Featured,  Research

The seeds in our data basket, reporting findings, no penguins found… #gognpb

by Verena Roberts, Chrissi Nerantzi, Paola Corti, Hélène Pulker, Penny Bentley and Gino Fransman

Early in December we decided to summarise the seed survey findings. We have been working on this since we collected all the data by the 20th of November.  When Chrissi started designing the survey she felt “oh no, another survey”. I am sure we all have had that feeling… more than once. But this one was different, she felt. 

We wanted to get quick and as many as possible responses from the wider community about how they see open education through animal metaphors. We were wondering if such information would help us with the story we are writing in some way. 

We used thematic analysis (Braun and Clarke, 2006) as an inductive approach to make sense of the data, reveal what the responses mean and identify themes that emerged through this process. Individual picture book team members analysed specific questions which were then  openly peer reviewed. 

Data was collected through 

  1. the seed survey: 58 respondents
  2. an activity at the OEGlobal20 conference: 2 respondents
  3. a facilitated workshop around open education: 35 respondents.

The seed survey was shared via the following channels from the 14 Oct to the 20 of November 20: 

  • GOGN community
  • The FLEX initiative  
  • The# creativeHE community
  • Social media: Twitter
  • OE4BW participants and mentors 2018, 2019, 2020
  • ManMet University staff and students
  • CCopenEd community 
  • OEGlobal2020 conference
  • NTF Jisc mailing list (620)
  • SEDA Jisc mailing list (1839)
  • ALT newsletter
  • Open University, School of Languages and Applied Linguistics 
  • Educazione Aperta Italia community

Overall, we collected data from 95 individuals in 16 countries and living in 5 continents (Europe, Asia, N. America, Africa and Australia). The individual countries are depicted below: 

Country TotalsContinentContinentTotals
1Italy38Europe1Europe73
2United Kingdom18Europe2Asia12
3India10Asia3N. America9
4Canada7N America4Africa5
5South Africa2Africa5Australia2
6France2Europe
7Netherlands2Europe
8Australia2Australia
9Egypt1Africa
10United States1N America
11Finland1Europe
12Uganda1Africa
13Oman1Asia
14Mexico1N America
15Mauritious1Africa
16Sri Lanka1Asia
TOTALS95

We report below the findings of the data we collected and analysed.

Penny: I chose to analyse the findings linked to the following two questions:

5. CHARACTER: When you think about open education,  which animal(s) come to mind and why? 

10. ANTAGONISTS: Who are the antagonists of open education? If they were animals, what would they be? What are their characteristics? If you think that there are no antagonists, feel free to skip this question.

Below is the table with all the animals our respondents felt could represent characteristics of open educators and those who play an antagonistic or blocking role. 

The findings are fascinating and illuminate clearly that any animal, can be good and bad and that it is unwise to fall into stereotyping animals in the same way it is not useful when we refer to humans. 

For example all the animals in red in the tables below appear as open and antagonistic animals. This is really an important point we felt that we need to be aware of when creating our animal story. Do we want to fall into the trap of portraying the good and bad based on what animal we use? We don’t. So it will be important to remember this when writing our story that any animal can be good or bad or good and bad even. 

Animals (open)FrequencyAnimals (antagonists)Frequency
1birds211wild, dog like (1x African wild dog, 2x coyote, 2x fox, 1x wolf, 1x jackal)7
2social insects (9x ants, 7x bees, 2x termites)182big cats (6x lion, 1x predatory cat)7
3elephants73hyenas6
4big cats (3x lions, 1x tiger, 1x cheetah)54birds6
5primates (3x monkey, 1x chimp, 1x ape)55birds of prey (1x eagle, 2 x vultures, 1x raptor)4
6butterflies56venomous reptiles (2x snake, 1x lizard)3
72x whales, 2x dolphins47rhinoceros1
8domestic dogs48domestic dog1
9domestic cats39elephant1
10rodents (2x beavers, 1x coypu)310turtle1
11equines (1x horse, 1x donkey, 1x zebra)311shark1
12chameleon312bear1
13bear313rabbit1
14kangaroo214hybernating animals1
15fish215cockroaches1
16rabbit216dinosaur1
17otter1
18cow1
19racoon1
20vampire bat1
21spider1
22tardigrade (invisible)1
23meerkat1
24octopus1
25wolf1
26giraffe1
27turtle1

