 is Melissa Ashman. My pronouns are she, her, hers. My dissertation research focuses on social justice and inclusive teaching. So throughout this presentation, you will hear me provide verbal descriptions of any images that I've included on my slides. You might also notice that my slides are a little plain Jane. This is intentional for reasons of accessibility. So a transcript of my speaking notes can be viewed at the URL on screen or you can scan the QR code if you want to view my notes and follow along. You got it, you're good? Okay. So on this slide, you will see a map of British Columbia and Alberta with several colorful areas indicating the lands and territories of several First Nations. I've included this image to help provide context for my territorial land acknowledgement. So I'm an instructor at Quantlin Polytechnic University, which is located in British Columbia, Canada. KPU shares its name with the Quantlin Nation, which is a First Nation located along the Fraser River, so in the lower left hand quadrant of the image. It's located along the Fraser River between Richmond and New Westminster in the west, Surrey and Langley in the south, Mission in the East and Stave Lake in the north. KPU has five campuses, which are located on the unceded territories of the Quantlin, Musqueam, Semiamu, Tawasang, Kikai, and Coquitlam peoples. I'm also a student in the Doctor of Education in Distance Education Program at Athabasca University, which is located about an hour north of here on the ancestral and traditional lands of the Cree and the Métis. And today I'm presenting to you from here in Edmonton, which is located within Treaty Six territory within the Métis homelands and Métis Nation of Alberta, Region Four. And there are traditional territories of many First Nations, including the Nehio, the Dene Celune, the Nacoda Sioux, the Anishinaabe, and the Nietsitapae. So Canada's history is rooted in colonization and the oppression and genocide of indigenous peoples. So providing land and territory acknowledgements at the beginning of meetings or gatherings is one small way to recognize the ongoing responsibility for supporting truth and reconciliation. And as a settler in Canada, I offer this acknowledgement to support truth and reconciliation and to help provide background and context for who I am and from where I come. I'm a member of the Global OER Graduate Network, which is also known as GOGN, which is represented by penguins, in this case, presented on screen in an image by visual thinkery of one cartoon penguin giving another a piggyback ride while waving and carrying a white flag with the GOGN logo. And I'm really grateful for the financial support of GOGN to attend the OE Global Conference and the pre-conference workshop. So in my presentation today, I'm gonna provide a little bit of background. So if I'm gonna be asking you for feedback, you kinda need to know what I'm doing, what I'm wanting to do. I'll share my interview questions and we'll have a choose your own adventure activity for reviewing and providing feedback. So it's often assumed that open education by virtue of improving access to education automatically supports social justice, but this is not the case. And online learning is frequently thought to improve students' access to education, but the online environment can, in fact, be a site of social injustice for historically marginalized students. So as a result, using open pedagogy in an online course to support social justice requires intentionality on the part of the instructor. And I argue that social justice leadership is what makes this intentionality possible. So in other words, there are ways to use open pedagogy that do not support social justice, as shown by the yellow circle. And there are ways to engage in social justice that do not involve open pedagogy as shown in the blue circle. And though there are reasons for developing social justice leadership that do not involve open pedagogy, I argue that engaging in open pedagogy to support social justice requires the development of social justice leadership. So it's that intersection of those two circles that I want to explore. So that we're all on the same page, I'm using the definition of open pedagogy provided by Hegerty, which is that open pedagogy has eight attributes, participatory technologies, people, openness and trust, innovation and creativity, sharing ideas and resources, connected community, learner generated reflective practice and peer review. I'm using Nancy Fraser's definition of social justice, which is parody of participation. She states there can be economic, political and cultural social injustices and remedies can be affirmative or transformative. And I'm using a definition of social justice leadership provided by Theo Harris, which is that it is a leadership approach that makes issues of race, class, gender, disability, sexual orientation and other historically and currently marginalizing conditions central to the advocacy, leadership practice and vision. I'm taking a critical approach to this and my methodology will be interpretive phenomenology. So my overarching research question is what are the