Towards National Strategiesfor OER? The Dutch landscape<br />Fred de Vries & Fred Mulder<br />EADL conference<br />Keep th...
UNESCO OER Chair at OUNL<br />Overall Development Goal …<br />... to underpin and give guidance to the exploration, introd...
UNESCO OER Chair at OUNL<br />Focus on Research and Explorative Studies in<br />OER strategies, implementation and impact<...
“As institutions and as individuals,<br />we seem to have forgotten<br />the core values of education:<br />sharing, givin...
Institutional and NationalStrategies<br />Manypromisinginstitutional<br />OER initiativesaround the globe<br />Few adequat...
OER sustainabilitystruggle<br />Two ways forward:<br />1  National OER strategies are conditional for mainstreaming OER in...
The fundamental OU model:6-fold classical Openness<br />Open Access<br />Freedom of Time<br />Freedom of Pace<br />Freedom...
OU Brand<br />Lifelong Open and Flexible (LOF) learning<br />(since EADTU Conference 2004), instead of:<br />Open and Dist...
OUstypically have a 4-fold DigitalOpenness<br />Family regarding free online availability:<br />Open Source<br />(software...
Introducing a 5thDigitalOpenness<br />Open Learning Services (OLS),<br />free or fora fee,<br />andincluding a variety of<...
All-inclusive course model<br />Example: OpenERAward Opencourseware Excellence 2011<br />
Split-component course model<br />
Sustainability Message #1 …<br />Taking  a down-to-earth view on OUs<br />educational model as comparedto<br />the model o...
Emerging National Strategies<br />2007–..... / India (total budget???)<br />NKC / Report to the Nation 2007:Embracing OER<...
Knowledge is a public good!<br />ICDE OER Task Force (2008), conclusion nr. 6in Report:<br />‘A Golden Combi?! – OER and O...
John Daniel’s Iron Triangle<br />The three sides of his Iron Triangle are:<br />Access  /  Quality /  Costof HigherEducati...
HE performance in 3 Dimensions(unaltered circumstances / conditions)<br />‘starting                             ‘increased...
Hypothesis<br />Performanceimprovement<br />along one dimension<br />inevitably deteriorates<br />the performance along<br...
HE performance in 3 Dimensions(after an OER system intervention)<br />‘starting                                           ...
The OER System Intervention …<br />… facilitatesperformance improvement<br />alongallthreedimensionssimultaneously:<br />1...
Sustainability Message #2 …<br />Mainstreaming OERthrough a nationalstrategy<br /> does notincrease the macro budget,<br /...
Exploring new businessmodel at OUNL<br />Creating a new business model forourinstitute in which OER plays a rol <br />www....
OpenU model<br />
Thanks for your attention!<br />fred.devries@ou.nl<br />http://www.linkedin.com/in/freddevries<br />http://oer.unescochair...
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EADL conference: Towards National stratgies for OER? The Dutch landscape, Fred de Vries & Fred Mulder

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EADL conference: Towards National stratgies for OER? The Dutch landscape, Fred de Vries & Fred Mulder

  1. 1. Towards National Strategiesfor OER? The Dutch landscape<br />Fred de Vries & Fred Mulder<br />EADL conference<br />Keep the Wheels turning<br />26 May 2011, Vienna, Austria<br />
  2. 2. UNESCO OER Chair at OUNL<br />Overall Development Goal …<br />... to underpin and give guidance to the exploration, introduction, implementation and exploitation of OER,<br />... in the full spectrum of education (from primary to higher education; from formal to informal learning),<br />... in a variety of societies (developed, emerging, and developing economies; with the cultural diversity manifest around the globe),<br />... at the national (or regional) level<br />
  3. 3. UNESCO OER Chair at OUNL<br />Focus on Research and Explorative Studies in<br />OER strategies, implementation and impact<br />Network of 11 OU’s: China/Shanghai, India, Indonesia,<br /> South Africa, Nigeria, Tanzania, Ecuador, <br />Canada/Athabasca, UK, Spain/Barcelona, Portugal<br />Network with international organizations:<br />OCW Consortium, COL, EADTU, ACDE, AAOU, <br />ICDE, UNESCO<br />
  4. 4. “As institutions and as individuals,<br />we seem to have forgotten<br />the core values of education:<br />sharing, giving, and generosity.”<br />David Wiley (2010)<br />‘The Open Future: Openness as Catalyst<br />for an Educational Reformation’<br />EDUCAUSE Review, Vol. 45, No. 4, pp. 14-20<br />
  5. 5. Institutional and NationalStrategies<br />Manypromisinginstitutional<br />OER initiativesaround the globe<br />Few adequate national OER strategies<br />Problematic OER propositionfor<br />Open Universities<br />OER SustainabilityStruggle<br />
  6. 6. OER sustainabilitystruggle<br />Two ways forward:<br />1 National OER strategies are conditional for mainstreaming OER in the institutions<br />For OUs a ‘minor’ rethinking of the course model is required to get them in a better position<br />
  7. 7. The fundamental OU model:6-fold classical Openness<br />Open Access<br />Freedom of Time<br />Freedom of Pace<br />Freedom of Place<br />Open Programming<br />Open to People (LLL)<br />Opennessnot as a doctrine<br />but as a carrying concept<br />
