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2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et al

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2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)

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2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et al

  1. 1. How can the OER community put the UNESCO OER Action Plan into practice? Panel @ OE Global 2018 in Delft by Christian M. Stracke, Zeynep Varoglu, Jane-Frances Agbu, Tel Amiel & Daniel Burgos
  2. 2. Open CC License for sharing & re-using slides This work is free to share under the creative commons licence: "Attribution – Noncommercial – Share Alike 3.0" You can copy, distribute and transmit the work under the following conditions: 1. Attribution – 2. Noncommercial – 3. Share Alike Licence: Attribution-Noncommercial-Share Alike Some rights reserved, see: http://creativecommons.org/licenses/by-nc-sa/3.0/
  3. 3. Open University of the Netherlands Global cooperation: ECNU & KNOU Global initiative ICORE for OR & OE International WLS / LINQ Conference eLC European Institute ICDE Chair in OER Dr. Christian M. Stracke: Open Learning & Education, Innovations, Policies, Quality & Competences, Impact
  4. 4. The Challenge
  5. 5. Three core factors: 1. Globalisation 2. Worldwide Internet 3. Network society The Digital Age Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education
  6. 6. Global Competitions and societal changes Close the gaps & open new opportunities Challenges: Learn to Learn Internationalization Figure: http://www.weforum.org/issues/global-competitiveness
  7. 7. Not knowledge but competences are required to meet future jobs and tasks still unknown today Change from input to outcome orientation Learning cha(lle)nges (E-)Learning Input: Outcome: Knowledge Competences
  8. 8. Goal 4: Inclusive and quality education Sustainable dev goals www.sustainabledevelopmentgoals.org
  9. 9. Goal 4: Inclusive and quality education Sustainable dev goals
  10. 10. Christian M. Stracke ICDE Chair in OER, Open University of the Netherlands Zeynep Varoglu UNESCO Programme Specialist responsible for OER Action Plan, UNESCO Jane-Frances Agbu ICDE Chair in OER, National Open University of Nigeria Tel Amiel UNESCO Chair in Open Education, University of Campinas, Brazil Daniel Burgos UNESCO Chair in eLearning, Universidad Internacional de La Rioja, Spain Our Panel:
  11. 11. How can the OER community put the UNESCO OER Action Plan into practice? How can innovative open pedagogies and open educational practices using OER support and increase the implementations and practices of the Ljubljana 2017 OER Action Plan adopted by the UNESCO World OER Congress 2017? Our Question:
  12. 12. Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de aprendizagem e produzir impacto em alunos, organizações e na sociedade? In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP. (in print, 37 pages) Stracke, C. M. et al. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey. Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT). (accepted, in print) Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs. In J. Kay et al. (Eds.), Rethinking learning in the digital age. Making the Learning Sciences Count: The International Conference of the Learning Sciences (ICLS) 2018. (accepted, in print) All publications also online available at: http://www.opening-up.education Further References
  13. 13. Stracke, C. M. et al. (2018). How to make MOOCs better for specific target groups and developing countries? Proceedings of the Open Education Global Conference 2018. Washington: OEC. (accepted, in print) Stracke, C. M. (2017). The Quality of Open Online Education and Learning: A Quality Reference Framework for MOOCs. In C. M. Stracke, M. Shanks and O. Tveiten (Eds.), Smart Universities: Education's Digital Future [= Proceedings of the International WLS and LINQ Conference 2017] (pp. 97-105). Berlin: Logos. Stracke, C. M. (2017). Why we need High Drop-out Rates in MOOCs: New Evaluation and Personalization Strategies for the Quality of Open Education. In M. Chang et al. (Eds.), 17th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 13-15). IEEE: Computer Society. DOI 10.1109/ICALT.2017.109 All publications also online available at: http://www.opening-up.education Further References
  14. 14. Stracke, C. M. (2017). The Quality of MOOCs: How to Improve the Design of Open Education and Online Courses for Learners? In P. Zaphiris and A. Ioannou (Eds.), 4th International Conference, Learning and Collaboration Technologies 2017, Part I, LNCS 10295 (pp. 285–293). DOI: 10.1007/978-3-319-58509-3_23 Stracke, C. M. et al. (2017). The Quality of Open Online Education: Towards a Reference Framework for MOOCs. Proceedings of 2017 IEEE Global Engineering Education Conference (pp. 1712-1715). IEEE Xplore. DOI: 10.1109/EDUCON.2017.7943080 Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences. Proceedings of 2017 IEEE Global Engineering Education Conference (pp. 1044-1048). DOI: 10.1109/EDUCON.2017.7942977 All publications also online available at: http://www.opening-up.education Further References
  15. 15. Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing instruments? Online Proceedings of the Open Education Global Conference 2016. Washington: OEC. Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online Courses Towards a Common Quality Reference Framework. In EDEN Proceedings (pp. 215-221). Bucharest, Hungary: European Distance and E-Learning Network. Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in Education: Openness as Default? (pp. 11-23). Berlin: Logos. All publications also online available at: http://www.opening-up.education Further References
  16. 16. christian.stracke@ou.nl @ChrMStracke www.opening-up.education Let us cooperate!
  17. 17. HOW CAN THE OER COMMUNITY PUT THE LJUBLJANA OER ACTION PLAN INTO ACTION? ZEYNEP VAROGLU PROGRAMME SPECIALIST, ICT IN EDUCATION COMMUNICATION AND INFORMATION SECTOR, UNESCO
  18. 18. 2ND WORLD OER CONGRESS : OUTPUTS & FOLLOW UP The 2nd World OER Congress brought together some 500 stakeholders from over 100 Member States, including 14 Ministers of Education. The 2 Outputs: The Ljubljana OER Action Plan and The 2nd World OER Congress Ministerial Statement, 39th General Conference of UNESCO (Nov 2017) : • Resolution to start process for the development of a Recommendation on OER 2
  19. 19. CONTENT: LJUBJALJANA OER ACTION PLAN Capacity of users to access, re- use and share OER Language and culture issues Ensuring inclusive and equitable access to quality OER Developing Sustainability Models The development of supportive policy environments.
  20. 20. 2ND WORLD OER CONGRESS : • Global Interest in mainstreaming OER • Lots of awareness not as much capacity • Global recognition that there are challenges • Understanding that OER it’s a good idea for economical, philosophical and other reasons, but hard to implement – not as easy as it seems • Global mobilization is possible 4

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