Top 3 on both leaderboards…
In the top 3 of open animals we see two smaller creatures leading, birds and social insects,  followed by elephants. As articulated by the respondents, these animals seem to symbolise freedom, collaboration and hard work. While on the other side as antagonists metaphors are linked to predators such as wild dogs, big cats and hyenas who are seen as aggressive hunters, greedy and exploitative. However, we also meet again birds as antagonists this time, as these are also seen as inflexible to change, exploitative,  aggressive and self-centred for example.

Animals (open)FrequencyReasonAnimals (antagonists)FrequencyReason
1birds21accessibility, no boundaries, fly, see from above, soar; leads & gentle (ostrich); scoops up surprises (kingfisher); optimistic, resourceful, learns, experiments, plays tricks, smart (crows); flies in the dark, surveys chaos (owls); communal, collaborate (penguins), embellish, enliven (peacock); peace & pure (dove); collaborate (cranes)1wild, dog like (1x African wild dog, 2x coyote, 2x fox, 1x wolf, 1x jackal)7vicious, hunt in packs (African wild dogs); exploit, trick, skeptical, unwilling to change, fear, uncertainty (coyote & wolf); quick on task, dont waste effort, persuasive (fox); predators
2social insects (9x ants, 7x bees, 2x termites)18collaborate, work hard, collect, communicate, communal, collective intelligence, help others & produce food (bees)2big cats (6x lion, 1x predatory cat)7intellectual, dominates & controls, aggressive, self centered, powerful, influential, protect their own interests, kill birds, predatory
3elephants7helpful, supportive, endangered, aggressive, stable, kind, search3hyenas6capitalists, greedy, opportunistic, steal from others, intimidating, don’tt share
3birds6exploit, trick, skeptical (crow); aggressive, unwilling to change, fear, uncertainty (owl/old owls); bully & canabilise their own if weak (fowls); afraid of change (ostrich)

Chrissi: I am reporting on the following two questions that focus on the vulnerabilities and strengths of open educators through animal characteristics and behaviours. While analysing and coding it was fascinating to see the human vulnerabilities and strengths of open educators that came through the animal metaphors.

6. VULNERABILITIES: What makes this animal character/hero vulnerable? Explain briefly.

7. STRENGTHS: What are the strengths of this animal/character/hero? Explain briefly.

While I didn’t intend to look at frequency originally and I am also not sure if it is of value based on the relatively small number of responses we received, it became increasingly interesting to me personally. So I decided to create the following tables.

VulnerabilitiesFrequencyStrengthsFrequency
exploitation18social22
fragile16resourcefulness14
curiosity8determination13
isolation7persistence11
generosity6supportive10
altruism6bold9
bold3flexible8
unpopular1collaborative6
curiosity6
freedom5
generosity2

The themes in red, as you can see appeared under vulnerabilities and strengths. Looking at “curiosity” for example it reminds me of the proverb “curiosity killed the cat”. And while inquisitiveness can bring us into dangerous situations and indeed make us vulnerable, very vulnerable, it is also an important source for invention, creativity and innovation together with the “freedom” and “flexibility” that appear under strengths. That “curiosity” also, I feel links to being “resourceful”, having “determination” and “persistence” too. Similarly, with “generosity” (giving nature and sharing practices) that can both be a strength and a vulnerability and lead to what appears to be at the top “exploitation” (taken advantage of). I suspect we can all relate to this and would have examples to share. On the other hand, “boldness” standing out and standing up for others and what we value is not an easy thing to do and connects with “determination” and “persistence” as well. That “boldness” could also be linked to “altruism” but it can equally make us vulnerable, “unpopular”, “fragile” and also being or lead to “isolation”. However, “social” as an important strength, if not the most important one, at least according to the findings of this survey, shows perhaps that we can break free from that “isolation” and through being with others we can become and are stronger together. We “support” each other and we “collaborate” and from “I” we become “we”.

