2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
2018-03-05 Keynote at 1st International Media Literacy Conference in Kuala Lumpur on "Quality & Design of Online Courses: The OpenEd Framework & the Global MOOC Quality Survey" by Christian M. Stracke from the OUNL
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
We at Cairneagle recently wrote a research report for the DfE on the opportunities for MOOCs in compulsory age learning (secondary schools). It includes a potted history of MOOCs, analysis of their components, and an assessment of where and how they might best be deployed.
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
This presentation at the Hellenic Open University Symposium on Open Universities in November 2015 sets out an argument for concern that the forward march of open universities in Europe may be threatened. The need for capacity for Higher Education in the developing countries, proposed by the UN Sustainable Development Goals, will need a radical transformation of quality and student success in order for ODEL and open universities to play a full role.
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
Christian M. Stracke, Esther Tan, Achilleas Kameas, Bill Vassiliadis, António Teixeira, Maria Do Carmo Teixeira Pinto, Cleo Sgouropoulou
National Quality Infrastructure System of Greece
GlobalNxt University offers high quality interactive education centered on a global learning community of students and professors, delivered in a flexible, online, community based format aimed squarely at working professionals who are committed to fulfil their management and leadership potential. To know more visit http://www.globalnxt.edu.my
2016-05-10 Læringsfestivalen To Share Open Education StrackeChristian M. Stracke
2016-05-10 Læringsfestivalen Invited Speech To Share or Not To Share Open Educational Policies, Methodologies and Resources by Christian M. Stracke from OUNL
Using MOOCs within traditional courses: students’ perspectiveDiana Andone
Using MOOCs within traditional courses: students’ perspective
Dr. Diana Andone, Vlad Mihaescu, Prof. Radu Vasiu
eLearning Center, Politehnica University of Timisoara, Romania
Paper presented at AACE International Conference eLEARN 2015, Kona, 19 - 22 October 2015
This paper presents the findings of a pilot to implement a blended learning model by merging content from MOOCs (Massive Open Online Courses) into a traditional higher education Masters Course. The main objective of the pilot was to examine how a MOOC based flipped classroom model might improve student learning and skills acquisition in a traditional higher education course, as well as to analyze the MOOCs impact on students’ learning behavior. The pilot included MOOCs from different online platforms, none of which were taught or developed by the tutors. Final reports, survey, interviews and report analysis are the techniques used to evaluate this pilot. This paper presents the results of technical and usability investigation, based on students’ findings. Outlines indicate that inclusion of high-quality MOOCs in a higher education flipped classroom can produce significant benefits in transforming the student learning process and the skills they acquire.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
As India aspires for economic growth, it will need to invest in Education. Here's an examination of what is ailing the system, and recommendations for amending these.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
We at Cairneagle recently wrote a research report for the DfE on the opportunities for MOOCs in compulsory age learning (secondary schools). It includes a potted history of MOOCs, analysis of their components, and an assessment of where and how they might best be deployed.
How are MOOCs Disrupting the Educational Landscape? Hugh Davis
Massive Open Online Courses (MOOCs) are the latest disruption to traditional educational patterns. Instead of asking students to pay for the courses Universities are giving them away free. This implies that Universities are changing business models and some critics suggest that these new business models will be the death of traditional Universities. Furthermore, educational experts are criticising MOOCs for limited pedagogy and enormous drop-out rates. Many commentators suggest that MOOCs are now passing the peak of inflated expectations on the new technologies hype cycle, and will soon be history. This talk takes a more optimistic middle path, suggesting that Universities that are agile can go with the flow of the disruption (or avalanche?) to the educational benefit of their students, both on campus and at distance. MOOCs are encouraging teachers to take a fresh look at the benefits of blended learning activities, social learning and peer support. At the same time University administrations are revising their financial models for supporting learning and curriculum development. This talk will look at some of the latest trends in the way MOOCs are starting to change educational practice. The educational landscape is being disrupted, but maybe for the better.
This presentation at the Hellenic Open University Symposium on Open Universities in November 2015 sets out an argument for concern that the forward march of open universities in Europe may be threatened. The need for capacity for Higher Education in the developing countries, proposed by the UN Sustainable Development Goals, will need a radical transformation of quality and student success in order for ODEL and open universities to play a full role.
