Mainstreaming Open Educational Resources - General Conclusions of the Policy Seminar


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The powerpoint summarises the general conclusions of the Seminar organised by the OPAL and CONCEDE Projects, held at UNESCO on 18th November 2011, on the topic of Mainstreaming Open Educational Practices.

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Mainstreaming Open Educational Resources - General Conclusions of the Policy Seminar

  1. 1. General Conclusions From the OPAL / CONCEDE Policy Forum Anthony F. Camilleri UNESCO, Paris - 14th November
  2. 2. What we talked about....• User generated content• Pedagogical techniques• Quality systems• Efficiency of Education Systems• Assessment and Accreditation• (licenses) Strict definition of Open Educational
  3. 3. What we really talked about Inherent Topic Policy Area Universal Access to Education Human Rights, Millennium Development Goals, etc. Student-centred learning Qualification Frameworks, Credits etc. Less Hierarchical System of Peer- Rankings review Individual Freedom to Innovate Innovation Policy Ongoing need to ensure and ESGs, quality assurance development enhance
  4. 4. In short... The transition from OERs to Open Educational Practices & Open Learning Architectures has already happened!
  5. 5. Some confusion....• Between tools and practices• OERs and distance learning• Internal Quality systems and
  6. 6. Addressing a Current Problem Today’s education systems are: - Unsustainable - Not scalable - Not cost-effective (Rory McGeal) Higher education is not performing well enough to provide Europe with enough people with the right kinds of skills to create jobs and growth (EC Modernisation Agenda)
  7. 7. A possible solutionWith regards to use of OEP, we have:- Robust evidence- Volumious research- Practical tools(Grainne Connole) We Need to Win Hearts and
  8. 8. What we started to talk about ASSESSMENT (N.B. LOOK AT OERTEST)
  9. 9. What we’re not talking about(enough):• Sustainability of large-scale OEP adoption – Financially – Politically – Pedagogically (teacher training)• Threat of Vested Interests• Concrete Evidence of Benefits• Uniting Disparate
  10. 10. Recommendations fromthe
  11. 11. Pedagogy• OER Learning activities should have explicit learning aims and objectives so that both learners and teachers can define their own initial, formative and summative assessment• Pedagogies in learning activities should be clear so that adopters of the material can • understand how best to use then and to Section Subtitle enable appropriate adaptation• Opportunities need to be made available for practitioners top experiment and
  12. 12. Motivation• Use different strategies to motivate different organisations and different stakeholders within them• Motivation through knowledge• Work on the Pull and Uptake side of things• Benchmarking and OE-RankingKeywords: leadership through example, lists of pros and cons, use concepts like social justice, freedom of education, reducing costs, reach more
  13. 13. Quality Concepts• Quality should be considered as a negotiation – extension of UGC• Quality literacy should be provided to users as a necessary
  14. 14. Knowledge and Skills• Exploit competences and skills required outside the formal