizes=\"(max-width: 512px) 100vw, 512px\" \/><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-61\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_6-300x279.png\" alt=\"A screenshot of a webpage that includes spaces for authors to choose a perspective (issues, role perspectives, lenses, settings) and then write a response to a prompt.\" width=\"468\" height=\"435\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_6-300x279.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_6.png 624w\" sizes=\"(max-width: 468px) 100vw, 468px\" \/><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 5: Reflective practice framework for engaging in activities, embedded directly into WordPress with simple authoring tools and scaffolding. <a href=\"https:\/\/rethinkld.trubox.ca\/chapter\/managing-change-in-digital-learning\/\">Practice Example: Managing Change Activity<\/a>.<br \/>\n<\/span><\/em><\/p>\n<h2><b>Call for Contributions and Resource Development<\/b><\/h2>\n<p><span style=\"font-weight: 400\">We embedded our design principles into the <\/span><a href=\"https:\/\/rethinkld.opened.ca\/2021\/11\/call-for-proposals\/\"><span style=\"font-weight: 400\">call for proposals<\/span><\/a><span style=\"font-weight: 400\">, outlining the focus in the background and aim and scope, encouraging multiple modalities, embedding the reflective practice framework directly into the contributions guidelines, and into the peer review criteria and process (open peer review, emphasis on inclusion and diversity).\u00a0 The current iteration of the resource \u201c<\/span><a href=\"https:\/\/rethinkld.trubox.ca\/\"><span style=\"font-weight: 400\">Rethink Learning Design<\/span><\/a><span style=\"font-weight: 400\">\u201d is openly licensed, has 12 chapters and two practice examples (with student voice contributions see Figure 6). One of our goals was to create a shareable template for the resource design, so other educators, from various disciplines, could adapt and use it in their own contexts.\u00a0<\/span><\/p>\n<p style=\"text-align: center\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-60\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7A-300x260.png\" alt=\"Screenshot 1 of the Rethink Learning Design resource, outlining a non-linear organization of contributions\" width=\"387\" height=\"335\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7A-300x260.png 300w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7A.png 624w\" sizes=\"(max-width: 387px) 100vw, 387px\" \/><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-59 aligncenter\" src=\"http:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7B-194x300.png\" alt=\"Screenshot 1 of the Rethink Learning Design resource, outlining a non-linear organization of contributions\" width=\"353\" height=\"546\" srcset=\"https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7B-194x300.png 194w, https:\/\/otessa.org\/ethicsindesign\/files\/2024\/06\/Harrison-Paskevicius_7B.png 506w\" sizes=\"(max-width: 353px) 100vw, 353px\" \/><\/p>\n<p style=\"text-align: center\"><em><span style=\"font-weight: 400\">Figure 6: Screenshots of the Rethink Learning Design resource, outlining a non-linear organization of contributions<\/span><\/em><\/p>\n<h2><b>Design Questions<\/b><\/h2>\n<p><span style=\"font-weight: 400\">As we continue to implement this resource in educational settings (two courses in a graduate program) we encounter further design questions. How will we manage the content that is developed and how do we keep it manageable for users and readers? After three years of testing activities participants have shared that the amount of content already developed can be a bit overwhelming. They share that they appreciate seeing content from past learners but wonder how to engage with that past content. We had also hoped for a more visual way for participants to chart their own pathway through the contributions, through a visual constellation, and to build the student voices contributions into chapters that can then be iterated on.\u00a0<\/span><\/p>\n<h2><b>References<\/b><\/h2>\n<p><span style=\"font-weight: 400\">Harrison, M., Paskevicius, M., Devries, I., &amp; Morgan, T. (2022). <a href=\"https:\/\/doi.org\/10.18357\/otessaj.2022.2.1.30\">Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy<\/a>. <\/span><i><span style=\"font-weight: 400\">The Open\/Technology in Education, Society, and Scholarship Association Journal, 2<\/span><\/i><span style=\"font-weight: 400\">(1), 1\u201317.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Hegarty, B. (2015). <a href=\"http:\/\/www.jstor.org\/stable\/44430383\">Attributes of open pedagogy: A model for using open educational resources<\/a>. <\/span><i><span style=\"font-weight: 400\">Educational Technology 55<\/span><\/i><span style=\"font-weight: 400\">(4), 3-13.<\/span><a href=\"http:\/\/www.jstor.org\/stable\/44430383\">\u00a0<\/a><\/p>\n<!--themify_builder_content-->\n<div id=\"themify_builder_content-58\" data-postid=\"58\" class=\"themify_builder_content themify_builder_content-58 themify_builder tf_clear\">\n    <\/div>\n<!--\/themify_builder_content-->\n","protected":false},"excerpt":{"rendered":"<p>Authors: Michelle Harrison, Thompson Rivers University Michael Paskevicius, University of Victoria Acknowledgement: Dr. Irwin DeVries, Dr. Tannis Morgan, and Tom Woodward were major contributors to this project and part of the design team.\u00a0 Introduction This design case outlines the development of an open resource, including a software application and reflection\u00a0framework tool, that explores open and [&hellip;]<\/p>\n","protected":false},"author":323,"featured_media":62,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,4],"tags":[],"_links":{"self":[{"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/posts\/58"}],"collection":[{"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/users\/323"}],"replies":[{"embeddable":true,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/comments?post=58"}],"version-history":[{"count":5,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/posts\/58\/revisions"}],"predecessor-version":[{"id":71,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/posts\/58\/revisions\/71"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/media\/62"}],"wp:attachment":[{"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/media?parent=58"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/categories?post=58"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/otessa.org\/ethicsindesign\/wp-json\/wp\/v2\/tags?post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}