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Co19 ossiannilsson 24 febr2019


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Presentation at CO19 on Can OER empower lifelong learning and to achieve SDG4

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Co19 ossiannilsson 24 febr2019

  1. 1. Can OER empower lifelong learning and to achieve SDG4 Professor, Dr. Ebba Ossiannilsson, Chair and Ambassador ICDE OER Advocacy Committee, ICDE Quality Network, and Swedish Association for Distance Education, Sweden
  2. 2. Global Challenges
  3. 3. Frost & Sullivan
  4. 4. The fourth Industrial Revolution requires the social revolution as well: SOCIAL EMOTIONAL COLLABORATIVE EMPHATIC IDENTITY JUST FOR ME, AND JUST IN TIMER PERSONAL/ COLLABORATIVE
  6. 6. SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  7. 7. Through education, people can get better jobs and have better lives?
  8. 8. Key business themes addressed by this SDG •• Education for sustainable development •• Availability of a skilled workforce •• Capacity Building •• Indirect Impact on Job Creation •• Youth Employment
  9. 9. Seven Outcomes targets • 4.1 Universal primary and secondary education • 4.2 Early childhood development and universal pre-primary education • 4.3 Equal access to technical/vocational and higher education • 4.4 Relevant skills for decent work • 4.5 Gender equality and inclusion • 4.6 Universal youth literacy • 4.7 Education for sustainable development and global citizenship
  10. 10. OER UNESCO Definition Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions
  11. 11. Defining the "Open" in Open Content and Open Educational Resources (Wiley) The terms "open content" and "open educational resources" describe any copyrightable work (traditionally excluding software, which is described by other terms like "open source") that is either (1) in the public domain or (2) licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities
  12. 12. Why should I care about OER OERs help improve education across the globe. They are important for developing countries, where many students may not be able to afford textbooks, where access to classrooms may be limited, and where teacher-training programs may be lacking. They are also important in wealthy industrialized countries, where they can offer significant cost savings.
  13. 13. For students OERs offer free access to some of the world’s best courses and even degree programs. They can also offer huge cost savings as alternatives to expensive textbooks.
  14. 14. For teachers, ministries of education and governments OERs provide free and legal access to some of the world’s best courses. Educators can then adapt them to local languages and cultures and use them as a basis for innovation.
  15. 15. For people of all ages and backgrounds You don’t have to be a teacher or a student to understand the importance of OERs. Free information is a fundamental human right, and OERs make it possible for people of all ages and backgrounds to learn more about the world around them and access the tools they need to improve their lives and livelihoods.
  16. 16. Some years to be aware of… 2002 OER was Launched during the UNESCO World Conference The 2012 Paris OER Declaration 2017 The Ljubljana conferences, from awareness to Commitment The UNESCO OER Recommendations 2019
  17. 17. ICDE OER Advocacy Committee • Ebba Ossiannilsson, Consultant and VP, Swedish Association of Distance Education (SADE), Sweden • Paul Bardack, the Chair Emeritus of the United States Distance Learning Association • Mark Brown, Office of the Vice President, Dublin City University, Ireland • Cable Green, Lead OER, Creative Commons, USA • Other Advocacy Committee members: • Cengiz Hakan Aydin, Professor, Anadolu University, Turkey • Paul Bacsich, Professor of Practice, University of West Indies Open Campus, Barbados • Chandra Shekhar Dubey, Director, Campus of Open Learning, Dehli University, India • James Glapa-Glossklag, Dean and Treasurer of the Board, College of the Canyons and Open Education Consortium, USA • Dhaneswar Harichandan, Director, Institute of Distance and Open Learning, University of Mumbai, India • Gary Matkin, Dean of Continuing Education, UC-Irvine California, USA • Jean-Marc Meunier, President and VP, FIED and University of Paris VIII Vincennes – St-Denis, France • Valerie Peachey, Professor in Open Education, Charles Sturt University, Australia • Xiangyang Zhang, Open University of Jiangsu, China
  18. 18. •Advocacy is on OER. •Applications for a membership in the ICDE OER Advocacy Committee can be made by an expert ICDE member that has a record and capacity to contribute to significant advocacy for OER. •Members are appointed as ICDE OER Ambassadors by the ICDE Executive Committee. •When appropriate, members of the committee should seek collaboration with OER Chairs and relevant stakeholders to achieve synergy in OER advocacy. •The ICDE OER Ambassador is not a funded position, but awarding it provides extra profile to the holder, expressing ICDE’s interest in his/her voice on OER, underlining his/her reputation. •ICDE OER Ambassadors are bound to establish a network among themselves in which they and their teams collaborate, and to which experts in the subject area from other institutions may be admitted. •ICDE OER Ambassadors are expected to jointly and individually plan OER advocacy actions. •When invited and if possible, Ambassadors should be prepared to play a role at e.g. ICDE World Conferences, Leadership Summits, Regional Conferences, Expert Seminars or other events relevant for the purpose. •The Chair for the ICDE OAC suggests its activities and progress in collaboration with the ICDE Secretariat. The ICDE OER Ambassadors have an independent position and will inform ICDE of their activities through a light-version annual report.
  19. 19. UNESCO OER Recommendations (2018/2019) OECL2018 OEB2018 Lillehammer 2019 ICDE World Conference Dublin 2019 National and regional events ROADMAP and Action Plan Guidelines Micro, meso and macrolevel
  20. 20. The network of ICDE Chairs in Open Educational Resources (OER) currently consists of 8 distinguished and internationally recognized academics in the field of OER • Prof. Martin Weller, The Open University, UK • Dr. María Soledad Ramírez Montoya, Tecnológico de Monterrey, México • Dr. Rory McGreal, Athabasca University, Canada, who is a UNESCO-COL Chair in OER • Dr. Wayne Mackintosh, Open Education Resource Foundation and Otago Polytechnic, who is a UNESCO-COL Chair in OER • Dr. Daniel Burgos, Universidad Internacional de la Rioja (UNIR), Spain • Dr. Tolly S.A. Mbwette, Pan-African University Council, Tanzania • Dr. Christian M. Stracke from the Open University of Netherlands • Dr. Jane-Frances Obiageli Agbu from the National Open University of Nigeria
  21. 21. SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  22. 22. What can we do? •Ask our governments to place education as a priority in both policy and practice. •Lobby our governments to make firm commitments to provide free primary school education to all, including vulnerable or marginalized groups. •Encourage the private sector to invest resources in the development of educational tools and facilities •Urge NGOs to partner with youth and other groups to foster the importance of education within local communities To find out more about Goal #4 and other Sustainable Development Goals, visit: sustainabledevelopment