Opal case study 57 estonia


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Opal case study 57 estonia

  1. 1. Template Sections for completion: Case Study Title Estonia country network Case Study Country: Estonia Type of organisation described by the case study, address of organisation, hyperlink to organisation, hyperlink to case study source: Network of national actors: - Tiger Leap Foundation http://www.tiigrihype.ee/?setlang=eng - The Estonian e-Learning Development Centre http://www.e-ope.ee/en/edc coordinates the activities of two consortia – Estonian e-University and Estonian e-Vet - Tallinn University Centre for Educational Technology http://htk.tlu.ee/htk/in- english/ Interview of Mart Laanpere, head of Tallinn University Centre for Educational Technology http://www.virtualcampuses.eu/index.php/Estonia The Development of e-Services in an Enlarged EU: e-Learning in Estonia. JRC Scientific and Technical Reports http://ftp.jrc.es/EURdoc/JRC42865.pdf Case Study Contributed by: Aalto University Case Study Sections: Please complete Section 1 – mandatory. Please complete whichever of Sections 2-10 is/are relevant to the case study. From an analytical perspective we are looking for the following generic questions to be answered in the case study: • What constitutes open educational practice in this case study? • What are the elements of innovation in educational practice? • How is OER being used to innovate educational practice? • How is open educational practice used to improve quality? Sections 1-10 1. Mandatory - A brief summary of the institution to be used as a case study About 500 words please on a description of the institution, its OER history and approach.
  2. 2. Estonia is a small country (population 1.3 million), where the key actors around OER and OEP are well networked and the division of duties is well developed. Main innovative developments of educational practices in the country are clustered around open educational practices. The key actors in the field are Tiger Leap Foundation which operates in school sector, Estonian e-learning Development Centre focussing on university and vocational education, and Tallinn University Centre for Educational Technology as the key research and development body for the infrastructure services. Tiger Leap Foundation dates back to 1996 and has been the main driving force of change in Estonian schools. Lately focus has been on open source and creative commons based e-learning and various e-learning related content services development for schools. Tiger Leap Foundation and e- Learning Development Center (founded 2006) train and support the use and creation of content and network teacher for sharing their practices. The learning objects repository and exchange platforms for the services are developed together with Tallinn University CET (Elgg based Koolielu http://www.koolielu.ee/ which is the main educational portal for school teachers in Estonia, and Language Immersion Centre http://www.kke.ee/) which with the help of metadata storing uses the resources of e.g. LeMill, the tool for developing resources. In addition, CET is providing more than ten courses via wikiversity open for everybody. 2. Quality – OER/OEP How does the institution approach quality in OER? Is there any current indication of a quality concept or process? Does the institution perceive quality from the perspective of the quality of open educational resources or the quality of open educational practice? How does the institution show quality through OEP versus quality of OEP? What methods, concepts and practices are used to enhance the quality of OEP? Tiger Leap Foundation finances e-educational materials design projects which are created considering open source based software principles and use the Creative Commons license policy. All e-educational materials that are created with the support of Foundation must be freely available and free of charge for all users as they have been developed with the resources from the public sector. Tiger Leap Foundation approach to quality assurance of OER is based on facilitator model. There are champion teachers representing different subjects nominated for facilitating the quality of the resources developed by the teachers before publishing. Training of teachers is strongly supporting the activities around OER and OEP: One of the main goals of Estonian e-Learning Development Centre is to assure quality in e-learning. e-Learning Development Centre has its quality criteria for courses to be financed, following the TQM concept. “E-course of the year” is an annual contest that is organized since 2004. All lecturers and teachers can submit their e-courses to the contest. The e-courses will be
  3. 3. assessed by e-learning and faculty experts and the best course authors will be awarded. Quality label application procedure has been developed so every teacher or lecturer can apply for the quality mark for their e-courses from 2008 onwards. Since 2006 the ICT competences model for teachers, lecturers, and educational technologists (also for schools) has been available. Every competence in this model describes a skill that is known in their regular work. There are several activities/procedures in conjunction to staff training that help assess quality and achieve an overall goal – assure quality in e-learning. 3. Innovation How can OER/OEP innovate educational practices? What current innovative practices are there in the institution? Please do not regard innovation from just a technology perspective! The new developments of educational practices in Estonia are clumped together around the principles of openness. The prerequisite for gaining funding is openness. Learning materials stored in Estonian educational portal can be searched through the European Learning Resource Exchange portal http://lreforschools.eun.org/, thanks to the 4. Policy What are the current OER/OEP policy arrangements at institutional and national level across Europe/the World? There is no single policy that combines all the aspects of eLearning in Estonia. Both in the formulation and implementation of policies, Estonia has relied upon non-profit organisations, schools, universities and local initiatives rather than upon the Government. This has led to the establishment of various foundations and consortiums that implement policies independently, though technically they are under Government supervision. 5. Actors What actors are involved in OER/OEP? Is there any evidence to show that OER actors do not always promote OEP but “only” access to OER? Estonian community acts as a network where the key players have a special role in the landscape of OER and OEP. Tallinn University CET is focussing on developing infrastructure, Tiger Leap Foundation and Estonian e-Learning centre manage the projects and train and network the teachers. International cooperation is seen fundamental for national development. 6. Initiatives What OER/OEP initiatives can be evidenced? Is there any evidence to show that OER initiatives do not always promote OEP but “only” access to OER? 7. Open Educational Practices
  4. 4. Can you identify some case studies/ descriptions which form the illustrative base for a more general model of OEP? New developments are based on web 2.0 and social networking concepts. The focus of the developments in the country is on the user side. 8. Tools and Repositories What tools and repositories are being used to deliver OER/OEP? For example GLOW, Connexions Are there any other special tools for OER/OEP? e.g. Cloudworks, in which practices can be discussed and validated? Are there any tools for Visualisation? e.g. CompendiumLD Are there any tools for Argumentation? e.g. Cohere The core of the new version of the educational portal Koolielu is standard based repository of learning objects. Metadata of learning objects in Waramu is compatible with the Learning Object Metadata (LOM) application profile of Learning Resource Exchange (LRE) created by the European Schoolnet. The connection between the portal and the repository is based on Waramu Publishing Interface Web service (http://trac.htk.tlu.ee/waramu/wiki/WaramuSoap). Thanks to standard based metadata and Web services it is connected to the European networks of learning repositories. With the FIRE network it is connected trough federated search and with the LRE network it is connected trough metadata harvesting. Learning materials stored in Estonian educational portal can be searched through the European Learning Resource Exchange portal http://lreforschools.eun.org/. LOM applications enable different ways for content classification. In European projects the Multilingual Thesaurus (http://lre-thesaurus.eun.org/) is used. Pedagogical experts in Estonia find that insufficient because it structures the content in very broad level – suitable for all European countries and not taking account national specificity. For classification purposes the hierarchical structure of Estonian curriculum was integrated with the repository. This was based on the fact that curriculum is the best way for the teachers to understand the content. In educational portal all learning materials are connected with the topics of national curriculum. 9. Strategies Can you identify any strategies for organisations to use OER/OEP? Can you identify any business models that promote OER/OEP? Innovation in education in Estonia is grounded around open source/OER/OEP
  5. 5. 10. Current barriers and enablers What are the barriers to the use of OER/OEP? Is there any evidence to how these barriers have been overcome? What are the enablers to the use of OER/ OEP? Barriers: attitudes Enablers: openness of activities, good open practices illustrating how resources can be developed and used, training of teachers.