Dr. Alek Tarkowski's presentation on the International Conference e-Society.mk 2012, held annually in Skopje, Macedonia, entitled "Open Education for an Open Society – Let’s Share the Knowledge!"
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
Defining OER policies for public content, and bringing them to lifeAlek Tarkowski
"Defining OER policies for public content,
and bringing them to life", presentation given at the OER policy workshop during OER14 conference on 28.04.2014 in Newcastle upon Tyne.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document outlines Paula Cardoso's PhD research on open educational practices (OEP) in public higher education in Portugal. The research aims to identify recommendations and initiatives promoting OEP at the European and national levels, examine how public universities in Portugal adopt OEP, and characterize OEP among faculty. The study seeks to understand how OEP are promoted at multiple levels and implemented in practice. The research questions are addressed at the macro, mezzo, and micro levels. The study is relevant given challenges in integrating technology, the need for more open and collaborative learning models, and universities' roles in the knowledge economy.
The document discusses the unX project, an online community for entrepreneurship and lifelong learning in Latin America. It provides context on the Center for Higher Virtual Education (CSEV), which focuses on open innovation in eLearning. CSEV's projects include MOOCs that have enrolled over 300,000 students and an entrepreneurship community called unX with almost 30,000 members.
unX uses a phased learning approach that begins with MOOCs, builds an open knowledge community, offers certifications, and facilitates the creation of new businesses and local partnerships. The goal is to stimulate entrepreneurship and support aspiring entrepreneurs. The methodology combines MOOCs with an active social community based on practical challenges, collective learning
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
2006 Pfeffer Open Knowledge Resources Slidestpfeffer
This document discusses open knowledge resources as an alternative to commercial academic resources like publications, learning materials, and software. It describes problems with traditional commercial models, such as rising prices and restrictive access. The presentation then outlines different types of open knowledge initiatives that make resources freely available online through repositories, open access journals, and open source software. It concludes that open resources are a better model because knowledge should be shared rather than privatized for profit. Universities should focus on producing rather than just consuming knowledge and use existing open resources when possible.
Implementation of Virtual Exchange: Lessons from EVOLVE and Erasmus+ Virtual ...Sake Jager
This document summarizes a presentation on virtual exchange programs and lessons learned. It discusses what virtual exchange is, how students define it, its aims to promote intercultural understanding and skills. Specific programs like Erasmus+ Virtual Exchange and EVOLVE are introduced that provide online training and support for educators implementing virtual exchanges. Student and teacher experiences from virtual exchange projects between universities in France and Spain are positive in developing skills like intercultural competence and collaboration. The presenters aim to continue and expand such virtual exchange projects in the future.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
Defining OER policies for public content, and bringing them to lifeAlek Tarkowski
"Defining OER policies for public content,
and bringing them to life", presentation given at the OER policy workshop during OER14 conference on 28.04.2014 in Newcastle upon Tyne.
This document discusses why schools should use free and open source GIS software (FOSS4G). It begins by introducing the presenter from Porto, Portugal and their involvement in the Portuguese OSGeo Education Workgroup. The presenter then outlines the key points to be covered, including the benefits of teaching with software, advantages of free over closed software for education, the Education Workgroup's initiatives and case studies, and future plans. Some of the main advantages highlighted for FOSS4G in schools are no licensing costs, freedom to access and modify source code, and learning open source principles. The document also describes the Education Workgroup's projects to promote FOSS4G adoption in Portuguese schools.
This document outlines Paula Cardoso's PhD research on open educational practices (OEP) in public higher education in Portugal. The research aims to identify recommendations and initiatives promoting OEP at the European and national levels, examine how public universities in Portugal adopt OEP, and characterize OEP among faculty. The study seeks to understand how OEP are promoted at multiple levels and implemented in practice. The research questions are addressed at the macro, mezzo, and micro levels. The study is relevant given challenges in integrating technology, the need for more open and collaborative learning models, and universities' roles in the knowledge economy.
