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2018 COER Symposium Introduction - Prof. Dr. Olaf Zawacki-Richter
- 1. Inaugural COER International Research Symposium Sponsored by:
- 2. • increasing and supporting international research activities; • performing quality, cutting-edge international research and scholarship; • supporting the idea of openness in higher education; • creating an intellectually stimulating environment for internal and external fellows; • offering an international, interdisciplinary Master's program to translate research and scholarship into teaching, knowledge transfer, and practice. COER Aims and Purpose
- 3. Folie3 So, what sort of open? Openness in HE Open Education Open Learning Open Pedagogy Open Educational Resources (OER) Open Textbooks ... Open Access Publishing Open Data Open Peer Review ... Teaching & Learning Research Open Scholarship, Open Educational Practices (OEP), Open Source Software
- 4. Folie4 A working definition… Open Education in the context of higher education refers to a set of open educational practices (OEP) that aim at widening access to university education. Access is gained through admission without formal entry requirements (Open Learning) but rather through the recognition of formally and informally acquired qualifications and competencies (PLAR, RPL). Digital media and learning materials (e.g. OER), tools and systems are used to provide flexible learning opportunities worldwide independent of time and space.
- 5. COER Founding Members • Researchers from: – U of Heidelberg, Hamburg, Duisburg-Essen, Oldenburg (Germany) Prof. Michael Kerres Prof. Kerstin Mayrberger Prof. Marco Kalz Prof. Olaf Zawacki-Richter
- 6. – Anadolu U (Turkey) – METU (Turkey) & U Oberta de Catalunya (Spain) – Int. Christian U (Japan), Penn State U (USA) Dr. Aras Bozkurt Prof. Insung Jung Prof. Adnan Qayyum Prof. Hakan Aydin Prof. Yasar Kondaki Prof. Albert Sangra
- 7. – Athabasca U & Royal Roads U (Canada) – Perth (Australia), The U of the South Pacific (Fiji) – Beijing U, Shantou Radio & Television U (China) Prof. George Veletsianos Prof. Dianne Conrad Prof. Colin Latchem Prof. Som Naidu Prof. Junhong Xiao Prof. Jingjing Zhang
- 8. – U of South Africa (South Africa) Prof. Jennifer Roberts Prof. Paul Prinsloo
- 9. – Postdoctoral Researchers and Research Associates (U of OL) Dr. Wolfgang Müskens Dr. Victoria Marin Dr. Svenja Bedenlier Melissa Bond Carina Dolch Andrea Broens
- 10. Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Marko Michael Kerstin Aras Yasar Wolfgang Svenja Carina Andrea Melissa Victoria Lisa The COER Network 24 colleagues from 10 countries
- 12. Educational Technology & Learning Design Open and Distance Learning International Education Macro-Level Meso-Level Micro-Level Research Areas
- 13. Content analysis and systematic Reviews Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Marko Michael rstin Aras Yasar Wolfgang Svenja Carina ndrea Melissa Victoria Lisa Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert ko Michael Aras Yasar fgang Svenja Carina Melissa Victoria Lisa 2018 2016
- 15. Educational technology and media usage patterns 2015 Translation by Junhong Xiao (2017) Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Marko Michael in Aras Yasar Wolfgang Svenja Carina ea Melissa Victoria Lisa D I S T A N C E E D U C A T I O N I N C H I N A 变化中的学生媒体使用模式： 来自德国的调查结果 □ 〔德〕奥拉夫· 扎瓦克奇- 里克特 〔德〕卡莱娜· 克雷默 肖俊洪 译 【摘 要】 3,666名德国大学生分别在2012年 （N=2,339） 和2015年 （N=1,327） 参加旨在了解传统和所谓非 传统学生媒体使用模式的调查。他们提供了自己拥有或可以使用的数字设备的情况以及在学习过程使 用媒体、e- learning工具和服务的情况。数字媒体和教育技术的发展是高等教育一个充满活力的领 域，因此本研究特别关注 2012- 2015年间媒体使用行为的变化，采用潜在类别分析法分析学生反馈， 并据此建立媒体使用模式分类系统。研究发现了四种媒体使用模式：娱乐型用户、外围用户、高级用 户和工具型用户。工具型用户中非传统学生多于传统学生。总体而言，所有 （数字） 媒体、工具和服 务的使用频率在2012- 2015年间呈下降趋势。本文还简要介绍了一项质性研究的设计，以深化和进一 步验证本研究的量化结果。 【关键词】 媒体使用模式；媒体使用类型；非传统学生；教学设计；媒体选择 【中图分类号】 【文献标识码】 【文章编号】 - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - DOI：10.13541/j.cnki.chinade.20170420.002 ⽹网络出 版时间： 2017-04-20 17:46:23 ⽹网络 出 版地址： http://kns.cnki.net/kcms/detail/11.4089.G4.20170420.1746.004.html
- 16. Open and Distance Learning Systems Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Aras Yasar Svenja Melissa ia Lisa …with chapters by Colin, Hakan, Paul, Som, Svenja, and Yasar et al. 2018
- 17. PLAR – Widening participation Since 2016 2011 Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Marko Yasar Wolfgang Svenja Carina Melissa Victoria Lisa
- 18. 2018 Olaf Colin Dianne Som Hakan Insung Paul Jenny Adnan Junghong Jingjing George Albert Michael Aras Yasar Svenja Melissa a Lisa Social network analysis of international student mobility: uncovering the rise of regional hubs Yasar Kondakci1 &Svenja Bedenlier 2 & Olaf Zawacki-Richter 2 High Educ DOI 10.1007/s10734-017-0154-9 International student mobility
- 19. • Currently under development to begin 2019/2020 • Offered through the Center for Lifelong Learning (C3L) • Fully online program • MTEL Director: Lisa Marie Blaschke • MoA signed with UNISA in July 2018: Master of Management of Technology- Enhanced Learning (MTEL)
- 20. 1933 - 2018 In memory of Professor Colin Latchem
- 21. • Jennifer Fajardo (International Christian University, Japan) • Frank Loglo (Technology University College, Ghana, Germany) • Elisa Bruhn (University of Oldenburg, Germany, USA) • Martine Schophuizen (Open University NL, Netherlands) Colin Latchem Postgraduate Travel Grant
