{"id":1960,"date":"2026-05-11T16:31:36","date_gmt":"2026-05-11T15:31:36","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/?p=1960"},"modified":"2026-05-17T21:24:25","modified_gmt":"2026-05-17T20:24:25","slug":"day-1-monday-8-june-2026","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/day-1-monday-8-june-2026\/","title":{"rendered":"Day 1 – Monday 8 June 2026"},"content":{"rendered":"

Keynote: Reclaiming the Utopian Surplus: Open Education in an Age of Technological Fatigue<\/span><\/h3>\n
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Markus Deimann<\/p>\n

ORCA.nrw & FernUniversit\u00e4t in Hagen<\/p>\n

Abstract:<\/strong><\/h4>\n<\/div>\n
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For more almost 25 years, Open Education has provided visions for a better future, with universal access to education as one of its main goal. Underneath these visions, most institutional practices have not much changed, however. Open Education remains in a niche. Meanwhile, AI is moving fast to restructure many areas of education thereby challenging the notion of openness. Against this background, the keynote argues that the challenge we are facing in the (Open) education community today is not primarily technological but imaginative. It seems that we have lost confidence in our capacity to develop inspiring imaginaries for different educational futures.<\/p>\n<\/div>\n

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Drawing on the concept of sociotechnical imaginaries and the Multi-Level Perspective (Geels), I analyse the competing visions that have shaped Open Education and ask why the most pedagogically promising imaginary remains the least institutionally stabilised. I then turn to the role of AI, arguing that its dominance reflects a specific imaginary built on techno-solutionism and cyberlibertarian logic rather than democratic educational values.<\/p>\n<\/div>\n

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Bio:\u00a0<\/b><\/p>\n<\/div>\n

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Markus Deimann is the Managing Director of ORCA.nrw (a consortium of 36 universities in North Rhine-Westphalia, based at Ruhr-Universit\u00e4t Bochum. He is also Privatdozent (Habilitated Researcher) in Media Education at FernUniversit\u00e4t in Hagen. His research sits at the intersection of open education policy, critical educational technology, and the ideology of higher education digitalisation. He has published on OER, sociotechnical imaginaries, and the political economy of openness.<\/p>\n<\/div>\n<\/div>\n

Federating Openness: The Global Open Graduate Network Pilot Hub Initiative\u202f<\/strong><\/h3>\n

Beck Pitt, Rob Farrow & Carina Bossu<\/p>\n

Institute of Educational Technology (IET), The Open University, UK.<\/p>\n

Abstract:<\/strong><\/h4>\n

Since 2013, the Global Open Graduate Network (GO-GN) has supported doctoral and postdoctoral research in open education and practices worldwide. In 2023, we conducted a 10 year anniversary strategic review (Farrow et al., 2024) with our membership and the wider GO-GN and open education communities. This review captured the network\u2019s achievements to date and future aspirations, including exploration of a more federated approach for the network.<\/p>\n

This presentation reports on the outcome of this work, which focused on a pilot programme to establish and evaluate four regional hubs (Asia-Pacific, Canada, Ibero-America and Kenya). We will report on the development of these regional hubs across six continents, relating insights from the evaluation and reflecting on how other open education networks might approach questions of scale, diversity and sustainability.<\/p>\n

Embedding Co-Design and Citizen Science Practices with Diverse Youth: Case Studies from the PEACE of Mind Project<\/strong><\/h3>\n

Natalie Divin, Jessica Carr, Jay Martin, Christothea Herodotou<\/p>\n

Institute of Educational Technology (IET), The Open University, UK & Inspire Wellbeing, UK.<\/p>\n

Abstract:<\/strong><\/h4>\n

The PEACE of Mind project is a cross-border, multi-partner project aimed at addressing high rates of poor youth wellbeing across Northern Ireland and the border counties (Bunting et al., 2020; Lynch et al., 2022) and contributing to peace and prosperity in the area. Project partners work to achieve this aim via a multi-modal delivery model, delivering wellbeing interventions to a range of young people within mainstream schools, special schools and community groups to maximise inclusivity. Project partners deliver a six-week tailored programme using creative methods to improve mental wellbeing and build resilience in young people aged between 9-25 years. Participants can subsequently train to become peer mentors, helping to embed the programme further within their local communities.<\/p>\n

This presentation will share case studies on the steps taken and resources used by the research team to minimise barriers to co-creation within the PEACE of Mind project. These case studies include working with young people with learning disabilities to minimise acquiescence, minimising power imbalances when gaining authentic feedback from young people, and empowering youth to design citizen science studies using the nQuire platform that directly relate to their experience of being a young person within Northern Ireland and the border counties.<\/p>\n","protected":false},"excerpt":{"rendered":"

Keynote: Reclaiming the Utopian Surplus: Open Education in an Age of Technological Fatigue Markus Deimann ORCA.nrw & FernUniversit\u00e4t in Hagen Abstract: For more almost 25 years, Open Education has provided visions for a better future, with universal access to education as one of its main goal. Underneath these visions, most institutional practices have not much […]<\/p>\n","protected":false},"author":40,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[21,10,9],"class_list":["post-1960","post","type-post","status-publish","format-standard","hentry","category-calrg-conference","tag-calrg2026","tag-annual-conference","tag-calrg"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/posts\/1960","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/users\/40"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/comments?post=1960"}],"version-history":[{"count":8,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/posts\/1960\/revisions"}],"predecessor-version":[{"id":1991,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/posts\/1960\/revisions\/1991"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/media?parent=1960"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/categories?post=1960"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/CALRG\/wp-json\/wp\/v2\/tags?post=1960"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}