This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues.
Co-presented with Sara Frank Bristow (Salient Research) at OER14 (http://oer14.org/)
This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues. In describing the policy context for OER we provide a short historical review of relevant policy, including the Budapest OA Initiative (2002); the establishment of a Global OER Community (2005); the Cape Town Declaration (2007) and the Paris Declaration (2012). We then go on to look at each continent in turn and talk about the different kinds of policy climates, highlighting local and national case studies which merit particular interest. We pay particular attention to the USA, where there are many interesting policies at institutional, local and state levels (and where original research has been undertaken in collaboration with OER pilot participants).
“Open Research Data: Implications for Science and Society”, Warsaw, Poland, May 28–29, 2015, conference organized by the Open Science Platform — an initiative of the Interdisciplinary Centre for Mathematical and Computational Modelling at the University of Warsaw. pon.edu.pl @OpenSciPlatform #ORD2015
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
POERUP is carrying out research to understand how governments can stimulate the uptake of OER by policy means. We aim to convince decision-makers that in order to be successful with OER, they will have to formulate evidence-based policies based on looking beyond one’s own country, region or continent, beyond the educational sector they look after. POERUP aims to study the end-user–producer communities behind OER initiatives. By comparing in-depth European case-studies to selected non-European ones we will refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities. We want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives.
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
This study examines the relationship between policy and practice in the world of open education. It draws largely on the findings of other research projects and their openly licensed outputs (e.g. Creative Commons, POERUP) to map open education policies. In this presentation we will take the audience on a 'world tour' of OER policy, highlighting important case studies and scaffolding a participative discussion where members of the OER community can refine their understanding of the key issues. In describing the policy context for OER we provide a short historical review of relevant policy, including the Budapest OA Initiative (2002); the establishment of a Global OER Community (2005); the Cape Town Declaration (2007) and the Paris Declaration (2012). We then go on to look at each continent in turn and talk about the different kinds of policy climates, highlighting local and national case studies which merit particular interest. We pay particular attention to the USA, where there are many interesting policies at institutional, local and state levels (and where original research has been undertaken in collaboration with OER pilot participants).
“Open Research Data: Implications for Science and Society”, Warsaw, Poland, May 28–29, 2015, conference organized by the Open Science Platform — an initiative of the Interdisciplinary Centre for Mathematical and Computational Modelling at the University of Warsaw. pon.edu.pl @OpenSciPlatform #ORD2015
The JRC report on Learning Analytics, 2017, gave a list of actions to policymakers. The panel input presents two national examples that follow the line of actions
POERUP is carrying out research to understand how governments can stimulate the uptake of OER by policy means. We aim to convince decision-makers that in order to be successful with OER, they will have to formulate evidence-based policies based on looking beyond one’s own country, region or continent, beyond the educational sector they look after. POERUP aims to study the end-user–producer communities behind OER initiatives. By comparing in-depth European case-studies to selected non-European ones we will refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities. We want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives.
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
African solutions to African problems: the role of research management tools ...Reed Elsevier
Describes SciVal as an efficient tool to find potential research collaborators on the African continent to support the ideology of African solutions to African problems.
Presentation of the state of play of university autonomy in Europe in 2017 based on 4 dimensions: organisational, financial, staffing and academic autonomy.
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The JRC published a report on the use of Learning Analytics in education. These slides talk about the research challenges that arise from that report.
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R., Research Evidence on the Use of Learning Analytics and Their Implications for Education Policy. (2016), Joint Research Centre Science for Policy Report.
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Charter & Code and the HR Strategy for Researchers – creating an excellent e...Dagmar M. Meyer
Presentation given at the NUAS Conference on Communication Challenges for Nordic Universities which took place in Stockholm on 12-14 August 2012.
For more details see http://www.webforum.com/nuasconference/web/page.aspx.