The document discusses the unX project, an online community for entrepreneurship and lifelong learning in Latin America. It provides context on the Center for Higher Virtual Education (CSEV), which focuses on open innovation in eLearning. CSEV's projects include MOOCs that have enrolled over 300,000 students and an entrepreneurship community called unX with almost 30,000 members.
unX uses a phased learning approach that begins with MOOCs, builds an open knowledge community, offers certifications, and facilitates the creation of new businesses and local partnerships. The goal is to stimulate entrepreneurship and support aspiring entrepreneurs. The methodology combines MOOCs with an active social community based on practical challenges, collective learning
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
2006 Pfeffer Open Knowledge Resources Slidestpfeffer
This document discusses open knowledge resources as an alternative to commercial academic resources like publications, learning materials, and software. It describes problems with traditional commercial models, such as rising prices and restrictive access. The presentation then outlines different types of open knowledge initiatives that make resources freely available online through repositories, open access journals, and open source software. It concludes that open resources are a better model because knowledge should be shared rather than privatized for profit. Universities should focus on producing rather than just consuming knowledge and use existing open resources when possible.
Implementation of Virtual Exchange: Lessons from EVOLVE and Erasmus+ Virtual ...Sake Jager
This document summarizes a presentation on virtual exchange programs and lessons learned. It discusses what virtual exchange is, how students define it, its aims to promote intercultural understanding and skills. Specific programs like Erasmus+ Virtual Exchange and EVOLVE are introduced that provide online training and support for educators implementing virtual exchanges. Student and teacher experiences from virtual exchange projects between universities in France and Spain are positive in developing skills like intercultural competence and collaboration. The presenters aim to continue and expand such virtual exchange projects in the future.
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
This is the third in a series of three reports which together aim to chart the media and learning landscape in Europe. As explained already in the earlier reports they are part of a process of familiarisation which is at the heart of successful European network building. This network building process is being by led the MEDEAnet project which is responsible for the production of the series.
MEDEAnet involves 8 partners in 7 European countries and is a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
The document summarizes the Learning about Politics EU project which aimed to support young people's participation in politics through digital storytelling and web 2.0 technologies. It discusses the challenges faced by different partners in piloting activities based on whether they worked with schools or external groups. It then describes the specific approach taken for the German pilot, which involved developing an online resource center organized by learning pathways and digital stories. Outreach efforts to involve external users and teachers met limitations. Future work will focus on cooperation with other political education projects and using the online resources for teacher training.
Mainstreaming OER - policies, strategies and initiativesGiles Pepler
This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.
The power of the three words and one acronym: OER vs OERCarmen Holotescu
The document discusses open educational resources (OER) and related initiatives in Romania. It defines OER and provides examples of current Romanian projects promoting their creation and use. These include national guidelines on OER published in 2007 and 2012, a Romanian OER coalition formed in 2013, and OER incorporated into the government's 2013-2016 program. Strengths of Romanian OER efforts include trainings offered across education sectors and proposals to include OER in formal policies. Recommendations focus on using existing educational content under open licenses, creating an OER repository, and encouraging OER in teacher training programs and on approved materials lists.
The document discusses lessons learned from the OurSpace project, which aimed to create a cross-border eParticipation platform for youth political deliberation. An evaluation methodology was developed using 4 levels and 11 indicator categories to measure the project's objectives and results. The methodology included questionnaires, interviews, data analysis and focus groups. Results showed that while the platform facilitated relevant political discussions for youth, decision maker participation was limited. Technical features were satisfactory but could be enhanced to better support networking and community aspects. Promotion through diverse channels helped engage users.
Open Educational Resources Overview (NAGPS LAD, 09/27/15)Nicole Allen
The document discusses the rising costs of textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation or other costs like tuition. This has made textbooks unaffordable for many students and negatively impacted their academic performance. The document then introduces OER as freely available resources that can be legally adapted and shared, and provides examples of OER repositories and initiatives. It discusses evidence that using OER can reduce costs for students and institutions without harming learning outcomes. The document advocates for policies and programs to promote greater OER adoption.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Closing plenary - John Wilkin and David MaguireJisc
Infrastructure for US research and scholarship
Speaker: John Wilkin, dean of libraries and university librarian at the University of Illinois, previous executive director, HathiTrust.
