Loenguslaidid Tallinna Ülikooli haridustehnoloogia magistriõppe kursusel IFI7208.DT Õpikeskkonnad ja -võrgustikud, 17. november 2019.

1. Õpikeskkondade
disain / trendid /
avatud haridus
IFI7208.DT Õpikeskkonnad ja -võrgustikud

2. “Õelad” probleemid
(wicked problems)

3. http://www.sirp.ee/s1-artiklid/c21-teadus/oel-maailm-ja-ilusad-ideed/

4. Disain kui protsess

5. (Leinonen, Toikkanen, & Silfvast, 2008)

6. probleem lahendus
lahknemine
(divergence)
koondumine
(convergence)

7. Disain kui kommunikatsioon

9. Disainimeetodid

10. Persoonad
(personas)

11. Cooper, A., Reimann, R., Cronin, D, & Noessel,
C. (2014). About Face: The Essentials of
Interaction Design. Indianapolis, IN: John Wiley
& Sons, Inc.

12. Persoonade kasutuseesmärgid
• Määrata kindlaks, millised on toote peamised kasutajagrupid
ning nende eesmärgid seoses tootega
• Olla kommunikatsioonivahendiks disainerite, arendajate ja
erinevate osapoolte vahel
• Luua ühine arusaam disainimeeskonnas
• Mõõta disainilahenduste efektiivsust
• Anda sisendit toote turundamise kavandamiseks
(Cooper et al., 2014)

14. Age: 26
Education: Master student
Occupation: librarian
Maria
Maria has studied information science and now she is doing her
Masterʼs studies in interactive media. At the same time she has a full
time job as a school librarian. Therefore she is interested in combining
school assignments with her work as much as possible. At the same
time she is a self-directed learner who likes to go in depth in topics that
are interesting for her.
Goals:
Personalization: “It is hard to have a full time job and be a master
student at the same time. If possible, then I try to choose assignments
that can be connected with my work.”
Scaffolding: “I feel that often it is difficult to specify all the resources
and actions that I have to make in order to achieve my learning
objectives. Good examples from other learners help me to refine my
contract.”
Awareness: “It was good that we had to review our learning
contracts. This way I was constantly aware of my objectives and
thinking about the strategy to achieve my goals.”
Photo by Alessandro Valli,
taken from http://www.flickr.com/photos/liquene/4435467897/
(LeContract, 2010)

15. Age: 58
Education: PhD
Occupation: professor
Jakob
Jakob is a professor of industrial design. He has been working in the
university for almost 30 years. As a designer and researcher he has
participated in many R&D projects but his real love is teaching.
In last few years Jakob has decided to spend less time on projects and
travelling. This means that he has more time for preparing his courses
and trying out different things. He has experimented with blogs and
social software. In his last course he decided to try personal learning
contracts. It took quite a lot of time but he hopes that learning
contracts will help him to give a more personal learning experience for
his students.
Goals:
Adjusting the course: “I would like to know what the students expect
to learn in my course. Then I can adjust the course assignments
according to their needs.”
Personalized support: “I want to give more personalized guidance
and support for my students.”
Fair grading: “I donʼt like grading but in some courses I am required to
do it. I have found that learning contracts help me on fair grading. I rely
on learning contracts when I negotiate grades with my students.”
Photo by Jesse Courtemanche,
taken from http://www.flickr.com/photos/jesse757/4170721132/
(LeContract, 2010)

16. Persoonad põhinevad taustauuringul
• Intervjuud
• Kasutajate vaatlus
• Kirjanduse analüüs
• Konkurentsianalüüs
(Cooper et al., 2014)

17. Persoonade kavandamise protsess
1. Määra olulised käitumistunnused
2. Paiguta intervjueeritud kasutajad käitumistunnuste teljele
3. Määra olulised käitumismustrid
4. Koosta nende põhjal persoonad ja eesmärgid
5. Kontrolli terviklikkust ja võimalikke kattumisi
6. Lisa persoonadele kirjeldus, foto ja nimi
7. Määra persoona tüübid
(Cooper et al., 2014)

18. (Cooper et al., 2007)
placement of interviewees in relationship to each other. In other words, it doesn’t matter
if an interviewee falls at precisely 45 or 50 percent on the scale. There’s often no good way
to measure this precisely; you must rely on your gut feeling based on your observations
of the subject. The desired outcome of this step is to accurately represent how multiple
subjects cluster with respect to each significant variable, as shown in Figure 3-6.
User 3User 2 User 5
User 3 User 2 User 1, 4, 5
Service-oriented Price-oriented
Necessity only Entertainment
User 1, 4
Figure 3-6: Mapping interview subjects to behavioral variables. This example is from
an online store. Interview subjects are mapped across each behavioral axis. Precision
of the absolute position of an individual subject on an axis is less important than its
relative position to other subjects. Clusters of subjects across multiple axes indicate
significant behavior patterns.