  8. 8. OU Brand<br />Lifelong Open and Flexible (LOF) learning<br />(since EADTU Conference 2004), instead of:<br />Open and Distance Learning (ODL)<br />---------------<br />Supported Open Learning<br />Tutored Self-Study<br />---------------<br />Carried by high-quality learning materials<br />developed for independent learning<br />integrated with didactics and tutoring elements <br />
  9. 9. OUstypically have a 4-fold DigitalOpenness<br />Family regarding free online availability:<br />Open Source<br />(software)<br />Open Access<br />(scientific output)<br />Open Content<br />(creative output)<br />Open Educational Resources (OER)<br />(learning materials)<br />
  10. 10. Introducing a 5thDigitalOpenness<br />Open Learning Services (OLS),<br />free or fora fee,<br />andincluding a variety of<br />online andvirtual facilitiesfor:<br />tutoring, advice, meetings, communities,<br /> teamwork, presentations, testing,<br /> examination, consulting sources,<br />internet navigation, etcetera<br />---------------------------------------------------------<br />OER + OLS = Open Education<br />
  11. 11. All-inclusive course model<br />Example: OpenERAward Opencourseware Excellence 2011<br />
  12. 12. Split-component course model<br />
  13. 13. Sustainability Message #1 …<br />Taking a down-to-earth view on OUs<br />educational model as comparedto<br />the model of the conventionaluniversities<br />bringsOER sustainabilitymuchbetter<br />withinreachfor the OUs …<br />… indeed they are put in a more equalpositioniftheyundertakea non-fundamentalandfeasible change of the course model from‘all-inclusive’to‘split-component’<br />
  14. 14. Emerging National Strategies<br />2007–..... / India (total budget???)<br />NKC / Report to the Nation 2007:Embracing OER<br />Launch of a ‘National E-content and Curriculum Initiative’<br />Major effort with a large variety of follow-up activities and projects<br />2009–2013 / The Netherlands (€ 8,0 million) <br />National Wikiwijs Program (OUNL & Kennisnet leading)<br />Mainstreaming OER in all educational sectors<br />2011–2014 / USA ($ 2,0 billion) <br />US Dept. of Labor and Dept. of Education will run a <br />4-year program to create OER for community colleges and<br /> career training. CC BY licence required for grant outputs<br />
  15. 15. Knowledge is a public good!<br />ICDE OER Task Force (2008), conclusion nr. 6in Report:<br />‘A Golden Combi?! – OER and Open, Flexible and Distance Learning’<br />Cape Town Declaration (2007)<br />“Governments, school boards, colleges and universities should make open<br /> education a high priority. Ideally, taxpayer-funded educational resources<br /> should be OER. (…) These strategies (…) constitute a wise investment in<br /> teaching and learning for the 21st century.”<br />Hal Plotkin (2010), in ‘Free to Learn (…)’:<br />“OER offer higher education governance leaders a cost-efficient method<br /> of improving thequality of teaching and learning while at the same time<br />reducing costs imposed on students related to the purchase <br />of expensive commercial textbooks and learning materials.”<br />
  16. 16. John Daniel’s Iron Triangle<br />The three sides of his Iron Triangle are:<br />Access / Quality / Costof HigherEducation<br />ICTcantransform the Iron Triangle<br />into a FlexibleTriangle:<br />wider access / higherquality / lowercost<br />of HigherEducation, at the sametime<br />
  17. 17. HE performance in 3 Dimensions(unaltered circumstances / conditions)<br />‘starting ‘increased ‘higher<br /> situation’ efficiency’ quality’<br />
  18. 18. Hypothesis<br />Performanceimprovement<br />along one dimension<br />inevitably deteriorates<br />the performance along<br />one of both or bothother dimensions, at least atunaltered<br />circumstances and conditions<br />
  19. 19. HE performance in 3 Dimensions(after an OER system intervention)<br />‘starting ‘OER<br /> situation’ situation’<br />
  20. 20. The OER System Intervention …<br />… facilitatesperformance improvement<br />alongallthreedimensionssimultaneously:<br />1 Qualitybyinvolvement of many experts<br />and users in variousroles<br />Accessibilityby free online availability<br />of learningmaterials<br />Efficiencybynotreplicatingother’s efforts<br />… andaddsan extra dimension: <br />4 Innovation<br />
  21. 21. Sustainability Message #2 …<br />Mainstreaming OERthrough a nationalstrategy<br /> does notincrease the macro budget,<br />onlyrequires a limitedbudget reallocation …<br />… bywhichGovernments are in a betterposition<br />tofulfiltheir overall threefoldresponsibilityfor the<br />quality, accessibilityandefficiency of education<br />… andcanembracetheirresponsibility<br />for a sustainable systemworkingwithOER<br />
  22. 22. Exploring new businessmodel at OUNL<br />Creating a new business model forourinstitute in which OER plays a rol <br />www.openu.nl<br />Variouslearningopportunities<br />Personal Digital environment<br />Socialnetwork<br />Information about field of interest<br />Connect: Research – Innovation- Education<br />
  23. 23. OpenU model<br />
  24. 24. Thanks for your attention!<br />fred.devries@ou.nl<br />http://www.linkedin.com/in/freddevries<br />http://oer.unescochair-ou.nl/<br />www.openu.nl<br />
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