Efficient infrastructure for UK research
Speaker: David Maguire, vice-chancellor of the University of Greenwich and chair of Jisc.
Jisc and CNI conference, 6 July 2016
The Greek speaking Minority Education in Istanbul: how open is it?LangOER
This document summarizes a presentation on the Greek speaking minority education in Istanbul. It discusses the historical context of the Greek Orthodox minority population in Istanbul and nearby islands, which has declined significantly over time due to emigration and language shift toward Turkish. It describes the current bilingual educational system for the minority, where some subjects are taught in Greek and others in Turkish, according to the Treaty of Lausanne. However, it notes that Greek language instruction and materials are limited. Overall the presentation examines factors contributing to the loss of Greek language use among the minority population and explores whether open educational resources could help address this issue.
Authors: Sandra Schaffert, Guntram Geser.
In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
This is the third in a series of three reports which together aim to chart the media and learning landscape in Europe. As explained already in the earlier reports they are part of a process of familiarisation which is at the heart of successful European network building. This network building process is being by led the MEDEAnet project which is responsible for the production of the series.
MEDEAnet involves 8 partners in 7 European countries and is a 3-year network project funded under KA3 of the Lifelong Learning Programme, running from January 2012 to December 2014.
European university networking and the role of the e u.university hubEADTU
This document provides an overview of the OpenU project, which aims to create a European online and blended learning platform to facilitate cooperation between higher education institutions. The 3-year, €2.6 million project involves 21 partners across 10 European countries and will focus on developing educational cooperation, increasing student and staff mobility, and challenge-based learning. It will establish a single online access point for students and provide resources to support digital pedagogy and curriculum development. The project consists of 6 work packages and 4 clusters that will experiment with the online hub's functionalities to support inter-university cooperation.
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
The document summarizes the Learning about Politics EU project which aimed to support young people's participation in politics through digital storytelling and web 2.0 technologies. It discusses the challenges faced by different partners in piloting activities based on whether they worked with schools or external groups. It then describes the specific approach taken for the German pilot, which involved developing an online resource center organized by learning pathways and digital stories. Outreach efforts to involve external users and teachers met limitations. Future work will focus on cooperation with other political education projects and using the online resources for teacher training.
Mainstreaming OER - policies, strategies and initiativesGiles Pepler
This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.
The power of the three words and one acronym: OER vs OERCarmen Holotescu
The document discusses open educational resources (OER) and related initiatives in Romania. It defines OER and provides examples of current Romanian projects promoting their creation and use. These include national guidelines on OER published in 2007 and 2012, a Romanian OER coalition formed in 2013, and OER incorporated into the government's 2013-2016 program. Strengths of Romanian OER efforts include trainings offered across education sectors and proposals to include OER in formal policies. Recommendations focus on using existing educational content under open licenses, creating an OER repository, and encouraging OER in teacher training programs and on approved materials lists.
The document discusses lessons learned from the OurSpace project, which aimed to create a cross-border eParticipation platform for youth political deliberation. An evaluation methodology was developed using 4 levels and 11 indicator categories to measure the project's objectives and results. The methodology included questionnaires, interviews, data analysis and focus groups. Results showed that while the platform facilitated relevant political discussions for youth, decision maker participation was limited. Technical features were satisfactory but could be enhanced to better support networking and community aspects. Promotion through diverse channels helped engage users.
Open Educational Resources Overview (NAGPS LAD, 09/27/15)Nicole Allen
The document discusses the rising costs of textbooks and the potential for open educational resources (OER) to help address this issue. It notes that textbook prices have risen much faster than inflation or other costs like tuition. This has made textbooks unaffordable for many students and negatively impacted their academic performance. The document then introduces OER as freely available resources that can be legally adapted and shared, and provides examples of OER repositories and initiatives. It discusses evidence that using OER can reduce costs for students and institutions without harming learning outcomes. The document advocates for policies and programs to promote greater OER adoption.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Closing plenary - John Wilkin and David MaguireJisc
Infrastructure for US research and scholarship
Speaker: John Wilkin, dean of libraries and university librarian at the University of Illinois, previous executive director, HathiTrust.
Efficient infrastructure for UK research
Speaker: David Maguire, vice-chancellor of the University of Greenwich and chair of Jisc.