Verena: I chose to explore the data analysis of superpowers because anything that takes me out of the reality of the day to day grind of Covid seems interesting and exciting. I also wish that I had super powers to send me forward to the year 2023 because that is when I am hoping we will be living without worrying about Covid anymore. 

The idea of being able to save the world with super powers has inspired multiple narratives and stories different cultures, times and places.. My data analysis focused on the following question:

11. What would you do if you had SUPERPOWERS to spread open education to benefit communities and society more widely? If, of course you think, open education could contribute to this. 

I used Braun and Clarke’s (2006) thematic analysis as we did across the data to categorize then theme the superpower data. First, I started with the contextual themes  in which the participants perceived “open learning” superpowers. 

The superhero contexts were split into three contextual themes: those that are Impossible and Magical in context, those that are Ecological, place-based in context and not focused on anything digital, and those that are Possible which means it is something a human could actually do without an intervention.  

Superpower contextFrequency
Superpower (Possible)35
Superpower (Impossible)12
Superpower (Ecological)6

I was surprised to read about “superpowers” that were actually possible as opposed to impossible. Many of the possible superpowers were personally contextualized. For example, possible supowers included  development of policies, practices and research. This made me question open learning awareness in general and I wondered if there are those who feel they are limited in their personal abilities to “be open” in the way they want to be open. I am definitely restricted by no open learning policies; however, I can integrate open educational practices in multiple ways, depending upon my context. Perhaps others see my confidence and use of open educational practices as a superpower – because I just do it anyway, regardless of policy or expectations. Others may see it as cryptonite because I have a moral imperative to build knowledge and share with others in order to learn. The whole context analysis made me confused and confident. The ecological superpower included anything supernatural, spiritual, natural, biological and /or contributed to a learning ecosystem. This theme included a wide variety of unexplainable and personal place-based examples. 

The secondary “superpower” analysis  focused on subthemes that could be supported by one of the three major themes.  

Superpower themesFrequency
Access21
Perspectives (Multiple Voices)8
Digital Literacies/ Skills8
Portal5
Recognition5
Policies5
Flow (movement)5
Herminones’ Time Turner spell (https://harrypotter.fandom.com/wiki/Time-Turner)3
Funding2
Competition2
Research2
Curriculum2
Awareness1
Learning Ecosystem1
Outlier (Increasing co-design & co-creation)1

Of all the superpower examples, unlimited access (21) to resources, people and ideas was the overwhelming dominant “superpower” which was highlighted in the possible superpower theme. I was not surprised that “access” is a superpower. Neither was I surprised with some of the other dominant “possible” superpower sub-themes which included the ability to consider multiple perspectives (8), digital fluency/ skills (8), portal to everything (5), recognition for sharing (5) and policies (5). 

The impossible and magical theme included  a magical “portal” subtheme which can be best described as a Hermione Granger like-Time Turner spell, where people could be in multiple places supporting multiple people at once. 

Finally the ecological theme was described by subthemes that promoted an integration and interconnection of the possible and impossible in through flow and movement. 

Having such a diversity of themes distinguish themselves in such different ways (from curriculum, portals and digital fluency) to natural disasters and magical spells, made me smile and realize that open learning really is a superpower that we can all amplify, dream about or ignite in our own ways. This story will hopefully provide a means in which to explore the potential for open superpowers in all of us.

Paola: I analysed the questions around IMPORTANCE and AFFECT and am reporting the findings linked to these below.

3. IMPORTANCE: What does open education mean to you? Why is it important to you? Explain. If you feel it isn’t, also explain. 

We received many interesting answers to our question around the IMPORTANCE of Open Education for participants in the survey. Very briefly, some of the keywords that came up are:  access, inclusion, co-construction of knowledge, student empowerment, social justice, ubiquitous learning, cost-free, equality, sharing knowledge, care. To quote a couple of the most representative statements: 

“Hugely important to be able to be part of a movement that makes it possible for all to access education for free”; 

“Open education levels the playing field – it puts power back in the hands of the community, including people disadvantaged by geography, ethnicity, poverty and discrimination.  It creates communities by incentivising people to collaborate, share, and build on what already exists.” 

4. AFFECT:  Briefly explain how you feel about open education. Focus on emotions that are a result of participating and learning in open ways or hearing about it. 