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
Christian M. Stracke, Esther Tan, Achilleas Kameas, Bill Vassiliadis, António Teixeira, Maria Do Carmo Teixeira Pinto, Cleo Sgouropoulou
National Quality Infrastructure System of Greece
GlobalNxt University offers high quality interactive education centered on a global learning community of students and professors, delivered in a flexible, online, community based format aimed squarely at working professionals who are committed to fulfil their management and leadership potential. To know more visit http://www.globalnxt.edu.my
2016-05-10 Læringsfestivalen To Share Open Education StrackeChristian M. Stracke
2016-05-10 Læringsfestivalen Invited Speech To Share or Not To Share Open Educational Policies, Methodologies and Resources by Christian M. Stracke from OUNL
Using MOOCs within traditional courses: students’ perspectiveDiana Andone
Using MOOCs within traditional courses: students’ perspective
Dr. Diana Andone, Vlad Mihaescu, Prof. Radu Vasiu
eLearning Center, Politehnica University of Timisoara, Romania
Paper presented at AACE International Conference eLEARN 2015, Kona, 19 - 22 October 2015
This paper presents the findings of a pilot to implement a blended learning model by merging content from MOOCs (Massive Open Online Courses) into a traditional higher education Masters Course. The main objective of the pilot was to examine how a MOOC based flipped classroom model might improve student learning and skills acquisition in a traditional higher education course, as well as to analyze the MOOCs impact on students’ learning behavior. The pilot included MOOCs from different online platforms, none of which were taught or developed by the tutors. Final reports, survey, interviews and report analysis are the techniques used to evaluate this pilot. This paper presents the results of technical and usability investigation, based on students’ findings. Outlines indicate that inclusion of high-quality MOOCs in a higher education flipped classroom can produce significant benefits in transforming the student learning process and the skills they acquire.
Presentation of Sandra Kucina Softic, EDEN Vice-President, SRCE at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
OER and OEP towards Equitable and Quality Education for AllROER4D
OER and OEP towards Equitable and Quality Education for All
Patricia B. Arinto
University of the Philippines - Open University
Open Education Global Conference, Cape Town, 8-10 March 2017
As India aspires for economic growth, it will need to invest in Education. Here's an examination of what is ailing the system, and recommendations for amending these.
Process Safety Management (PSM) is a concern in any of the industries who store, handle and process hazardous chemicals & gases. The risks related to process safety are often managed in an isolated way.
This presentation will help organisations to manage process safety risks in a more structured fashion.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
20160415 MIEF Free Education Open Learning Christian M. StrackeChristian M. Stracke
Free Education for Open Learning: Open educational policies, strategies and access for all - Speech at UNESCO Conference at International Education Fair 2016 in Moscow by Dr. Christian. M. Stracke (OUNL)
2019-07-09 Quality and Future of Open Education and MOOCs - Keynote at IEC201...Christian M. Stracke
2019-07-09 Quality and Future of Open Education and MOOCs - Invited Keynote at 10th International E-Learning Conference 2019 in Bangkok by Christian M. Stracke, OUNL
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
2016-06-14 EBE-EUSMOSI Teachers Workshop OER Open Education StrackeChristian M. Stracke
2016-06-14 EBE-EUSMOSI Teachers Workshop on Assessment for evidence -based inclusive school education Presentation by Christian M. Stracke OUNL on Open Education MOOCs and OER
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Invited speech at the Hearing of the European Parliament on "Promoting online education and research across national borders" in Paris on 5th of Decmber 2022 by Dr. Christian M. Stracke
Global Smart Education (GSE) Conference 2022 in Beijing, China: Invited Keynote on "Learning Quality, Artificial Intelligence and Ethics" hold by Christian M. Stracke (Germany), live streamed online and in the national TV programme in China
2018-08-23 EARLI Conference in Bonn Quality Reference Framework for MOOCs Str...Christian M. Stracke
2018-08-23 Paper Presentation at EARLI SIG 6-7 Conference in Bonn on The Quality Reference Framework for MOOCs by Christian M. Stracke and Esther Tan from OUNL
2018-07-13 MOOQ Conference in Athens MOOQ and the Quality of MOOCs - Findings...Christian M. Stracke
2018-07-13 Presentation at European MOOQ Conference in Athens on MOOQ and the Quality of MOOCs - Findings and Tools by Christian M. Stracke and Esther Tan from OUNL
2018-07-10 ICALT 2018 in Mumbai Gap between MOOC Designers and Learners on In...Christian M. Stracke
2018-07-10 Paper presentation at ICALT 2018 in Mumbai on Gap between MOOC Designers and Learners on Interaction and GMQS findings by Christian M. Stracke and Esther Tan from OUNL
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
2018-04-24 Presentation at OE Global 2018 in Delft on "How to make MOOCs better for specific target groups and developing countries?" by Christian M. Stracke, OUNL, Carlos Delgado Kloos (UC3M) et al.
