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.
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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.
The Challenge

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.
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.
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.
Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org

9.
Goal 4:
Inclusive and quality education
Sustainable dev goals

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.
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.
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.
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.
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.
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.
christian.stracke@ou.nl
@ChrMStracke
www.opening-up.education
Let us cooperate!

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.
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.
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.
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