19. One Brand: Uses only one
bank for all financial needs.
Many Brands: Uses
multiple institutions for a
range of financial needs.
Loyalty
One Channel: Interacts
with bank through one
channel.
Many Channels: Interacts
with bank through every
available channel.
Venue
Low: Interacts with bank
less than than once a week.
High: Interacts with bank
more than once a week.
Activity
One Account: Holds one or
two basic accounts.
Many Accounts: Holds
many accounts of different
types.
Breadth
One User: Bears sole
responsibility for managing
family finances.
Multiple Users: Shares
responsibility for managing
finances and making
decisions.
Collaboration
New Online User Active Banker
Figure 3.14: Linking dimensions together, you can show how one user
group maps to each of the behaviors in the model.
ch is an imperfect
te that research is a design
ose is to help me, the
users. I don’t need to
ives, and sometimes a
gger an understanding of
on 1 through 4, did you?
dig into the personas
w to Describe a Persona”
escription in great detail.
way to discuss all of them
are two approaches to
criteria for prioritizing
ost important and work
m, spending less and less
g feedback” portion of (Brown, 2010)

20. Persoona tüübid
• Peamine (ingl primary) persoona
• Teisene (ingl secondary) persoona
• Täiendav (ingl supplemental) persoona
• Kliendi (ingl customer) persoona
• Teenindatud (ingl served) persoona
• Negatiivne (ingl negative) persoona
(Cooper et al., 2014)

21. Peamine persoona
• Peamine persoona kirjeldab kõige olulisemat kasutajatüüpi
• Iga kasutajaliidese jaoks on ainult üks peamine persoona
• Keerulisematel süsteemidel võib olla mitu kasutajaliidest ning
iga kasutajaliidese jaoks eraldi peamine persoona

22. Teisene persoona
• Teisene persoona on enamjaolt samade vajadustega, mis
peamine persoona
• Teisesel persoonal on mõned täiendavad vajadused, mis ei
ole konfliktis peamise persoona vajadustega

23. Täiendav persoona
• Ei kuulu peamiste ega teiseste persoonade hulka
• Täiendavate persoonade vajadused on täielikult rahuldatud
peamise ja teiseste persoonade vajadusi kombineerides
• Tüüpiliselt koostatakse erinevate osapoolte (nt kliendid)
soovide rahuldamiseks

24. Kliendi persoona
• Kirjeldab kliendi, mitte kasutajate vajadusi
• Võetakse arvesse võrdselt teiseste persoonadega
• Mõningatel juhtudel võib kliendi persoona olla peamiseks
persoonaks haldusliidesele

25. Teenindatav persoona
• Teenindatavad persoonad ei kasuta toodet ise
• Teenindatavad persoonad on mõjutatud sellest, kuidas teine
isik toodet kasutab
• Võetakse arvesse võrdselt teiseste persoonadega

26. Negatiivne persoona
• Kindlad kasutajatüübid, kellele toode ei ole mõeldud
• Näide: tehniliselt väga kogenud kasutajad

27. EduFeedr personas
Primary persona
Examples
Teemu
Hans
Mart
Secondary persona
Examples
Terje
Kairit
Supplemental personas
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course
Teacher
Examples
Varje
Heikki
Student
Examples
Maris
Elyna
Goals
To create a functional learning community
To give support and feedback for all
students
To use course data for research purposes
Description
28 years old PhD student, teaching her
second online course, average computer
user, experienced in using web 2.0 tools,
very systematic, wants to use course data
for research purposes. Wantʼs to have a
reliable system. Is using desktop RSS
reader in addition to EduFeedr.
Goals
Description
Goals
Not to spend to much time on managing
the course
To make students to submit their
assignments on time
To be sure that the system is reliable
Description
Teacher in a vocational school, has some
experience both in using Moodle and in
using social software. Wantʼs to have his
first blog-based course. Is not using RSS
reader.
To find inspiration from other student
blogs
To explore other open courses
Customer personaEducational technologist
Examples
Krista
Marge
Marko
Negative persona
ExamplesAnne
Goals
To have one learning platform that
satisfies all her needs
To customize the learning platform
according to her taste and needs
Goals
Description
To get teachers using the system
To be sure that the system is reliable
Not to spend too much time on supporting
the users
...
...
Description...
Ilya
To get statistics about the use in their
institution

