So how do these theoretical interpretations of advocacy become interpreted on a day-to-day basis? And how do different national, cultural, and institutional contexts influence the success of this advocacy? This research describes the experiences of two open educators from the UK and Canada who have a aggregated experience of 16 years at 6 universities in championing open (Rolfe 2016). Both also have considerable experience in advocating open approaches beyond their institutions. The authors have compiled reflective case studies to capture the means by which they have influenced – or not – colleagues within their institutions, as well as senior executive or contacts beyond their institutional walls. Their approaches will be mapped to the four theoretical patterns identified by Havelock, as these have been broadly used as the basis for advocating open.
This research will conclude by drawing together the successes and failures, and making concrete recommendations to the community on how to create persuasive arguments for the establishment of innovative open approaches. The proposed presentation at the OER17 conference will include an interactive element through harnessing feedback via Twitter and disseminating results via a blog article, to build a broader base of perspectives from the audience. This work will be shared under an open license.
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McGill L 2013. Jisc OER Infokit. Available: https://openeducationalresources.pbworks.com/w/page/24838012/Stakeholders%20and%20benefits
Rolfe V 2016. Web strategies for the curation and discovery of open educational resources. Open Praxis, 8(4), 297-312. Available: http://dx.doi.org/10.5944/openpraxis.8.4.305
Wiley D 2016. Underselling Open: The Problem with Cost Framing. Available: http://opencontent.org/blog/archives/4774