My presentation at the OER forum at the 2020 Global Smart Education Conference, China 21 August 2020

1. OER for Inclusive
Education the
European Perspective
E b b a O s s i a n n i l s s o n S w e d e n
P r o f e s s o r D r .
ICDE OE R Advocacy Committee, Chair
ICDE Ambassador for the global advocacy of OER
H o s t O r g a n i z e r s

2. C o n t e n t s
H o w c a n O E R b e u s e d
t o f u l f i l l i n c l u s i v e
l e a r n i n g
A r e t h e r e a n y
p o l i c i e s t o
e n c o u r a g e O E R
a d o p t i o n f o r
i n c l u s i v e l e a r n i n g
W h a t a r e t h e
c h a l l e n g e s t h a t
m a y l i m i t t h e u s e
o f O E R f o r
a c h i e v i n g i n c l u s i v e
l e a r n i n g

3. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E
How can OER
be used to
fulfill inclusive
learning

4. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 4
Policies

5. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 5
Policies/Europe

6. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 6
。
A global outlook to the interruption of education due to
COVID-19 Pandemic: Navigating in a time of uncertainty and crisis
OER Global outlook 1

7. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 7
During the past twenty years Open Educational Resources (OER) and Open
Educational Practices (OEP) have increased educational access and affordability
worldwide. The OER-OEP synergy reflects one of the most promising strategies for
increasing access to education globally. Despite significant progress, emerging
research suggests the need for a more concerted focus on moving from awareness
raising to implementation. This article analyses the current status of OER and OEP in
concert with the recent educational response to COVID-19 by educational providers
with complimentary mini-case studies from Africa, Brazil, Canada,
China, Sweden, and Turkey. The ICDE Ambassadors for the global
advocacy of OER, and members of ICDE OER Advocacy Committee (authors) argue
that in the six countries studied, there is a greater need and greater receptivity to
expand access to education through OER and OEP. To better address the immediate
needs of the COVID-19 educational crisis, and to make longer term educational
improvements, countries should harness the policy supports and actionable steps
offered by the UNESCO OER Recommendation. Currently, we see an opportunity to
move OER-OEP from the margins to the mainstream in education and the
international policy framework to support such work. The article concludes with some
general observations for the way forward..
。
 From Open Educational Resources to Open Educational Practices: Moving from the Margins to the Mainstream
OER Global outlook 2
From Open Educational Resources (OER) to Open
Educational Practices: (OEP): Examining re-
appropriation of resources in open and distance
education. DMS-DMK Distance et mediations des
savoirs-Distance and mediation of knowledge
Eds. Luc Massou, Cahia Papi and Helen Pulker
Authors: ICDE OER Advocacy Committee (OERAC)
ICDE Ambassador for the global advocacy of OER.
Coordinated by Ebba Ossiannilsson, Chair OERQAC

8. A r e t h e r e
a n y
p o l i c i e s t o
e n c o u r a g e
O E R
a d o p t i o n
f o r
i n c l u s i v e
l e a r n i n g

9. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 99
Policies Europe
• Policies focusing specifically on opening up
education through the promotion of
• open educational resources (OER) and open
educational practices (OEP);
• Policies relating to general ICT (Information
and Communication Technologies) for learning
with some open education component;
• Comprehensive strategic educational policies
with some open education component;
• Polices designed as National Open Government
Plans with some open education component.
Most MS have implemented some kind of initiative with regard to
open education, but there is still a long way to go. In most MS the
vision of open education is rather broad, going beyond OER and open
content – even if in a number of MS, when this vision is applied to
actual policy, the approach is still limited to OER. Specifically, most
of the analysed policies and initiatives cover many of the dimensions
from the OpenEdu Framework
Inamorato dos Santos, A., Nascimbeni, F.,
Bacsich, P., Atenas, J., Aceto, S. Burgos, D.,
Punie, Y. (2017) Policy Approaches to Open
Education – Case Studies from 28 EU
Member States (OpenEdu Policies). EUR
28776 EN, Publications Office of the
European Union, Luxembourg, 2017, ISBN
978-92-79-73495-3, doi:10.2760/283135,
JRC107713
Four types of policies

10. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 1010
Policies Europe
Inamorato dos Santos, A., Nascimbeni, F.,
Bacsich, P., Atenas, J., Aceto, S. Burgos, D.,
Punie, Y. (2017) Policy Approaches to Open
Education – Case Studies from 28 EU
Member States (OpenEdu Policies). EUR
28776 EN, Publications Office of the
European Union, Luxembourg, 2017, ISBN
978-92-79-73495-3, doi:10.2760/283135,
JRC107713

11. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 11
。
 An ICDE survey, from the ICDE OERAC
Click to add point title

12. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E
Policy Europe
12

13. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 13
Policy Europe/Finland/ Denmark

14. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 14
Policy Europe/Sweden

15. What are the
challenges that
may limit the
use of OER for
achieving
inclusive
learning?

16. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 16
The main barriers identified by the interviewees are: low
ICT-readiness, low policy priority assigned to open
education, fragmentation of initiatives, lack of institutional
support, resistance to cultural change, lack of awareness
about open education, low open education capacity within
the teaching population, and the absence of an open licenses
national recognition scheme. The main enablers for open
education to thrive, in the eyes of the interviewees, are: a
clear policy priority assigned to open education, both at
Member State and EU level; awareness-raising on open
education, targeting leaders and educators; capacity-
building on open education for educators and other
stakeholders; measures to empower educators; and online
platforms and advocacy communities.
Barriers and Enablers Inamorato dos Santos, et al 2017

17. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 17
Incentives
Fundings
Ecosystem
Strategies and polices at all levels
Capacaty building
Policies
A SIXth R to be added to the five, is
RECOGNITION
Macro, meso, micro and nano level
Challenges

18. Headings of UNESCO OER
recommendation 2019
Build the capacity of stakeholders to find, re-use, create and share OERBuild
Develop supportive policyDevelop
Ensure inclusive and equitable access to quality OEREnsure
Nurture the creation of sustainability models for OERNurture
Facilitate international co-operationFacilitate
HEADINGS OF THE UN UNESCO OER RECOMMENDATION
Macro, meso, micro and nano level

19. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 19
(a) deploying appropriate research
mechanisms to measure the effectiveness
and efficiency of OER policies and
incentives against defined objectives;
(b) collecting and disseminating progress,
good practices, innovations and research
reports on OER and its implications with the
support of UNESCO and international open
education communities; and
(c) developing strategies to monitor the
educational effectiveness and long-term
financial efficiency of OER, which include
participation of all relevant stakeholders.
Such strategies could focus on improving
learning processes and strengthening the
connections between findings, decision-
making, transparency, and accountability to
inclusive and equitable quality education
Challenges
UN UNESCO OER
Recommendation
the Way Forward for
Member Countries
MONITORING AND EVALUATION

20. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 20
Challenges ECOSYSTEM

21. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 21
From now on everything on
OER/OEP/OEC have to be
related to the UN UNESCO
OER Recommendation and
monitoring and evaluation
Macro, meso, micro and nano level
Challenges

22. G L O B A L S M A R T E D U C A T I O N C O N F E R E N C E 22

23. THANKS
E bba.Ossiannilsson@gmail.com
@E bbaOssian
ICDE OE R Advocacy Committee, Chair
ICDE Ambassador for the global advocacy of OER
August 21, 2020