28. Primary persona
Examples
Teemu
Hans
Mart
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course

29. Stsenaariumide-põhine disain
(scenario-based design)

30. Carroll, J. M. (2000). Making Use: Scenario-Based
Design of Human-Computer Interactions.
Cambridge, MA: The MIT Press.

31. Stsenaarium 1: Õpetajakoolituse üliõpilane testib oma pädevusi
Mari õpib ülikoolis põhikooli loodusteaduslike ainete õpetajaks. Ta on
kuulnud, et bioloogia jaoks on loodud mitu erinevat õpitarkvara ning
loodusainete õpetajad on suhteliselt aktiivsed arvutikasutajad. Nüüd
haridustehnoloogia kursuse käigus on ta mitmega neist lähemalt kokku
puudunud ning omab paremat ettekujutust sellest, kuidas IKT vahendeid
õppetöös rakendada. Ühes praktikumis tutvustab õppejõud
haridustehnoloogiliste pädevuste hindamise keskkonda DigiMina ning jätab
koduseks ülesandeks oma pädevuste hindamise.
Mari läheb DigiMina lehele ning tutvub seal väljas oleva õpetajate
haridustehnoloogilise pädevusmudeliga. Lisaks pädevusmudelile on seal
mõned näidisülesanded, mida pädevuste hindamisel kasutatakse. Mari saab
aru, et oma pädevuste hindamiseks tuleb registreeruda DigiMina
kasutajaks.
Pärast sisselogimist suunatakse teda pädevuste hindamise juurde. Iga
alampädevuse hindamiseks on eraldi ülesanne. Mõnede ülesannete juures
tuleb valida õiged vastusevariandid, teiste juures ühendada sobivad
paarid jne. Paljud ülesanded on illustreeritud piltide või videotega.
Ülesannete lahendamine võtab parasjagu aega, kuid õnneks on lehel näha,
mitu ülesannet veel jäänud on. Samuti on võimalik salvestada hetkeseisu
ja hiljem vastamist jätkata.

32. Kui Mari vastamise lõpetab, siis kuvatakse talle pädevusprofiili leht,
kus on ülevaatlikul diagrammil näha tema tase erinevate pädevuste kaupa.
Süsteem küsib Mari käest, kas ta soovib teha oma pädevusprofiili
avalikuks. Mari arvab, et praegu pole tal seda vaja, kuid tulevikus
õpetajana töötades võib ta omale avaliku pädevusprofiili luua.
Lisaks kokkuvõttele kuvatakse talle ka soovitusi
haridustehnoloogiaalaste kursuste kohta. Mari näeb, et digitaalsete
õppematerjalide koostamise kohta on nende ülikoolis eraldi kursus. Just
sellel teemal vajaks ta täiendavaid praktilisi oskuseid.
Küsimused
1. Milliseid mõtteid see stsenaarium teis kõigepealt tekitas?
2. Kas selline stsenaarium on realistlik?
3. Mida te muudaksite selle stsenaariumi juures?
4. Kas te kujutaksite ennast ette selle üliõpilase rollis?
5. Kuidas see stsenaarium jätkuda võiks?

34. Mõistekaardid
(concept maps)

35. Novak, J. D. (2010). Learning, Creating, and Using
Knowledge: Concept Maps as Facilitative Tools in
Schools and Corporations. New York, NY:
Routledge.