OER Impact: Collaboration, Evidence, Synthesis Robert Farrow
The OER Research Hub (OERRH) project works collaboratively with open education initiatives around the world to examine the impact of open educational resources. In this paper I will outline methods for organizing and disseminating open research into OER. In particular, I focus on the value of curation when combined with strategies for the visual presentation of evidence (especially mapping). The discussion is framed by a presentation of the OER Impact Map, an asset of OERRH.
The OER Research Hub (OERRH) project works collaboratively with open education initiatives
around the world to examine the impact of open educational resources. In this paper I will
outline methods for organizing and disseminating open research into OER. In particular, I focus
on the value of curation when combined with strategies for the visual presentation of evidence
(especially mapping). The discussion is framed by a presentation of the OER Impact Map, an
asset of OERRH.
OER Impact: Collaboration, Evidence, Synthesis OER Hub
Mapping has emerged as a key tool for building collective understanding of the world of OER. The UNESCO mapping initiative began with a period of collaboration between the Athabasca University OER mapping project and the OLnet project (OLnet 2012a) at The Open University, (a partner institution of the UNESCO Chairs in OER). The Athabasca Learning Chair in OER was created to promote institutional, national and regional adoption of OER. Over three weeks almost 900 members of the Athabasca OER community discussed and reflected on the potential use of an OER map (D’Antoni, 2012). This led to a wider period of consultation which gave rise to a simple metadata structure which was refined for the purpose of mapping evidence. While the description was never used to implement a full mapping service the approach has remained in the consciousness of the OER movement and there remain a recognized need for an OER map.
OER Impact Map (2014) is a custom Wordpress build which has been adapted for easy customization and bespoke post types. We are therefore able to publish information (currently limited to projects, policies and evidence but which could in future include repositories, experts, educators, funders, etc.) that is structured consistently and in ways which help users to search and filter to find the content which is relevant to them. Central to this approach are visual representations of the data which can be an effective support for navigating complex information and seeing underlying patterns of OER impact.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
African solutions to African problems: the role of research management tools ...Reed Elsevier
Describes SciVal as an efficient tool to find potential research collaborators on the African continent to support the ideology of African solutions to African problems.
Presentation of the state of play of university autonomy in Europe in 2017 based on 4 dimensions: organisational, financial, staffing and academic autonomy.
Learning Analytics – Research challenges arising from a current review of LA useRiina Vuorikari
The JRC published a report on the use of Learning Analytics in education. These slides talk about the research challenges that arise from that report.
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R., Research Evidence on the Use of Learning Analytics and Their Implications for Education Policy. (2016), Joint Research Centre Science for Policy Report.
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy
Presentation during the 14th Association of African Universities (AAU) Conference and African Open Science Platform (AOSP)/Research Data Alliance (RDA) Workshop in Accra, Ghana, 7-8 June 2017.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Charter & Code and the HR Strategy for Researchers – creating an excellent e...Dagmar M. Meyer
Presentation given at the NUAS Conference on Communication Challenges for Nordic Universities which took place in Stockholm on 12-14 August 2012.
For more details see http://www.webforum.com/nuasconference/web/page.aspx.
OER Impact: Collaboration, Evidence, Synthesis Robert Farrow
The OER Research Hub (OERRH) project works collaboratively with open education initiatives around the world to examine the impact of open educational resources. In this paper I will outline methods for organizing and disseminating open research into OER. In particular, I focus on the value of curation when combined with strategies for the visual presentation of evidence (especially mapping). The discussion is framed by a presentation of the OER Impact Map, an asset of OERRH.
The OER Research Hub (OERRH) project works collaboratively with open education initiatives
around the world to examine the impact of open educational resources. In this paper I will
outline methods for organizing and disseminating open research into OER. In particular, I focus
on the value of curation when combined with strategies for the visual presentation of evidence
(especially mapping). The discussion is framed by a presentation of the OER Impact Map, an
asset of OERRH.
