The document outlines Jennifer Englund's PhD journey and research agenda focused on understanding open educational practices through the perspectives of advocates, designers, and students. It discusses potential research questions, methodologies, and three planned research papers that will utilize open and participatory research practices. The research aims to understand how open education coalitions are built and the experiences of students interacting with open licenses and contributing open educational resources.

1. Understanding OEP with advocates, designers,
and students
Jennifer Englund
University of Minnesota
GO-GN seminar | Galway, Ireland | April 7-8, 2019

2. 2
PhD journey...
April 2019 GO-GN seminar | @jmenglund03
2019-2020
Data collection &
analysis,
Write results
Fall 2020?
Defense
2015-2017
Full-time staff role,
part-time student,
coursework, joined GO-
GN (2016)
2017-2019
Prelims prep/exam/thesis
proposal;
started teaching (2017-)

3. Research agenda...
April 2019 GO-GN seminar | @jmenglund03 3
Seek to understand what the open educational
“...practices [that] support the (re)use and production of
OER through institutional policies, promote innovative
pedagogical models, and...empower learners as co-
producers...” (Ehlers, 2011, p. 4) look like through the lens
of coalition builders/advocates, designers, and students

4. Paper 1
4April 2019 GO-GN seminar | @jmenglund03

5. 5
State of open in MN
● MN OER SIG
● Information-sharing, resource gathering,
coalition building
● Connecting gaps in knowledge and
history
● Different approaches by systems
April 2019 GO-GN seminar | @jmenglund03

6. Potential research questions
6April 2019 GO-GN seminar | @jmenglund03
● Who are the OER adoption stakeholders
across the state?
● What are the unique needs of stakeholders
that use OER in MN?
● In what ways have stakeholders worked
together in the past to advocate for OER
adoption?
● What is the historical context of OER policy
legislation in Minnesota?
● How might a coalition for open education in
MN be built?

7. Methodology
7April 2019 GO-GN seminar | @jmenglund03
● Narrative inquiry?
○ Gathering experiences and stories
from various individuals
● Discourse analysis?
○ Analyzing policy documents, meeting
notes
● Cultural historical activity theory?

8. Paper 2
8April 2019 GO-GN seminar | @jmenglund03

9. 9
IDs & open education
April 2019 GO-GN seminar | @jmenglund03

10. Topics of interest
10April 2019 GO-GN seminar | @jmenglund03
● Current students to working professionals (0-
5 five years post-grad)
○ Exposure to OER and/or open licensing
in grad program
○ Experience creating/reusing/remixing
OER
● Working professionals (5+ years post-grad)
○ Experience in the field, involvement with
OER initiatives

11. Methodology
11April 2019 GO-GN seminar | @jmenglund03
● Mixed methods
○ Survey → focus groups/interviews

12. Paper 3
12April 2019 GO-GN seminar | @jmenglund03

13. Copyright, licenses, and why you might be interested in this
This short video (less than 3 minutes) explains what copyright means for you. We commonly see this associated for brands (with
symbols like [trademark, all rights reserved, and copyright symbols] after certain words). When you own the copyright to works you
produce, no one else can use the works without your permission. As an undergraduate student at the University of Minnesota, you
own all of the work that you produce for your classes - papers, assignments, projects, etc.
Within the past few years, an alternative license called Creative Commons has emerged. This license has several different types
(see them explained) which enables works to be shared, remixed, and adapted. Creative Commons licenses, denoted with the [CC]
symbol, are especially useful for educators who wish to adapt learning materials such as books, images, and videos for their specific
class needs. Since you hold the license to the work you create as a student, you may elect to use a Creative Commons license.
Over to you...
1. Head to SoundCloud's Choosing a license for your track page and read through it.
2. Based on the above resources, which license option would you choose to grant to your track/s? (Keep in mind, each track
can have its own license - not all tracks need to have the same licenses). What are your thoughts about granting a
Creative Commons license to work you produce for your classes?
13April 2019 GO-GN seminar | @jmenglund03

14. License preference
April 2019 GO-GN seminar | @jmenglund03 14

15. 15April 2019 GO-GN seminar | @jmenglund03
“Minneapolis College, ...as a part of the Minnesota State
system of colleges and universities....serves those students
who are least likely to go to college.
With three-quarters of the student body composed of those
underrepresented in higher education, the hallways are filled
with recent immigrants, those seeking to learn English,
members of communities with the highest unemployment and
incarceration rates in the state, veterans, [and] those of low
socioeconomic status..
Collected here are their...stories of overcoming, coming up,
perseverance, pride, and power in the face of depressed
opportunity and systemic oppression.”
Text source

16. License types selected by contributors
April 2019 GO-GN seminar | @jmenglund03 16

17. Research questions
17April 2019 GO-GN seminar | @jmenglund03
● What are students’ prior knowledge of open
licenses?
● How do students understand the value of
contributing resources to the Commons?
● How do students perceive themselves as
members of the Commons?
● What are the reasons that students choose a
particular license type for their course
work/contributions?

18. Frameworks under
consideration...
18April 2019 GO-GN seminar | @jmenglund03
Feedback welcomed!
● Student as producer
○ Neary, 2012
● Knowledge creation

19. Methodology
19April 2019 GO-GN seminar | @jmenglund03
Multiple case design (Merriam, 1998)

20. Data collection & analysis: Case 1
April 2019 GO-GN seminar | @jmenglund03
Sep 2019 Oct 2019 Nov 2019 Dec 2019
Reflection
journals
Artifacts
Focus groups
or interviews
Analysis
Survey
responses
Jan 2020
20

21. Data collection & analysis: Case 2
April 2019 GO-GN seminar | @jmenglund03
Jan 2020 Feb 2020 Mar 2020 Apr 2020
Reflection
journals
Artifacts
Focus groups
or interviews
Analysis
Survey
responses
May 2020
21

22. Open
research
22April 2019 GO-GN seminar | @jmenglund03

23. 23April 2019 GO-GN seminar | @jmenglund03
Paper 1: pre-registration, (data collection &
analysis specifics TBD), presentations,
submit to OA journal
Paper 2: pre-registration, data collection
instruments, de-identified survey responses,
submit to OA journal
Paper 3: pre-registration, data collection
instruments, present with student panel at
local conference, submit to OA journal

24. Feedback,
critiques, &
questions
24April 2019 GO-GN seminar | @jmenglund03

25. Attributions
● Pixabay images
○ Arek Socha, ejaugsburg, hbieser, Julia Schwab, Richard Mcall, Mary
Bettini Blank, McElspeth, Nadja Golitschek, Paolo Trabattoni, Sharon
Fisher
● Creative Commons certificate
● Presentation template
April 2019 GO-GN seminar | @jmenglund03 25

26. References
● Ehlers, U-D. (2011). Extending the territory: From Open Educational
Resources to Open Educational Practices. Journal of Open, Flexible, and
Distance Learning, 15(2), 1–10. Retrieved from
http://www.jofdl.nz/index.php/JOFDL/article/view/64
● Merriam, S.N. (1998). Qualitative research and case study applications in
education. San Francisco, CA: Jossey-Bass.
● Neary, M. (2012). Student as producer: An institution of the common? [or
how to recover communist/revolutionary science]. Enhancing Learning in
the Social Sciences, 4(3), 1-16. Retrieved from
https://doi.org/10.11120/elss.2012.04030003
April 2019 GO-GN seminar | @jmenglund03 26