experiences of online faculty in using open pedagogy to support social justice? And I have three sub questions. How do the faculty conceptualize social justice? How do they operationalize it using open pedagogy? And what strategies and approaches do they use to develop their social justice leadership? I plan to recruit faculty participants from my institution, which is KPU, and to conduct two rounds of one-on-one semi-structured interviews with each consenting participant. So I'm gonna pause here for a little signpost. I'm going to share my round one and round two interview questions with you and then I will describe what the options are for providing feedback. We get to choose our own adventure so you get to choose what works for you and then we'll make some decisions. Sound good? Awesome. Okay, so the draft of my questions for the first interview and I apologize. Little font, it's a little font. So the first question is asking people to share with me how they identify in whatever identities they have. Second question is getting me, I want to find out how their journey to using open pedagogy in online courses came about. Has it changed over time? How are they using it and what is their experience in using it? What does social justice mean to them? And what does it mean to have a social justice perspective when using open pedagogy in an online course? How do they support social justice by using open pedagogy? What strategies, approaches and practices do they use to develop the social justice leadership and is there anything else they want to talk about? So those are the first round questions and I'll put them back on screen. Second round will involve asking them to review the transcript, elaborating on one or more topics. My plan is to be analyzing each interview as it happens, immediately after it happens. And then to see if their perspective on social justice or how they use open pedagogy to support social justice or how they engage in social justice leadership development has changed since their last interview and if there's anything else they want to talk about. So the kinds of feedback that I'm hoping to get, I welcome your feedback on anything, but in particular, do you think my interview questions will provide me with the answers to my research questions? Is the order of the questions appropriate? Questions I should consider adding, removing, shuffling around and if you have any other feedback. So we have choose your own adventure. I have no idea if anyone is even joining online. If people are joining online, there's an online participation option. Otherwise, here in the room, we have three options. So option one is think, pair, square, share with all. Second one, I have some gigantic post-it notes that I've been carrying around all day that I can slap up on the wall and give you smaller post-it notes that you can use to add your ideas to it or if you're not feeling like talking with anyone or moving around, there is the digital option. So bit.ly slash Melissa Jamboard or you can scan the QR code. What strikes your fancy? Yes? You want number one? We can all do different ones, number one? Yeah, we can do number one. So if you want to participate digitally, that's fine. It doesn't seem like anyone really wants to be adding paper to the wall, but if you want to, I'm cool with that. So yeah, I'll give you some time to find a partner or partners. So share, write down your ideas and then your pair is going to square. You'll share and refine some more and then we'll share with the group. I'll put them back on screen. Sorry? Can I do that? So the research questions you meant and the interview questions? Yeah, okay. I'll get it on one page here. What I'm trying to do is put them side by side. But now it makes it like super small. We'll see, we'll see. I hope you brought your magnifying glasses. I don't even know if you're gonna be able to read the questions now, but. Or you can, I can put the QR code for the transcript and then you'll have the research, you'll have the questions in there. Yeah. And you'll also have the interview questions in the transcript too. So if you wanna scan it again, here is the QR code. I will be interviewing them twice. So two rounds. So I'll do one round of the first round of interview questions which are up on screen and then I will code and analyze and all that good stuff and then I will do the follow up interview. There's no intervention that I'm assessing or testing. Sorry, I can't hear you. I don't feel qualified to handle the interview. That's pretty good, but I'm not interested. I don't want to be doing it. It would be like open-ended research questions. Question is three, a question for that. Is it right, is it too big, it's too open? So I was wondering if, like, you could list full list of notes. Yeah. And I was thinking question two, could you move that to question one? No. I think one would be for question next, but it should be right here. Okay. Okay. Okay. Take it then. Okay. Thinking as ever from their work to your time. Okay. Okay. So two. Okay. So question. Okay. And also it's like, two, two. Yeah. Okay. But if you just ask them, oh, what? So the rest of you