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OLCOS perspective
Julià Minguillón
Universitat Oberta de Catalunya

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  1. 1. Strategy implementation seminar for Open Universities belonging to the MORIL consortium MORIL under the OLCOS perspective Julià Minguillón Universitat Oberta de Catalunya 28/05/2008
  2. 2. Table of contents <ul><li>OLCOS basics </li></ul><ul><li>OER lifecycle </li></ul><ul><li>Key issues </li></ul><ul><li>Research challenges </li></ul><ul><li>OER in a European perspective </li></ul><ul><li>Enablers and barriers </li></ul><ul><li>Recommendations </li></ul><ul><li>Conclusions </li></ul>
  3. 3. OLCOS project <ul><li>Open eLearning Content Observatory Services </li></ul><ul><li>Transversal action funded by the EC under the eLearning programme, 2006-2007 </li></ul><ul><li>Partners: </li></ul><ul><ul><li>European Center for Media Competence, Germany </li></ul></ul><ul><ul><li>European Distance Elearning Network, Hungary </li></ul></ul><ul><ul><li>FernUniversitaet in Hagen, Germany </li></ul></ul><ul><ul><li>Mediamaisteri Group, Finland </li></ul></ul><ul><ul><li>Universitat Oberta de Catalunya, Spain </li></ul></ul><ul><ul><li>Salzburg Research, Austria (project coordinator)‏ </li></ul></ul>
  4. 4. OLCOS main goals <ul><li>To foster the creation, sharing and reuse of open educational resources, including: </li></ul><ul><ul><li>Content for teaching and learning </li></ul></ul><ul><ul><li>Software based tools and services </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><li>Three main results: </li></ul><ul><ul><li>OLCOS roadmap 2012 </li></ul></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>Community creation and engagement </li></ul></ul>
  5. 5. OLCOS methodology <ul><li>Qualitative research: </li></ul><ul><ul><li>Data gathering </li></ul></ul><ul><ul><li>Focus groups and communities of practice </li></ul></ul><ul><ul><li>Experts were interviewed </li></ul></ul><ul><li>Dissemination: </li></ul><ul><ul><li>OLCOS roadmap 2012 (book and PDF)‏ </li></ul></ul><ul><ul><li>Tutorials (wiki)‏ </li></ul></ul><ul><ul><li>Promotional videos </li></ul></ul><ul><ul><li>OLCOS web site: www.olcos.org </li></ul></ul>
  6. 6. Project focus <ul><li>OLCOS focuses on the educational practice, not on the result </li></ul><ul><li>OER lifecycle: </li></ul><ul><ul><li>Create </li></ul></ul><ul><ul><li>Re-use / modify </li></ul></ul><ul><ul><li>License </li></ul></ul><ul><ul><li>Share </li></ul></ul><ul><ul><li>Search </li></ul></ul><ul><ul><li>Use </li></ul></ul><ul><ul><li>Manage </li></ul></ul>
  7. 7. Project outcomes <ul><li>The OLCOS Roadmap 2012 aims to provide educational decision makers with orientation and recommendations about OER: </li></ul><ul><ul><li>Current situation </li></ul></ul><ul><ul><li>Strategical advice </li></ul></ul><ul><li>Tutorials are practical recommendations for creating, sharing, licensing and using OER, mainly for teachers and students </li></ul><ul><li>List of selected OER related projects and resources </li></ul>
  8. 8. Key issues <ul><li>Technology </li></ul><ul><ul><li>Powerpoint is not open </li></ul></ul><ul><li>Methodology </li></ul><ul><ul><li>Learning is more than just contents </li></ul></ul><ul><li>Sustainability </li></ul><ul><ul><li>CAREO has been recently closed </li></ul></ul><ul><li>Licensing </li></ul><ul><ul><li>Lack of copyright does not mean open access </li></ul></ul>
  9. 9. Research challenges <ul><li>Methodological: </li></ul><ul><ul><li>Critical mass, granularity and integration </li></ul></ul><ul><ul><li>Quality assesment </li></ul></ul><ul><li>Technological: </li></ul><ul><ul><li>Efficient search (semantic)‏ </li></ul></ul><ul><ul><li>Supporting OER lifecycle </li></ul></ul><ul><li>CC Licensing covers authors, not editors </li></ul><ul><li>Socio-cultural issues </li></ul><ul><li>Organizational and infrastructure changes </li></ul>
  10. 10. OER in a European perspective <ul><li>Slow growth in a situation of fragmentation </li></ul><ul><li>International collaborative efforts need to be strengthened </li></ul><ul><li>Valorisation of public sector information hampered by lack of open access </li></ul><ul><li>Little impact of project based digital repositories </li></ul><ul><li>The European digital library as a flagship </li></ul><ul><li>Communities of interest and practice and knowledge technologies as critical success </li></ul>
  11. 11. Areas and topics covered <ul><li>Three main groups: </li></ul><ul><ul><li>Policies, institution frameworks and business models </li></ul></ul><ul><ul><li>Open access and open content repositories </li></ul></ul><ul><ul><li>Laboratories of open educational practices and resources (research)‏ </li></ul></ul><ul><li>For each area: </li></ul><ul><ul><li>Drivers and enablers </li></ul></ul><ul><ul><li>Barriers </li></ul></ul>