OER Impact: Collaboration, Evidence, Synthesis OER Hub
Mapping has emerged as a key tool for building collective understanding of the world of OER. The UNESCO mapping initiative began with a period of collaboration between the Athabasca University OER mapping project and the OLnet project (OLnet 2012a) at The Open University, (a partner institution of the UNESCO Chairs in OER). The Athabasca Learning Chair in OER was created to promote institutional, national and regional adoption of OER. Over three weeks almost 900 members of the Athabasca OER community discussed and reflected on the potential use of an OER map (D’Antoni, 2012). This led to a wider period of consultation which gave rise to a simple metadata structure which was refined for the purpose of mapping evidence. While the description was never used to implement a full mapping service the approach has remained in the consciousness of the OER movement and there remain a recognized need for an OER map.
OER Impact Map (2014) is a custom Wordpress build which has been adapted for easy customization and bespoke post types. We are therefore able to publish information (currently limited to projects, policies and evidence but which could in future include repositories, experts, educators, funders, etc.) that is structured consistently and in ways which help users to search and filter to find the content which is relevant to them. Central to this approach are visual representations of the data which can be an effective support for navigating complex information and seeing underlying patterns of OER impact.
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
Open approaches to OER impact research Robert Farrow
In this session the work of OER Research Hub is outlined and the merits of open approaches to understanding impact are discussed. OER Research Hub(funded by the William and Flora Hewlett Foundation) works internationally in collaboration with a range of research partners to assess impact across different education profiles. This often requires rethinking methodological assumptions or working in adaptive and responsive ways in order to facilitate sharing of impact data. OER Research Hub thus uses open methods to investigate the impact of OER on education and learning. Open forms of dissemination employed include open access publication, blogging, open release of research data and research tools, open online courses and the OER Impact Map, which draws together data relating to our research hypotheses and shows how a plurality of content can be brought together through data visualisation and graphical mapping. In addition to discussing how some of these techniques might be used to assess impact in other areas I will present some of the headline findings from the project.
Mapping & Curation in OER Impact Research #altcRobert Farrow
Presentation from ALT-C conference, 2014 on the value of mapping and curation as an approach to impact research. The presentation includes some discussion of results from OER Research Hub.
Taking advantage of openness: understanding the variety of perspectives on op...OER Hub
There has been considerable coverage of the growth of Massive Open Online Courses (MOOCs) that give free access to courses that have familiar structures. However, there are many other ways in which Open Educational Resources are being used and influencing education. In the OER Research Hub we have worked across educational sectors looking at ways that OER are being adopted and used. In this paper we step back from some of the detailed work with collaborating projects to consider their different motivations and shared challenges. The case studies show how openness acts as inspiration, however the impact of openness can be harder to see. Our survey data is showing how open aspects can seem less important as projects seek to build to broad engagement, and that aims of widening access are challenged by findings that open education appeals to those who already have existing confidence and experience. The actions of the collaborating partners seek to address these issues for example through courses that help develop understanding of openness and by understanding the groups that they serve who have special needs.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
Open Educational Resources & Open Policy: Case StudiesBoyoung Chae
Everyone talks about OER Policy, but what does it mean? What do OER policies look like in practice? How do they impact OER initiatives? How does our government and our world perceive Open policy?
SBCTC invites you on a journey, one where you will explore different paths, each one reflecting on these questions through interviews with experts in various areas of OER.
These interviews are woven into a series of multimedia presentations on Open Education policy strategy, implementation, and vision.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level.
Factors that seem to be of particular relevance to smaller states include:
1. less money for extensive research and policy analysis
2. more influence of regional and isolated areas
3. easier decision-making, at least in theory
4. issues of lack of economies of scale, in particular if the national language is state-specific
5. greater interest in collaboration with some nearby states on educational issues
6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed
7. potentially greater danger of dominance by private sector interests
8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers.
The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues).
The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. • Research project at The Open University (UK)
• Funded by William & Flora Hewlett Foundation for two years
• Research team led by two professors
• Tasked with building the most comprehensive picture of OER impact
• Organised by 11 research hypotheses
• Collaboration model works across different educational sectors
• Research structured by hypothesis
OER Research Hub
oerresearchhub.org
#oerrhub
5.
6. • Research instruments applied
consistently across collaborations:
surveys, interview questions,
focus groups, etc.