can ask the only thing that I know is that they're used to time to do this. Yeah. They're all there. Because it's too big of a question, and it's too big of a question. So they will, they won't be able to do it. I would be happy to. Thank you. Okay. Okay. Originally we were going to do some basic math. Two times two is four. Four is four. But we don't have that the same number of people in the room. So if you are comfortable just sharing out directly, we can do that. How about we start with this group? Okay. That's much best. So, and use qualitative tools as up. So I think it's interviewing is a good way of being at evidence. I don't know. I would go for a, yeah, we need a questionnaire, of course. But I would say that the interview has to be to involve the other person in free thinking. You know, like I was telling her, it's better to catch people off guard with a question that leads to the answer you want and not a question that triggers the politically correct answer. Oh, yeah, of course to it. So it's a justice, and this is the point. I do like what all of us have like a narrative of what would be the right thing to say. Maybe that doesn't necessarily have to do with what you actually end up doing for whatever reason. So I wouldn't go for a real, both of them. Number two was great because that looking at you, they used to talk about that. Probably have an elevator speech about, because it's a good job, but the question one is very vulnerable question. So it should not be first, and I think Mariana didn't want it to be in there at all. I think it should be in there, but not first. It should be later. And for me, question three is too big. What does social justice mean to you? You're either going to get a hand answer or a point of scare. It's too big. Thank you. I'm reading definitions of social justice, but your instructor's probably not necessarily had. So it's wondering if you can help give them ideas. So I was wondering the question of like, maybe something like which aspects of social justice resonate the most with you? There's lots of areas like, I don't know, refugees, immigration, races, specific kinds of races, gender, diversity, sexual orientation, et cetera, et cetera. So there's so many, and someone might be like, feel super passionate about one, and the other, they still think it's important, but it doesn't get them excited. I can't even be talking about that too. Might help them jumpstart and also might get them outside of their hand answers, because they're, it's gonna help them see the breath. Okay. Thank you. Thank you. Sure. Nishan, your group. I'm providing them several presets of my recommendation. We first asked that question, and depending on where they go with that, try and prop them with different facets of identity that you're highlighting, because the moment you front-clot in all these aspects of identity, it's gonna be very difficult for a person to really answer that question, because they might get some kind of talent focusing. The very first thing that I saw was gender or ethnicity. I might kind of focus on that, if I try to talk about that. So I think a good way would be to ask that question first, and then kind of use a promise to kind of further guide me. Another thing that I've been in marketing and kept up some research, when you do a session like that, you might have somebody who very short answers, and then the others who you can do quite well in that issue. So in case if somebody just flies through these questions, I think it's good for you to have some additional problems to get there. And based on what the other group said, I did ask that question, and the other group said, I did ask you about some of the definitions, like although you may not want to give them definitions as such, how people might approach social justice, open pedagogy, because there are different kinds of ideas, like whenever you talk to somebody about open pedagogy, they usually need to change, maybe go with the arts or something like that. So I don't know what the best answer should be, but I think even assisting them to kind of figure out at least very important parameters. So those are some of the problems. Thank you. Thank you. Yeah, I want to hear from them what their experiences and how they're thinking about this, so I want to, I have to kind of tread that fine line between providing information that's going to push them in a direction that they think they should go versus just, because I mean, it could be that they can't actually conceptualize and articulate how they're supporting social justice or what it is, so I think that would be very revealing. So thank you, group at the back. I'm not going to put you on the spot if you're like, we just want to, yeah, for the social justice leadership you mean? Okay, thank you, yeah. I'm hearing others speak. Also, I have no idea how to solve the first question issue because they know in a paper survey we typically do demographics at the end and let people check. And I think the concept of open-ended demographics will definitely incorporate this. So often now we see these surveys that like do terrible things to people where it's like