To help you plan your participation the conference program schedule can be filtered by date, venue, session type, and session format using the Filter functions.
Filter by Date lets you look at a specific day of the program. Filter by Venue lets you look at the program by venue rooms where sessions are taking place. Filter by Type lets you look at the program by track. In addition to keynotes and breaks the program is made up of three main tracks or types of sessions Pedagogy, Roles, and Strategies. Clicking on a type in Filter by Type lets you see only sessions of that type in the program schedule. In addition, Pedagogy, Roles, and Strategies each have a set of associated topics. Topics appear when you hover over a type name in the Filter by Type area of Sched. Topics are clickable allowing you to further filter the program by topic. Session Format lets you view the program by types of sessions - Action Labs, Lightning Talks, Posters, Presentations, and World Cafes.
The conference program is rich and diverse representing the current state of open education around the world.
This presentation examines how OEP have been integrated into an established, distance educational model at The Open University, UK, in the context of a postgraduate qualification in Translation and highlights the complex issues that arise when adopting OEP in the context of a distance education HE course.
The MA in Translation was launched in 2017 and is offered as a two-year part-time qualification. Its fully online delivery mirrors the demands of the fast-growing, global Translation Services industry.
A number of innovative practices have been included which align with OEP, conceptualised as a set of practices involving social interaction, co-creation of knowledge and peer learning, and which recast traditional teacher/learner roles in less hierarchical power relations (OPAL, 2011, Andrade et al., 2011, McGill et al., 2013). This conceptualisation of OEP also relates to open pedagogy and open digital pedagogy, with their focus on dialogue, on bringing disparate learning spaces together, and on questioning the power relations that exist within and outside HE (Cronin and MacLaren, 2018). Indeed, in the MA in Translation, students engage in peer review and connect with established translation and language communities, including volunteer translation communities, to develop both their translation and language skills, and useful employability skills.
However, as Sauro (2017) reminds us, ‘domesticating language-learning practices from the digital wilds to the formal classroom’ (p. 140) can involve challenges for both teachers and learners (such as maintaining those components of learning in online communities that make them attractive to participants) and for the online communities themselves whose cultures learners and teachers must be mindful to respect (Minkel, 2015). Finally, we also discuss the ethical considerations of asking learners to contribute, for instance, to volunteer communities.