36. (Põldoja & Väljataga, 2010)

37. (Põldoja et al., 2014)

38. Kasutajalood
(user stories)

39. Cohn, M. (2004). User stories applied: For agile
software development. Boston, MA: Addison-
Wesley.

42. Kasutajalugude näited:
New Tweet taken
1. Kasutajana saan kirjutada lühipostituse ja postitada selle
Twitterisse
2. Kasutajana saan näha, mitu tähemärki on lühipostituse
kirjutamiseks järel
3. Kasutajana saan valida oma arvutist foto ja lisada selle oma
lühipostitusele
4. Kasutajana saan vahetada Twitteri kontot, mida lühipostituse
postitamiseks kasutada

43. Paberprototüübid
(paper prototypes)

44. Snyder, C. (2003). Paper prototyping: The fast and
easy way to design and refine user interfaces. San
Francisco, CA: Morgan Kaufmann.

48. Sõrestikmudelid
(wireframes)

52. Ootused rühmatöödele

53. Ootused rühmatöödele
• probleemi tutvustus
• sihtgrupi analüüs
• vahendite võrdlus ja valik
• õpikeskkonna skeem
• õpikeskkonna prototüüp

54. Õpikeskkondade tulevikutrendid

55. Horizon Report versioonid
• Higher Education Edition (2004…)
• K-12 Edition (2009…2017)
• Museum Edition (2011, 2012, 2013, 2015, 2016)
• Library Edition (2014…2017)

56. https://library.educause.edu/search#?publicationandcollection_search=New%20Media%20Consortium%20(NMC)

57. Horizon Report: 2019 Higher
Education Edition

58. https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report

59. 2019 2020 2021 2022 2023
|EDUCAUSE Horizon Report 2019 Higher Education Edition at a Glance
Key Trends Accelerating Higher Education Technology Adoption
Short-Term Driving Ed Tech Adoption in Higher
Education for the Next One to Two Years
Redesigning Learning Spaces
Blended Learning Designs
Mid-Term Driving Ed Tech Adoption in Higher Education for the
Next Three to Five Years
Advancing Cultures of Innovation
Growing Focus on Measuring Learning
Long-Term Driving Ed Tech Adoption in Higher Education for Five or More Years
Rethinking How Institutions Work
Modularized and Disaggregated Degrees
Significant Challenges Impeding Higher Education Technology Adoption
Solvable Those That We Understand and Know How to Solve

60. 2019 2020 2021 2022 2023
Long-Term Driving Ed Tech Adoption in Higher Education for Five or More Years
Rethinking How Institutions Work
Modularized and Disaggregated Degrees
Significant Challenges Impeding Higher Education Technology Adoption
Solvable Those That We Understand and Know How to Solve
Improving Digital Fluency
Increasing Demand for Digital Learning Experience and Instructional Design Expertise
Difficult Those That We Understand but for Which Solutions Are Elusive
The Evolving Roles of Faculty with Ed Tech Strategies
Achievement Gap
Wicked Those That Are Complex to Even Define, Much Less Address
Advancing Digital Equity
Rethinking the Practice of Teaching
Important Developments in Technology for Higher Education

61. 2019 2020 2021 2022 2023
Achievement Gap
Wicked Those That Are Complex to Even Define, Much Less Address
Advancing Digital Equity
Rethinking the Practice of Teaching
Important Developments in Technology for Higher Education
Time-to-Adoption
Horizon: One Year
or Less
Mobile Learning
Analytics Technologies
Time-to-Adoption
Horizon: Two to
Three Years
Mixed Reality
Artificial Intelligence
Time-to-Adoption
Horizon: Four to
Five Years
Blockchain
Virtual Assistants

62. disaggregated degrees. The panel anticipates more
opportunities for individual learners to transcend
one to two years, either becoming commonplace or
evolving to create a new iteration of a previous trend.
Key Trends 2012 2013 2014 2015 2016 2017 2018 2019
Blended Learning Designs
Growing Focus on Measuring Learning
Advancing Cultures of Innovation
Redesigning Learning Spaces
Deeper Learning Approaches
Collaborative Learning
Evolution of Online Learning
Rethinking the Roles of Educators
Proliferation of Open Educational Resources
Rethinking How Institutions Work
Cross-Institution & Cross-Sector Collaboration
Students as Creators
Agile Approaches to Change
Ubiquity of Social Media
Blending Formal and Informal Learning
Decentralized IT Support
Ubiquitous Learning
Rise of New Forms of Interdisciplinary Studies
Modularized and Disaggregated Degrees