2017-10-27 OEE Online Discussion Quality in Open Education StrackeChristian M. Stracke
2017-10-27 Open Education Europe portal by European Union - Online Discussion on the Quality in Open Education moderated by Christian M. Stracke from the Welten Institute of the OUNL
2017-05-14 KNOU Seminar Open Education OER MOOCs Learning Analytics StrackeChristian M. Stracke
2017-05-14 Speech at KNOU Seminar - Technology-Enhanced Learning and Open Education: OER MOOCs and Learning Analytics by Christian M. Stracke from OUNL
2017-03-08 OE Global Panel on Open Policies for OE with ICORE CC OEC UNESCO IITE by Christian M. Stracke from Open University of the Netherlands and ICORE
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Digital Tools and AI for Teaching Learning and Research
2016-08-16 Open Schools for Equity and Quality Education Invited Speech at LEF by Christian M. Stracke
1. Open Schools for
improving Equity and
Quality Education
(Open schools & global challenges of 21st century)
Plenary input @ LEF 2016 in Yakutsk
by Christian M. Stracke
Open University of the Netherlands
2. Open CC License for
sharing & re-using slides
This work is free to share under the creative commons licence:
"Attribution – Noncommercial – Share Alike 3.0"
You can copy, distribute and transmit the work under the following conditions:
1. Attribution –
2. Noncommercial –
3. Share Alike
Licence: Attribution-Noncommercial-Share Alike
Some rights reserved, see: http://creativecommons.org/licenses/by-nc-sa/3.0/
3. Selected Projects:
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling
5. Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
Annual international LINQ Conference
eLC European Institute
Standardization Chair in ISO & CEN
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact
6. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
7. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
11. Stracke, C.M., 2016
Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs
13. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
14. Two core factors:
1. Globalisation &
2. Worldwide Internet
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education
15. Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness
16. Not knowledge but competences are required to
meet future jobs and tasks still unknown today
Change from input to outcome orientation
Learning cha(lle)nges
(E-)Learning
Input: Outcome:
Knowledge Competences
19. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
21. Quality is key for
success and results
of learning processes
Learners needs,
Learning objectives,
Learning outcomes
and competences
Quality in Education
33. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
34. Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Strategic & organisational
35. Meso: Frameworks & Standards
Micro: Competence & Community
Macro: Movement & Strategies
Quality by OE
Strategic & organisational
39. Communities: ODS & ISE
www.opendiscoveryspace.eu
www.inspiring-science.eu & portal.opendiscoveryspace.eu/ise
> 10,000 teachers and
> 3,000 schools in 28 countries
53. MOOCs = Massive Open Online Courses
• cMOOCs vs. xMOOCs (vs. yMOOCs?)
• Openness?
• Quality?
• Tutoring?
• Completion rate?
The big advantage:
Mass marketing for E-Learning
MOOCs
54. MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ
55. The Reference Process Model:
Standard:ISO/IEC 19796-1
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical
realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for
contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resourcesDidactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction
design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance
56. Example of required adaptation:
Standard:ISO/IEC 19796-1
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resources
Didactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance
60. Inclusive: How to adapt? OEP
Equitable: How to offer? OER
Quality: How to improve? IDEAL
For all: How to deliver? OA
Sustainable dev goals
61. 1. What is Open Education?
2. Why Change in Education?
3. What is Quality in Education?
4. How to Improve Quality?
5. How to Participate?
Speech Overview:
62. O Open your mind for openness
P Put an open license on it
E Enrich OER and share them
N Network with same minded
I Involve your management
N Notify your communities
G Generate consensus
How to Open Education?
63. U Unite your open collections
P Promote them worldwide
E Enter global movements
D Discuss with decision makers
U U make the difference!
How to Open Education?
64. The leading European and
international Conference on
Learning INnovations & Quality
www.learning-innovations.eu
LINQ
65. ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE
66. Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?
72. Open Education is a Vision
that is happening!
Quality is most important
for your situation & learners
Inclusion and equity for all
to improve our Global Society!