- 22. University of Oldenburg (Germany) Faculty of Education and Social Sciences Institute of Education Center for Open Education Research (COER) @_coer_ https://www.uni-oldenburg.de/coer/ Contact
Editor's Notes
- My vision or wish for the COER would be that the COER will be the international research hub for research into open education. This of course depends on the people who work with and in the COER. And I think, we have put together a great team But before I introduce the founding COER members, I would like to say a few words about the notion of Open Education…
- As I said, we are supporters of the idea of openness in education, higher education in particular. But what kind of openness do we mean when we talk about open education. There are so many "open" terms in the context of teaching and learning as well as research, like… As many writers argue, a culture of open scholarship and practices is needed to propell this idea of openness in education.
- At least in the German discussion open education is often reduced to the topics related to open educational resources (OER). But open education is an omnibus term that comprises a lot more than access to educational resources. Here comes a first draft for a working definition. We can argue or querrel about this definition – but this would be my starting point.
- When I prepared for this meeting, I asked our collegues to let me know with whom they already have worked together – in a project, as a co-author or as an editorial board member. The point I would like to make here is that the COER is not just a virtual center with some top shot names – it is really a living network of active collaboration. This is the social network diagram that emerged from this analysis. I must apologize for being ego-centric here, but as I was the one who started this initiative, I am quite in the center of this network. All members are of course connected with me in some way or the other. To speak with SNA terms, we are now here to further improve the densitiy and betweenness of our network – to increase the ties between the nodes in the network. I just would like to highlight a few things that we have already done together… looking at the different research strands and levels.
- We are doing systematic reviews and content analysis to explore research trends and to synthesize research results to inform evidence-based practice. Together with Michael, Melissa, Svenja and Katja we are editing a new book about Systematic Reviews in educational research. The book will be published with Springer Open at the end of next year.
- Quality assurance is another important topic on the institutional meso level: Insung and Colin did a lot of work on QA and accreditaion in distance education and e-learning. They also developed a framwork for the evaluation of OER. And in the German context we developed a quality model for OER together with the Hamburg Open Online University and Kerstin Mayrberger. This model is also based on Insung's and Colin's framework.
- Then on the mircro level of teaching and learing in open and distance education we are looking at media usage pattern of students for their learning at the university. The results are helpful to improve the instructional design and to inform the media selection process. Over 4.000 students where involved and the results were published in IRRODL and also in Distance Education in China, translated by Junhong Xiao.
- Going back to the macro level of Open and Distance Education systems we published a book in which we contrasted and compared ODE systems in different countries. The first volume is about Australia, Europ and the Americas. The second volume will be released hopefully next month and will cover Asia, Africa and the Middle East.
- For me, prior learning accreditation and recognition is part of open education, as it is all about widening access to higher education for non-traditional students. A leader in this field is Dianne Conrad. Dianne facilitated a workshop for us here in Oldenburg two years ago, and in the meantime we have implemented a PLAR service (we call it Anrechnung and PLARnet) which is highly successful. Many students benefit from this service now, and I think this is a good example for translating open education research into practice.
- We are also doing research in the field of international education. Many institutions are using online education to reach international target groups. For example, in Australia the international education activity is the biggest service export industry. In one study that was recently published in the journal Higher Education we investigated the flow of international student mobility and identifies for example Turkey as an emerging regional hub.
- And last but not least we currently developing a new fully online Masater of Management of Technology-Enhanced Learning Program, the MTEL, that will be offered through the Center for Lifelong Learning. Accreditation will be done next year and we will start to enroll students in the winter term 2019/2020. I am very glad about our cooperation with the University of South Africa. Professor Gugo Moche, the Vice-President of UNISA, was here in Summer to sign a Memorandum of Agreement. Within the MTEL we will offer a certificate program for professional staff development at UNISA.
- Born in England in 1933, suddenly passed away on 3 July 2018 in Perth, Australia, aged 84.