63. Significant Challenges 2012 2013 2014 2015 2016 2017 2018 2019
Competition from New Models of Education
Blending Formal and Informal Learning
Improving Digital Fluency
Integrating Technology in Faculty Education
Personalizing Learning
Authentic Learning Experiences
Rewarding Teaching
Insufficient Metrics for Evaluation
Embracing the Need for Radical Change
Evolving Roles of Faculty and Ed Tech Strategies
Achievement Gap
Advancing Digital Equity
Managing Knowledge Obsolescence
Balancing Our Connected and Unconnected Lives
Teaching Complex Thinking
Scaling Teaching Innovations
Expanding Access
Academics’ Attitude about Technology
Documenting and Supporting New Forms of Scholarship
Adapting Organizational Designs to the Future of Work
Economic and Political Pressures
Increasing Demand for Digital Learning Experience
and Instructional Design Expertise
Rethinking the Practice of Teaching

64. learning, and creative inquiry in higher education.
Developments in Educational Technology 2012 2013 2014 2015 2016 2017 2018 2019
Analytics Technologies
Adaptive Learning Technologies
Games and Gamification
The Internet of Things
Mobile Learning
Natural User Interfaces
Bring Your Own Device
Makerspaces
Flipped Classroom
Wearable Technology
3D Printing
Tablet Computing
Artificial Intelligence
Next-Generation LMS
Affective Computing
Mixed Reality
Robotics
Quantified Self
Virtual Assistants
Massive Open Online Courses
Blockchain

65. > > > >
> > >
> > >
> > > >
>
> >
> > >
> > > >
> >
> > >
> > > >
> > >
> >
>
> >
> >
>
>
>
>
in every part of society that they have been elevated examples and recommendations for further reading.
Consumer Technologies
Drones
Real-Time Communication
Tools
Robotics
Wearable Technology
Digital Strategies
Games and Gamification
Location Intelligence
Makerspaces
Mind Uploading
Preservation and
Conservation Technologies
Enabling Technologies
Affective Computing
Analytics Technologies
Artificial Intelligence
Dynamic Spectrum and
TV White Spaces
Electrovibration
Flexible Displays
Media Production
Technologies
Mesh Networks
Mobile Broadband
Natural User Interfaces
Near Field Communication
Next Generation Batteries
Open Hardware
Software-Defined
Networking
Speech-to-Speech
Translation
Virtual Assistants
Wireless Power
Internet Technologies
Bibliometrics and Citation
Technologies
Blockchain
Digital Scholarship
Technologies
Internet of Things
Next Generation LMS
Syndication Tools
Learning Technologies
Adaptive Learning
Technologies
Microlearning
Technologies
Mobile Learning
Online Learning
Virtual and Remote
Laboratories
Social Media Technologies
Crowdsourcing
Online Identity
Social Networks
Virtual Worlds
Visualization Technologies
3D Printing
GIS/Mapping
Information Visualization
Mixed Reality
Video Walls
Virtual Reality

66. HITSA hariduse tehnoloogiakompass

67. https://kompass.hitsa.ee

68. Viis haridust mõjutavat tehnoloogiatrendi
• Asjade internet
• Virtuaal- ja liitreaalsus
• Analüütika ja suurandmed
• Tehisintellekt
• Turvaline digimaailm

69. Rühmaarutelu
• Valige üks 5-st tehnoloogiatrendist
• Millised on selle rakendusvõimalused koolides?
Kõrgkoolides? Teistes õpikontekstides?
• Millised on sellega kaasnevad võimalikud ohud?
• Milliseid konkreetseid näiteid selle tehnoloogia
rakendamisest Eesti hariduses teate?

70. Avatud haridus

71. Autoriõiguse probleemid
• Pikk kehtivusaeg: autoriõigus kehtib autori kogu eluaja jooksul
ja 70 aastat pärast tema surma
• Piiratud taaskasutuse võimalused: vaikimisi on suur osa
taaskasutamise võimalustest varaliste õigustega piiratud
• Autorite ja kasutajate ebapiisav teadlikkus
• Orbteosed
(Autoriõiguse seadus, 2019)

72. Lessig, L. (2004). Free Culture: How Big Media Uses
Technology and the Law to Lock Down Culture and
Control Creativity. New York, NY: The Penguin
Press. http://www.free-culture.cc/freeculture.pdf