• Supplemented by integration of
secondary research
• ‘Agile’ research, sprinting
• Thematic and methodological
cohesion provided by research
hypotheses
Research Process
8. Policy Hypothesis
• Consolidatory phase for OER movement after years of investment and piloting
• The need for an evidence base: advocacy, strategy, policymaking
• Lack of robust evidence for OER impact
• The evidence ‘problem’ in OER impact research
• Isolated ‘pockets of innovation’
• Has OER piloting led to expected level of policy innovation?
‘OER use encourages institutions to change their policies’
15. OER Impact Map: Maps
oermap.org
• Country Summary Map - evidence nodes organized by country
• OER Project Map - OER initiatives and projects around the world
• OER Evidence Map - all impact evidence is categorized according to the OER
Research Hub hypotheses
• OER Policy Map is the single largest curated collection of OER policies
• OER Impact Map aggregates the other maps
• Tweetmaps show a geographical summary of tweets for a particular Twitter
hashtag. E.g. #oermap for outreach; #oerrhub for tracking project activity.
• Maps by others
16. OER Impact Map: Maps
oermap.org
• Country Summary Map - evidence nodes organized by country
• OER Project Map - OER initiatives and projects around the world
• OER Evidence Map - all impact evidence is categorized according to the OER
Research Hub hypotheses
• OER Policy Map is the single largest curated collection of OER policies
• OER Impact Map aggregates the other maps
• Tweetmaps show a geographical summary of tweets for a particular Twitter
hashtag. E.g. #oermap for outreach; #oerrhub for tracking project activity.
• Maps by others
18. Methodology
OER Policy Map aggregates data from various places, including:
• CC Open Policy Network
• POERUP Wiki
• SPARC ‘Policies and Projects’
• OER Advocacy email list
Since there’s a lot of inaccurate data about OER policy, map data is hand curated to
increase accuracy. Only current or existing policies are included – not those which
have only been proposed.
Data may be filtered according to scope/forum and/or educational sector. Policies
need not result from pilots…
19. OER Policy Map uses
custom Wordpress
entries to aggregate data
about policies in support
of open education
22. • Budapest Open Access Initiative (2002)
• UNESCO Forum on Open Courseware (2002)
• UNESCO International Institute for Educational Planning (IIEP) & Global OER
Community (2005)
• Cape Town Open Education Declaration (2007)
• Dakar Declaration on OER (2009)
• Commonwealth of Learning/UNESCO Guidelines on OER in HE (2011)
• 2012 OER Paris Declaration
International OER policy: milestones
24. National OER Policies (Europe)
• Cyfrowa szkoła (Digital School, Poland)
• Digital School, Greece
• El Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios
(CeDeC) Spain
• Finnish National OER Strategy
• Flemish Ministry of Education and Training investment in OER
• Fundacja Orange (Orange Academy, Poland)
• JISC/HEA OER Programme
25. National OER Policies (Europe)
• Nasjonal digital læringsarena / Norwegian National Digital Learning Arena
• OER initiatives of the Portuguese Ministry of Education and Science
• OER Policy in Romania
• Wellcome Trust witholds grant payments for failure to publish openly
• Wikiwijs Repository, The Netherlands
26. in service of The Open University
Scottish Open Education Declaration
Open Scotland is a a voluntary cross sector initiative
led by Cetis, SQA, Jisc RSC Scotland and the ALT
Scotland SIG, which aims to raise awareness of open
education, encourage the sharing of OER, and
promote the development of open policy and practice.
The Scottish Open Education Declaration calls on the
Scottish Funding Council and Scottish Further and
Higher Education Institutions to endorse the following
principles:
• Promote access to learning through open
educational resources
• Support the adoption of open licenses
• Foster strategic open education alliances
• Support the development of user-friendly tools and
technologies
• Promote adoption of OER policy
R Regional policies
27. in service of The Open University
Wales Open Education Declaration of
Intent
This document drafted by the Vice-Chancellors of Higher
Education Wales represents their collective agreement: to
ensure that any designated teaching and learning material
released under open licence can be adapted and
redistributed without cost or restriction. Further language
supports the use of Open Educational Resources (OER),
"encouraging the introduction of open educational practice
into every part of the university."
