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Higher Education as a public good: Pushing forward, pushing boundaries. Dr Karin Crawford - Principal Teaching Fellow Ian Mathews – Senior Lecturer Diane Simpson – Senior Lecturer. The Context. The University: Post 1992 university Currently has five campus sites

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higher education as a public good pushing forward pushing boundaries

Higher Education as a public good: Pushing forward, pushing boundaries

Dr Karin Crawford - Principal Teaching Fellow

Ian Mathews – Senior Lecturer

Diane Simpson – Senior Lecturer

the context
The Context

The University:

Post 1992 university

Currently has five campus sites

The School of Health and Social Care:

Programmes in:

Nursing (mental health and adult nursing)

Social Work

Health and Social Care

Programmes within the school are provided at the main Brayford campus and inHull

Image courtesy of University of Lincoln - www.lincoln.ac.uk

the project open educational resources oer in professional education
The Project – Open Educational Resources (OER) in professional education
  • One of six institutional projects – funded and supported through the HEA Change Academy programme http://oer.lincoln.ac.uk/projects/
  • Focus on practice learning for nursing and social work programmes to underpin the transition to e-portfolios and to facilitate and support students and work based mentors/educators during practice learning placements
the project what we did
The Project – what we did
  • Scoping of existing OER for practice learning – searching existing OER resources (e.g. JORUM, SwapBOX; Internet searches);
  • Decision to create our own short vodcasts - ‘One Minute Wonders’;
  • To date, we have a range of vodcasts featuring staff, students and service users.
the wider context of oer
The wider context of OER
  • The production of OER can be seen as part of a wider social movement that seeks to move away from traditional understandings of knowledge production and dissemination(Winn 2012)
  • The OER movement raises profound questions such as ‘what is knowledge?’ and ‘whom is able to generate knowledge?’
drawing on others to generate knowledge
Drawing on ‘others’ to generate knowledge
  • Health and social care professionals have a commitment to engaging with patients/service users, recognising and using their knowledge to inform and improve our work
  • ‘Student as producer’ and student engagement agendas (Burawoy 2005; Neary and Winn 2009)
the democratisation of knowledge
The democratisation of knowledge?
  • Exports the advantages and knowledge of Higher Education into the public domain;
  • Imports, recognises and values the knowledge, skills and understandings of ‘others’ into the framework of Higher Education
connections
Connections

Resonates with a range of important agendas such as;

  • Social inclusion;
  • Social capital or social wealth;
  • Notions of the ‘Big Society’;
  • Access to Higher Education.
conclusion
Conclusion
  • This presentation relates to one project in one institution but reflects a wider international movement towards a ‘radical form’ of HE (Winn 2012: 133);
  • This work arguably pushes the boundaries of accepted, tightly-guarded acceptable locations of knowledge production in the professions;
  • Highly rewarding and widely beneficial work, but not without challenges!
links and references
Links and references

Burawoy, M. (2005) ‘For public sociology’ American Sociological Review 70 (1), pp. 4-28

Neary, M. and Winn, J. (2009) ‘The Student as Producer: Reinventing the Student Experience in Higher Education’ in L. Bell, H. Stevenson and M. Neary (2009) The Future of Higher Education: Policy, Pedagogy and the Student Experience London: Continuum pp 126-138

Winn, J. (2012) ‘Open Education: From the Freedom of Things to the Freedom of People’ in M. Neary, H. Stevenson and L. Bell (2012) Towards Teaching in Public: Reshaping the Modern University London: Continuum pp. 133-147

For information about the OER projects at Lincoln

http://oer.lincoln.ac.uk/projects/

For further information about this project please contact kcrawford@lincoln.ac.uk