73. Stracke, C. M. (2016). Openness for learning quality and change by Open Education in
theory and practice - Overview, history, innovations and policies: How can Open
Learning, OER and MOOCs achieve impact for earners, organizations and in society?
In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP. [in print]
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings.
Bucharest: EDEN. [in print]
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default?. Berlin: Logos. pp. 11-23.
All also online available at: http://www.opening-up.education
Further References
74. Stracke, C. M. (2014). How Innovations and Competence Development support Quality
in Lifelong Learning. The International Journal for Quality and Innovation
(INNOQUAL), Vol. 2 (3). pp. 35-44.
Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning,
Education and Training. 华东师范大学学报(自然科学版) Journal of East China
Normal University. Vol. 2014 (2). Shanghai: ECNU. pp. 1-12.
[DOI: 10.3969/j. ISSN 1000-5641. 2012.02.012]
Stracke, C. M. (2014). The Concept of Open Learning for Opening Up Education. In C. M.
Stracke et al. (Eds.), Changing the Trajectory: Quality for Opening up Education.
Berlin: Logos. pp. 15-24.
All also online available at: http://www.opening-up.education
Further References
75. Stracke, C. M. (2013). Open Learning: The Concept for Modernizing School Education and
Lifelong Learning through the Combination of Learning Innovations and Quality.
In C. M. Stracke (Ed.), Learning Innovations and Quality: The Future of Digital
Resources. Berlin: Logos. pp. 15-28.
Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. In Proceedings
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[= ICERI 2013]. Madrid: IATED. pp. 4654-4663 [ISBN: 978-84-616-3847-5].
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towards 2030 – using the results of the Open Discovery Space project. In
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All also online available at: http://www.opening-up.education
Further References
76. Stracke, Christian M. (2012): "Learning Innovations and Learning Quality: Relations,
Interdependences, and Future"; in: Stracke, Christian M. (ed.) (2012): The
Future of Learning Innovations and Learning Quality. How do they fit together?
Brussels: Gito. p. 13-25.
Stracke, Christian M. (2012): "Competences and skills for learning-outcome orientation:
Competence development, modelling, and standards for human resources
development, education and training"; in: 华东师范大学学报(自然科学版)
Journal of East China Normal University. Vol. 2012 (2). Shanghai: ECNU. p. 115-130.
Stracke, Christian M. (2011): "Competence and Skills Modelling for European HR and
Policies"; in: Stracke, Chr. M. (ed.): Competence Modelling for Human Resources
Development and European Policies. Bridging Business, Education and Training.
Brussels: Gito. p. 12-37.
All also online available at: http://www.opening-up.education
Further References
77. Stracke, Christian M. (2011): "Competences and Skills in the Digital Age: Competence
Development, Modelling, and Standards for Human Resources Development";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2011), Berlin/ Heidelberg: Springer. p. 34-46.
Stracke, Christian M. (2011): "Competence Modelling for Innovations and Quality
Development in E-Learning: Towards learning outcome orientation by
competence models"; in: Proceedings of World Confe-rence on Educational
Multimedia, Hypermedia and Telecommunication 2011 [= ED-MEDIA 2011];
Chesapeake, VA: AACE. p. 1885-1894.
Stracke, Christian M. (2010): "Quality development and standards in learning, education,
and training: adaptation model and guidelines for implementations"; in:
Информатизация образования и науки [= Информике (Informika),
ISSN 2073-7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136-146.
All also online available at: http://www.opening-up.education
Further References
78. Stracke, Christian M. (2010): "The Benefits and Future of Standards: Metadata and beyond";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2010). Berlin/ Heidelberg: Springer. p. 354-361.
Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training:
The Adaptation Model IDEA for the Introduction of Quality Development"; in:
Proceedings of the International Conference on the Past and Future of e-Learning
Standards. Tokyo (Japan). p. 26-36.
Stracke, Christian M. (2007): Quality Standards for Quality Development in e-Learning:
Adoption, Implementation and Adaptation of ISO/IEC 19796-1. Essen: eLC / Q.E.D.
Stracke, Christian M. (2006): "Process-oriented Quality Management", in: Ehlers, U.-D./
Pawlowski, J. M. (Eds.): Handbook on Quality and Standardisation in E-Learning.
Berlin: Springer. p. 79-96.
All also online available at: http://www.opening-up.education
Further References
79. Let us Opening up Learning,
Education and Training for ALL!
Towards Open Learning