R Regional policies
In Europe policies tend to be either institutional, national or
international (EU, UNESCO, etc.)
28. OER Policy in North America
In North America there are more ‘regional’ policies – decisions
are made at the state and district level.
29. North America
Canada
• BC Open Textbooks Project (2012)*
• MOU between Alberta, British Columbia and Saskatchewan (2014)*
• 19 Canadian institutional policies listed in ROAR (2014)
United States
• National Education Technology Plan (NETP) (2010)*
• Department of Labor (TAACCCT) Grant Program (2009)
• K-12: state, district, and school-based policies
*Are these actually ‘policies’? To discuss later
30. United States: K-12 overview
K-12 education devolved to individual states
• Discrete policy environments, different barriers
• Role of key individuals and funding
• Common Core curriculum stimulates interest, funding
Generally speaking…
• Most K-12 state ‘policies’ still removing barriers to usage
• Some state-led pilots/ initiatives progress without formal ‘policies’
• No one is succeeding without funding
• No one is succeeding without an ‘OER champion’
31. Prominent US K-12 OER
Utah
• Administrative rule (R277-111) enables CC-BY sharing (2009)
• Pilot (Open High School) + Policy (R277-111) + Champion (Wiley) + Funding
(Hewlett/state) = Open Textbooks in all high schools this year ($5 each)
Washington State
• Legislation (HB2337) establishes/funds K-12 open course library (2013)
• Pilots (many) + Policy (HB2337) + Champions (Green/Carlye/Nelson) + Funding
(state) =
• …too soon to tell
32. Other state-level US K-12 OER
Policies removing barriers to creation/uptake
• Maine requires information clearinghouse on online/open resources use, LD569 (2011)
• Virginia permits instructors to openly license materials, HB1941 (2009)
• W. Virginia permits open materials to be considered for curriculum SB631 (2010)
• Texas allows inclusion of OER on list of approved instructional materials HB2488 (2009)
• Minnesota requires a catalog of publicly available digital learning content, Chap. 273 (2012)
Initiatives driving creation/uptake
• California launches Free Digital Textbook Initiative to spur open textbook creation (2009)
• New York releases RFP for curriculum modules which must be released CC-BY (2011)
• Idaho vets, categorizes, ensures access to, and encourages use of OER (2012)
• Illinois is building ISLE IOER platform for accessing interoperable OER (2013)
33. South America and Asia
South America
• OER-Brazil: initiative (2008) but functions to stimulate others
• São Paulo, Brazil (municipal government): CC-BY (2011)
Asia
• Chinese Quality Open Course Project (2011)
• Indonesia Higher Education Law
34. • AUSGoal – Australian Governments Open Access and Licensing Framework
• OER commons for New Zealand Schools
• Kenya National OER Policy
• South African White Paper for Post-School Education and Training
National OER Policies (Rest of World)
35. No time to discuss at length but we can observe the following:
• Policies for institutional archiving of OER (examples)
• Policies that support open access
• Publicly funded = openly licensed?
• Statements of support that arguably fall short of policies
• Policies that make no specific recommendation in light of OER (e.g. improve
access to technology) – are these OER policies?
Local/Institutional Policies
38. Reflections
• There is little uniformity in the ways that policies come into being, though
challenges are more uniform
• There are many more examples of pilots not leading to policy change but these
are harder to evidence
• Policy and practice (pilots) often proceed hand in hand, each impacting the other
• Attempting to taxonomize policies challenges the underlying assumptions: e.g.
what is a policy? Must it mandate something? Must it be written as law?
• How are decisions made in practice - do policies matter?
• Is the ambiguity around OER policy a help or a hindrance?
• ‘Direct’ vs ‘indirect’ policy support for OER
• ‘Removing barriers’ vs ‘Driving OER’