Institutional Open Education and OER Policies - a view from POERUP

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This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered …

This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by the presenters and form the basis of the discussion which follows.

Why have a policy?
What are the problems in developing a policy?
How do you get your teaching staff on board?
Did it require extra staff (as with MOOCs in some cases)?
What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER.
Have you had feedback from students about the policy?
Has there been feedback (good/bad) from students as a result?
What have been the key benefits of developing and having a policy?

The first presenter is Paul Bacsich from POERUP.

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Transcript

  • 1. Webinar: Institutional Open Education and OER Policies Paul Bacsich, POERUP www.poerup.info bit.ly/poerupmap 23 June 2014
  • 2. POERUP: summary • Inventory of more than 500 OER initiatives worldwide • 33 country reports – most being updated • 7 case studies including FutureLearn, ALISON, and OER U • 3 generic policy documents: HE, FE and schools • In progress: Policy documents for UK (E, W, S), Ireland, France, Netherlands, Spain, Poland – and Canada • Project reports in September 2014
  • 3. Why policies? Because... 1. Business planning 2. Allocation of scarce resources 3. We have them for everything else!
  • 4. Policies: the levels 1. World (UNESCO,....) 2. Continental (Europe) 3. Bloc (EU) 4. Country (UK) 5. Autonomous Region (England) 6. Subregion (Borsetshire) 7. Institution (Poppleton University) 8. Department (Basketry) 9. Me! (MOOC on underwater basketweaving) As above, so below (Trismegistus, H. – n.d.)
  • 5. Levels of engagement in an institution 1. Localised exploitation – of OER 2. Internal integration – of OER 3. Business process redesign – based on OER 4. Business network redesign – between HE and delivery partners 5. Business scope redefinition – unbundling? Reference?
  • 6. OER in context E-learning Distance learning OER MOOCs Strategies must cohere Flexible learning
  • 7. Sector actors • Ministry – or ministries • Funding councils • Quality agencies (are they in ENQA?) • Grant and/or loan scheme operators • Associations of providers – and sub-sectors • Unions • Student associations…
  • 8. UNESCO OER headings x 10 1. Foster awareness and use of OER 2. Facilitate enabling environments for use of Information and Communications Technologies (ICT) 3. Reinforce the development of strategies and policies on OER 4. Promote the understanding and use of open licensing frameworks 5. Support capacity building for the sustainable development of quality learning materials 6. Foster strategic alliances for OER 7. Encourage the development and adaptation of OER in a variety of languages and cultural contexts 8. Encourage research on OER 9. Facilitate finding, retrieving and sharing of OER 10. Encourage the open licensing of educational materials produced with public funds
  • 9. Opening Up Education: awareness/use • Widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning (thus contributing to social inclusion, gender equity and special needs education); by the promotion and use of OER • Improve cost-efficiency of teaching and learning outcomes; through greater use of OER. • Improve quality of teaching and learning outcomes; through greater use of OER.
  • 10. POERUP: some summary recommendations • Foster innovation and cost-analysis • Ensure quality review is mode-neutral • Systematise APL/APEL including introducing an Open Accreditor • Move from time-based to output-based measures: Bologna-bis
  • 11. But how do I do it? Ideas
  • 12. (Other) Sources of inspiration • Projects: OPAL recommendations for institutions (old) • UK: Flexible Learning; FELTAG; Wales; Scotland • Institutional e-learning strategies (several new ones) • MIT90s gives you the structure • Benchmarking (e-learning) gives you the topics to focus on: usual suspects – strategy, staff development, IT etc • Business model: that’s the hard part! – Tip: look for allies and partners