When asked about AFFECT, which means people’s feelings around open education, we have a broad spectrum of positive feelings (energized, creative, satisfied, fulfilled, excited, empowered, proactive, caring, optimistic, proud, grateful, projected toward the future, engaged, motivated, connected, with a small touch of negative sides (frustration, perception of ongoing challenge, someone feels scared, worried because of exploitations claimed to be open while not). To quote one of them, which includes both views, I would choose this one: 

“Often: Frustrated! We too often use it to support the increase of one-way transmission of “the facts.” I get excited when I think about ways in which open education can be used to generate and share in ways such that stories and facts flow in other directions.”

We saw in the responses open education as a social mission for access and inclusion of all people in education that can be achieved through collaboration. This seems to give strength and empowers individuals. A plethora of emotions, predominantly positive ones were reported, which could suggest that open educators find inner strengths, positivity and determination through the connections they make with other open educators. Feelings of excitement for example, featured a lot and the potential of open education to bring about positive change. Frustrations and feelings of being exploited were also present but did not seem to stop open educators. 

Helene: I looked at the following survey questions: 

8. CONFLICT: Do you see any problems in today’s world with education, education systems more generally? If you think there is a problem, please explain. If not, feel free to skip this question.

9. STRUGGLES and CONFLICTS: What do you consider as the struggles of open education? Please explain. If not, feel free to skip this question.

Respondents agree that education is broken. It has become a business and is no longer valued in our societies. Education is viewed as a commodity rather than a public right, a business and a money-making enterprise. Today’s education systems have become exclusive. Because of the rising costs of education, there are inequalities and opportunities to access good education are distributed unevenly. The pandemic has exacerbated the gap between the privileged and the underprivileged. Disparity in education attainment is a problem. Education now focuses on tests, exams, memorisation rather than on understanding fundamental concepts. The current systems are too rigid and don’t give way to innovation and a much needed change.

Open education could provide a transformative change of our broken educational systems. However, it is under much criticism because it represents a dramatic culture change and some people could lose their comfortable positions and power. Open education carries the values of humanity, caring, sharing, social justice and equality but it is seen as second class and its quality is highly criticised. Open education is threatened by the inequalities of access to the internet, the lack of generosity and sharing and the dominance of the orthodox. Open education lacks awareness and buy-in from governments and decision-makers. It is largely a grassroot movement that has to fight constantly for funding to survive and it often struggles to be more than a project or an initiative. Capitalistic approaches make open education very difficult to win the argument but open education also challenges capitalism as it works against commercialisation and monetisation of knowledge.

Open education offers a revolutionary perspective which is not easy for everybody to understand or implement. Open educators must help people to understand what open education is, how it can best serve our community and how its values and attributes surpass materials qualities.

Final words

We would like to thank everybody who shared their thoughts with us via the survey, the OEGlobal20 activity, especially Alan Levine, and the workshop facilitated by Matteo Uggeri. We are grateful for everybody’s input and also the willingness of so many to read our story. We will be in touch regarding this early in 2021.

Currently, the picture book team is finalising the story (yes, we actually wrote a story) which has already been seen by 3 individuals externally to the team and we would like to use this opportunity to thank these critical readers as well for their comments and suggestions as they are really helping us to improve our story further. Bryan Mathers kindly offered to mentor Chrissi to illustrate our story. This is a bit/very scary but there is no way back now. Chrissi will have to do it!

Acknowledgements

In the above Happy New Year illustration and the one at the top of the post, the boat and the ground were made using detail of the “Title with a prunus on a rock and two birds, anonymous, c. 1700-c. 1724, a Creative Commons Zero (CC0) Public Domain image made available in the Rijksstudio at https://www.rijksmuseum.nl/en/my/collections/2144032–chrissinerantzi/art-i-love/objecten#/AK-NM-9967,2, Rijksmuseum, Amsterdam, see https://www.rijksmuseum.nl/en/research/conduct-research/data/policy and also a related case study at https://creativecommons.org/2014/07/30/rijksmuseum-case-study-sharing-free-high-quality-images-without-restrictions-makes-good-things-happen/ 

References

Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, vol. 3, no. 2, pp. 77-101.

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