73. Lessig, L. (2017). Vaba kultuur ehk loovuse loomus
ja tulevik. Tartu: Tartu Ülikooli kirjastus.

74. https://creativecommons.org

78. Creative Commons litsentsid
• Attribution
• Attribution-Share Alike
• Attribution-Noncommercial
• Attribution-Noncommercial-Share Alike
• Attribution-Noncommercial-No Derivative Works
• Attribution-No Derivative Works

79. Creative Commons piirangud
b Attribution — kohustus viidata teosele autori
poolt määratud viisil
a
Share Alike — muudatusi ja tuletatud teoseid
tuleb edasi levitada sama, lähedase või
ühilduva litsentsi alusel
n Noncommercial — teost ei tohi kasutada
ärilistel eesmärkidel
d No Derivative Works — teost ei tohi muuta ega
kasutada tuletatud teoste loomisel

80. Creative Commons õigused
s
Share — õigus teost kopeerida, levitada ja
edasi anda
r Remix — õigus teost kohandada

81. Litsentsi esitusviisid
(Creative Commons, kuupäev puudub)

83. Creative Commons Eesti litsentsid
• Autorile viitamine
• Autorile viitamine – Jagamine samadel tingimustel
• Autorile viitamine – Mitteäriline eesmärk
• Autorile viitamine – Mitteäriline eesmärk – Jagamine samadel
tingimustel
• Autorile viitamine – Mitteäriline eesmärk – Tuletatud teoste keeld
• Autorile viitamine – Tuletatud teoste keeld

84. Kuidas avatud sisulitsentsi ära
tunda?

85. Teose tähistamine litsentsiga
• Kui teosel puudub info litsentsi kohta, siis on kõik
autoriõigused reserveeritud
• Avatud sisulitsentsiga teosele lisatakse litsentsi nimetus, URL ja
ikoon

86. Creative Commons ikoonid

87. Üldine Creative Commons ikoon
Attribution litsents
CC BY
Attribution-ShareAlike litsents
CC BY-SA
Attribution-NoDerivs litsents
CC BY-ND
Attribution-NonCommercial litsents
CC BY-NC
Attribution-NonCommercial-ShareAlike litsents
CC BY-NC-SA
Attribution-NonCommercial-NoDerivs litsents
CC BY-NC-ND

88. Kuidas leida avatud sisu?

91. BY–NC–ND
BY–ND
BY–NC–SA
BY–NC
BY–SA
BY

92. http://search.creativecommons.org

93. https://search.creativecommons.org/collections

94. Avatud sisu kogud

95. https://et.wikipedia.org

97. http://commons.wikimedia.org

98. https://www.flickr.com/creativecommons

99. Avatud õppematerjalid

101. https://ocw.mit.edu

102. https://www.curriki.org

103. https://openstax.org

104. https://open.bccampus.ca

105. https://www.oercommons.org

106. http://www.oeconsortium.org/courses/

107. (Plourde, 2013)

108. Avatud hariduse liikumine
• 2001 — Creative Commons
• 2002 — UNESCO võtab kasutusele avatud õppematerjalide
(Open Educational Resources, OER) mõiste
• 2008 — Kaplinna avatud hariduse deklaratsioon
• 2012 — Pariisi OER maailmakongress ja deklaratsioon
• 2017 — Ljubljana OER maailmakongress ja tegevuskava

109. https://www.capetowndeclaration.org/read-the-declaration

110. Õpetajad ja õppijad
• Aktiivne osalemine avatud hariduse liikumises
• Avatud õppematerjalide loomine, kasutamine, kohandamine
ja edasiarendamine
• Koostööl, avastamisel ja teadmusloomel põhinevate
õppemeetodite rakendamine
• Avatud õppematerjalide loomist ja kasutamist tuleb vaadata
hariduse loomuliku osana ja vastavalt tunnustada

111. Avatud õppematerjalid
• Õpetajad, autorid, kirjastajad ja organisatsioonid peaksid
oma õppematerjale avatud litsentsidega vabalt jagama,
võimaldamaks nende kasutamist, tõlkimist ja edasiarendamist
• Õppematerjale tuleks jagada nii kasutamist kui
edasiarendamist võimaldaval kujul
• Võimaluse korral peaks olema õppematerjalid kasutatavad ka
erivajadustega õppijatele ja ilma internetiühenduseta