male, female, or non-gender important because there's like a problem. Many other identities that not a good place in social justice. But I'm not sure if at the beginning that I know in a paper survey you would often collect your demographics. And I know it's not necessarily demographic question as part of your social justice plan scheme, but... Thank you. Yep. I just wanted to say, maybe it's just whether or not a faculty, if you've met at work, do they talk about you? That's a great question. I had a thought. It's evaporated, but it's come back. So with question one, so I gave this a version of this talk last week with the Go-GN workshop and there was almost the entire Q&A focused on question number one. So I want to say thank you for providing feedback on the other questions as well. So to provide some context and some background, I won't necessarily be reporting on the specifics of number one, but I will be able to report and say we had a variety of genders, a variety of races, a variety of abilities, et cetera, rather than because of sample size as well. I don't want to potentially be having someone be identifiable. That would not be a good thing. Yeah, it'll be through Zoom or it'll be through Teams, one or the other, and recorded. Then transcribed. Then coded. To tease out where they see value in it, what do they say in their rankables and stuff like that? Or how do they advocate for this or champion for this with others? So our institution, we are a teaching institution. So full-time faculty teach four and four or eight courses over the semester and we don't, we are not obligated to do research. It's considered a bonus. We are required to engage in scholarly activity, but we don't necessarily have to be applying for research grants and stuff. Yeah. Yeah. Yeah, that's great. Thank you. Yes. I also think it's important that these questions talk into their ideologies, but not only their professional curriculum, but we become the professionals we become, also because we have a certain life story behind it, right? Since you were a child, you heard your parents talk at the table. You come from a certain cultural context, or country, or whatever. So maybe the reasons for you to advocate open the boundary are there. Not necessarily your master's degree, or, you know, like a certain sensitivity towards justice in a certain way, or maybe you are anything grand who had to run away from the country or whatever. So I think those things could be even not at a very conscious level, but those could be part of the story. That's why I think the second question is interesting. Because if you talk about your journey to using pedagogy, maybe your journey is not only an academic journey, and I think that our reasons in general are not only we are not just a learning going through life with very highly cognitive decision-making processes, but we also have a lot of emotions and memories, and the effective domain is there, and those elements are part of the choices we make as professionals. So if you find a way to get there, by means of the kind of atmosphere you're creating this in New York, and then people, you know, flow, they start talking and they go, that would be like, longer interviews probably, but very critical. Rich data. Personally, the way questions were, I would probably tell the academic side of it. So you might need an additional question if you want. Does anything from your childhood, your family, or your sense of identity influence how you navigate open pedagogy? We also talked about your childhood. Yeah, I thought about that. Haven't quite come up with a solution, but I thought about it. Yeah, and that is a concern that I have. I've had people suggest that I try to recruit across institutions, which makes my head spin a little bit and trying to navigate different REB for, but I think BC has a streamlined process. And doing two rounds of interviews, so how many rounds of interviews do I need to, like, are enough collectively for the perspective and the methodology that I'm using. So, yep. BC, BC, BC. Yeah, my institution of study is here in Alberta. And there has been communication and other students at KPU, other faculty at KPU who have gone through the AU program, and so the REB, they talk to each other very well. And I think BC has a streamlined process, but trying to navigate to other institutions or even identify out-of-province institutions or putting the project in an entirely different context and perspective. That's, yeah. Like, within, if I stick within KPU, it will be a university and it will be a single university, and it will be across disciplines. Across disciplines. Yeah, that's a great point. I mean, in an ideal world to be honest where I'm not paying tuition to, because my doctoral work is not funded, where I'm not having to pay money to do this, I would be doing a very different, bigger study. I'd be getting student perspectives, but in the timeline of wanting to, I'm not going to too much debt, unfortunately. Yeah, so I'm like, maybe next, project number two. Stage two. Yeah. Thank you so much, everyone. So that's all. Thank you. Thank you so much for attending. I really appreciate it.