  12. 12. Policies, institutional frameworks and business models <ul><li>Enablers: </li></ul><ul><ul><li>Policies emphasise educational innovation and organisational change </li></ul></ul><ul><ul><li>ICT based lifelong learning needs to be promoted </li></ul></ul><ul><ul><li>International interest in (and funding of) OER opportunities </li></ul></ul><ul><ul><li>CC licensing is firmly established and increasingly used </li></ul></ul><ul><ul><li>Healthy competition among leading institutions </li></ul></ul><ul><ul><li>Open and distance education more attractive </li></ul></ul><ul><ul><li>The Bologna process is a driver for collaboration </li></ul></ul>
  13. 13. Policies, institutional frameworks and business models <ul><li>Barriers: </li></ul><ul><ul><li>Business models in OER are tricky </li></ul></ul><ul><ul><li>Lack of institutional policies and incentives for educators to excel in OER cause hesitation </li></ul></ul><ul><ul><li>Considerable effort on teacher training and support </li></ul></ul><ul><ul><li>Difficulty of finding a balanced marketing for open and commercial educational offerings </li></ul></ul><ul><ul><li>Little innovation by most academic and educational publishers, lack of culture changing </li></ul></ul><ul><ul><li>Possible implementation of rigid DRM systems </li></ul></ul>
  14. 14. Open access and open content repositories <ul><li>Enablers: </li></ul><ul><ul><li>Strong breakthrough and adoption of the Open Access principle in academic publishing </li></ul></ul><ul><ul><li>Funding bodies require that project results be made available as open access </li></ul></ul><ul><ul><li>Widespread tried and tested know-how in distributed open access repositories (OAI)‏ </li></ul></ul><ul><ul><li>Open content repositories increasingly surface from the deep web </li></ul></ul>
  15. 15. Open access and open content repositories <ul><li>Barriers: </li></ul><ul><ul><li>Fears of low recognition and reputation among researchers and academics </li></ul></ul><ul><ul><li>Need to reinforce institutional open access policies and measures </li></ul></ul><ul><ul><li>Barriers to making research data openly available </li></ul></ul><ul><ul><li>Creation of rich educational metadata is costly </li></ul></ul><ul><ul><li>Ontology based educational semantic webs still a promise, not a reality </li></ul></ul>
  16. 16. Laboratories of open educational practices and resources <ul><li>Enablers: </li></ul><ul><ul><li>Free and open source software is widely used in higher education and further education institutions </li></ul></ul><ul><ul><li>The “industrialist” Learning Object approach has run out of steam, needs new impulse from OER </li></ul></ul><ul><ul><li>New systems for creating Learning Designs </li></ul></ul><ul><ul><li>Social software tools and services empower learners to create, share and license content </li></ul></ul><ul><ul><li>RSS feeds enrich and keep up-to-date educational portals and learners' sites </li></ul></ul><ul><ul><li>Emergence of personal learning environments and semantic applications for accesing knowledge </li></ul></ul>
  17. 17. Laboratories of open educational practices and resources <ul><li>Barriers: </li></ul><ul><ul><li>More cooperation between tool developers and educators is needed </li></ul></ul><ul><ul><li>Lack of know-how for enabling and promoting innovative education </li></ul></ul><ul><ul><li>Educational repositories need to think how to become communities of practice, and to implement advanced tools and services </li></ul></ul><ul><ul><li>Library services may be slow to find their place in open environments </li></ul></ul>
  18. 18. Recommendations <ul><li>Devised for: </li></ul><ul><ul><li>Educational policy makers and funding bodies </li></ul></ul><ul><ul><li>Boards, directors and supervisors of educational institutions </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Educational repositories </li></ul></ul><ul><ul><li>E-learning tools and enviroments developers </li></ul></ul>
  19. 19. Recommendations for boards, directors and supervisors <ul><li>Scrutinise whether educational institutions are employing innovative approaches beyond teacher centered knowledge transfer </li></ul><ul><li>Promote sharing and re-use of OER and experiences from open educational practices </li></ul><ul><li>Establish reward mechanisms and supportive measures for developing and sharing OER </li></ul><ul><li>Clarify copyrights and define licensing schemes for making OER available </li></ul>
  20. 20. Conclusions <ul><li>Main MORIL concerns are aligned with OLCOS: </li></ul><ul><ul><li>Business model and sustainability issues </li></ul></ul><ul><ul><li>Learning model and innovative pedagogies </li></ul></ul><ul><ul><li>Marketing and reaching new audiences </li></ul></ul><ul><li>Any proposal should address: </li></ul><ul><ul><li>Organisational changes </li></ul></ul><ul><ul><li>Methodological changes </li></ul></ul><ul><ul><li>Technological changes </li></ul></ul><ul><ul><li>Sustainability issues </li></ul></ul><ul><ul><li>Licensing </li></ul></ul>