112. Hariduspoliitika
• Valitsused ja haridusasutused peaksid võtma avatud hariduse
prioriteediks
• Avaliku raha eest loodud õppematerjalid tuleks avaldada
avatud õppematerjalidena
• Õppematerjalide repositooriumid peaksid kaasama ja esile
tõstma avatud õppematerjale

113. https://en.unesco.org/themes/building-knowledge-societies/oer

114. https://www.oercongress.org/woerc-actionplan/

115. Avatud haridus Eestis

116. Digipööre elukestvas õppes
4.2. Tagatakse põhikooli, gümnaasiumi ja
kutseõppeasutuse õppekavas seatud eesmärkide
ning õpitulemuste saavutamist toetava digitaalse
õppevara olemasolu, mille hulka kuuluvad e-õpikud,
e-töövihikud, avatud õppematerjalid, e-
õpetajaraamatud ning veebipõhised
hindamisvahendid.
Eesti elukestva õppe
strateegia 2020
(Eesti elukestva õppe strateegia 2020, 2014)

117. https://www.hm.ee/et/tegevused/digipoore

118. https://e-koolikott.ee

119. https://www.ut.ee/et/oppimine/moocid

120. Avatud hariduse tulevikusuunad

121. https://www.capetowndeclaration.org/cpt10/

122. Avatud hariduse ideede levitamine
laiemale üldsusele
Communicating Open
Taking the message of open education to the mainstream
Why is this important?
Ten years ago, the Cape Town Declaration laid out a compelling vision for a world
of open, flexible, and effective education that has inspired thousands of educators,
learners, advocates, and policymakers across the globe. Yet, after a decade of
passionate advocacy, the need for broader awareness of open education persists.
The challenge is not in reaching enough people, but rather in articulating the
meaning and value of open education in a way that resonates with mainstream
audiences in the same way that the Cape Town Declaration resonates with us. For
the open education movement to rise to the next level, we need to take our message
to the mainstream and explain why open should matter to them. In short, we need to
become better communicators.
What is the opportunity?

123. Uue põlvkonna õppijate ja õpetajate
kaasamine
Empowering the Next Generation
The open education movement must put the next generation at its core
Why is this important?
Students are integral to open education, but their importance is not only about
the present, it is about the future. Those sitting in classrooms ten years ago are
leading classrooms today and will be the tenured professors, senior teachers,
and education policymakers of tomorrow. Shifting the culture of our educational
institutions toward openness needs to start with the next generation, those who are
still learning the practices and habits that will inform the rest of their careers. How
we engage with and support today’s students and young educators will help shape
the movement—and our educational systems at large—for decades to come.
What is the opportunity?

124. Koostöö teiste avatud liikumistega
Connecting with Other Open Movements
Open education can grow stronger through collaboration with allied movements
Why is this important?
Open education is one of many movements that seek to advance
openness and access to knowledge. The broader Access to Knowledge
(A2K) movement embraces many strategies including open access to
research, open data, and copyright reform, alongside open education.
Even broader alliances can be seen with movements seeking
openness in other ways, including free and open source software, open government,
and open culture. The open education community can also see itself as part
of a larger movement to support sharing and the commons in the digital era. As the
open education movement moves into the next decade, we should consider how
we explore and leverage these connections toward shared goals.
What is the opportunity?

125. Avatud hariduse roll arengukoostöös
Open Education for Development
Unlocking new opportunities for education in support of development
Why is this important?
The United Nations Sustainable Development Goal 4 calls on the global community
to ensure inclusive and quality education for all and promote lifelong learning. This
same vision is at the core of the Cape Town Declaration and is a shared value of what
open education hopes to achieve. As a movement, we need to center the role of open
education in advancing development around the world.
The challenges to expanding educational opportunities related to development
are manifold. Too often, a barrier is supplying quality, locally-relevant educational
materials, especially in underserved languages and regions that traditional market
mechanisms do not prioritize. Other challenges may be infrastructural, including
the connectivity, power, or transportation systems needed for materials to reach
students, especially in rural areas. Where access to technology is expanding, teacher
training and digital literacy skills may not have caught up. While the specifics
vary widely across countries and contexts, a common thread is that traditional

126. Avatud õppimine
Open Pedagogy
Harnessing the power of open in teaching and learning practices
Why is this important?
Over the last decade, much of the focus of the open education movement has been
around the creation and adoption of open educational resources. Some of the most
exciting frontiers in open education are in open pedagogy, widely understood to
consist of teaching and learning practices enabled by the ability to retain, reuse,
revise, remix and redistribute educational materials.
The open environment empowers educators to step away from the confines of
static textbooks and traditional assignments, and opens the door to imaginative,
collaborative, engaging educational experiences that can help transform teaching
and learning for the better.
What is the opportunity?

127. Õppeasutuse raamidest väljapoole
mõtlemine
Thinking Outside the Institution
Enabling everyone, everywhere, to learn anything
Why is this important?
Open education pioneers set out to design new formats for learning and new
institutions, taking inspiration from the way open source communities work, rather
than replicating traditional schools and universities. However, while open education
has made tremendous progress within formal education, the biggest changes in how
people learn seem less connected to the open education movement today.
YouTube is the largest site of informal learning online. StackOverflow is where
software developers hone their skills and LinkedIn reputations are starting to
complement formal credentials. Then there is a range of other communities that
share our ethos of sharing and learning (e.g., the Maker Movement) but remain
disconnected from open education.

128. Andmed ja analüütika
Data and Analytics
Exploring the intersection of open content, open data, and open learning
Why is this important?
As technology use increases in education, the basic acts of teaching and learning
result in the creation of ever-larger amounts of data. These data describe the
behaviors of people, from what students did read or did not watch to how long
it took an instructor to grade a piece of student work. At the same time, there has
been an explosion of learning analytics tools intended to help students and teachers
make sense of this deluge of data through machine learning, statistics, and other
algorithms. These tools recommend actions that impact students, such as which
assignment to complete next, or who should receive extra help.
On one hand, these developments should be embraced for their tremendous
potential to provide valuable guidance in support of teaching and learning. On the
other hand, these changes also raise serious questions regarding how data and
algorithms are designed and managed that can profoundly affect the open education
space.

129. Õpiku ümbermõtestamine
Beyond the Textbook
Building the open learning materials of the future
Why is this important?
The idea of moving beyond the textbook has been at the core of the open education
movement from the start. Yet experience over the last decade has driven some OER
efforts in the opposite direction. Promoting open textbooks that look, feel, and
act like traditional books has proved to be a highly successful adoption strategy in
certain contexts. These efforts have made essential progress toward expanding
the use and adoption of OER. However, the open education movement should
remain conscious that the strategy of equating OER with textbooks constrains the
imaginations of teachers and learners with regard to what modern, technology-
enhanced open learning materials can be.
What is the opportunity?

130. Avaliku rahaga loodud materjalide
muutmine avatud litsentsidega
kättesaadavaks
Opening Up Publicly Funded Resources
Publicly funded educational resources should be openly licensed by default
Why is this important?
Governments around the world spend billions of dollars every year on grants and
contracts to develop educational resources including textbooks, curricula, teacher
training, language learning materials, and more. These valuable resources are
created with public funds in service of the public good, yet too rarely are they made
available for public use beyond their original purpose.
Governments can expand the impact, efficiency, and socioeconomic benefit of their
educational investments by adopting policies that ensure that publicly funded
educational resources are openly licensed and shared with the public by default.
What is the opportunity?

131. Autoriõiguse reform
Copyright Reform for Education
Copyright reform and open education advocacy are two sides of the same coin
Why is this important?
Strong educational exceptions to copyright are just as important as open licensing of
resources, as complementary means to ensuring educational freedoms. While the
availability of openly licensed educational resources continues to grow, a wide variety
of cultural and informational resources that are critical for education remain locked
up by restrictive copyright terms. Limitations and exceptions to copyright can give
teachers and learners the necessary freedoms to use these resources for educational
purposes, without having to ask for permission. Copyright reforms taking place around
the world can strengthen these exceptions—or hurt education by weakening them.
The open education community needs to care about education-friendly copyright
law that protects and expands rights to teach and learn. Open licensing and
copyright reform are complementary of each other. The growth of openly licensed
resources demonstrates the demand for freedom, openness, and collaboration in
all kinds of educational materials. Working toward education-friendly changes to
C

132. Kasutatud fotod
• Tim Herrick, https://www.flickr.com/photos/minkymonkeymoo/5078790076/

133. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
IFI7208.DT Õpikeskkonnad ja -võrgustikud
http://opikeskkonnad.wordpress.com
Tallinna Ülikool
Digitehnoloogiate instituut