Jisc and CNI conference, 6 July 2016
The Greek speaking Minority Education in Istanbul: how open is it?LangOER
This document summarizes a presentation on the Greek speaking minority education in Istanbul. It discusses the historical context of the Greek Orthodox minority population in Istanbul and nearby islands, which has declined significantly over time due to emigration and language shift toward Turkish. It describes the current bilingual educational system for the minority, where some subjects are taught in Greek and others in Turkish, according to the Treaty of Lausanne. However, it notes that Greek language instruction and materials are limited. Overall the presentation examines factors contributing to the loss of Greek language use among the minority population and explores whether open educational resources could help address this issue.
Incentives for sharing research data – Veerle Van den Eynden, UK Data Service
Incentives to innovate – Joe Marshall, NCUB
Incentives in university collaboration - Tim Lance, NYSERNET
Giving researchers credit for their data – Neil Jefferies, The Bodleian Digital Library Systems and Services (BDLSS)
Jisc and CNI conference, 6 July 2016
The Basque language in education: from mono to multilingualismLangOER
The document discusses the evolution of language education policy in the Basque Autonomous Community of Spain from a monolingual model focused on Spanish to a multilingual model that recognizes Basque and Spanish as official languages. It describes key milestones like the end of Franco's dictatorship in 1975 and approval of statutes granting Basque official language status in 1978 and 1979. It also outlines the IRALE program established in 1982 to train teachers to conduct classes in Basque, growing from 5% to 82% proficiency. Looking ahead, it discusses experimenting with a trilingual model and ongoing challenges in implementing plurilingual education.
Short summary: "OER uptake for lesser-used languages"LangOER
The document discusses language education for lesser-used languages in several European countries. It describes the current state of educational resources for languages like Sami in Finland, Basque in Spain, Hungarian in Slovakia, and Greek in Istanbul, Turkey. These languages have few commercially produced teaching materials and resources mainly consist of paper translations. The document concludes that European language policies do not mention open educational resources (OER) as a way to address the scarcity of materials. Adapting and reusing OER from majority languages could increase resources for lesser-used language educators and students. However, European OER policies have not yet engaged regional and minority language stakeholders.
OER In practice - Cultural appropiation of open contentLangOER
The document discusses the cultural appropriation of open educational resources (OER) in different contexts. It makes three key points:
1) OER need to be fully integrated and adapted to local contexts and educational cultures in order to be effectively utilized. Resources may remain unexplored if the adaptation is not appropriate for the end users' teaching beliefs, values, and philosophy.
2) Various pedagogical dimensions like assessment, teacher-learner roles, and epistemological beliefs can be interpreted differently across cultures. An approach seen as central in one culture may seem inappropriate in another.
3) Facilitators of OER adaptation played an active role in linguistically, organizationally, pedagogically,
The document summarizes reforms to the Danish public school system with the goals of:
1. Clarifying and simplifying the curriculum.
2. Improving standards through a longer and more varied school day with enhanced teaching.
3. Developing teachers' professional skills.
The reforms aim to provide a better framework for goal-oriented teaching and learning through a clearer curriculum, improved student planning, and a new educational portal. Municipalities report developing more motivating school days including digital resources and rethinking school structures. Standards are being developed and tested to better share digital learning resources across platforms.
OER In practice - Swedish teachers participating in collegial collaboration a...LangOER
Swedish teachers participated in an 8-week online course about open educational resources (OER) from March to August 2015. The course, called "Going Open Sweden," engaged 39 teachers across Sweden and was built around Wiley's 5 R's of openness - retain, reuse, redistribute, revise and remix. Some teachers created and shared their own OER on topics like book trailers and intercultural communication. While a few teachers regularly share OER, most do not due to lack of time or uncertainty about the quality of their work. The course was an eye-opening experience for participants about the possibilities of OER and getting over barriers to sharing educational resources openly.
MOOCs for Language learning and OpportunitiesLangOER
This document summarizes a discussion about making MOOCs more reusable in different contexts. Key points addressed were how to build in adaptability from the start using open source programs and low adaptation costs. Another topic was the downfalls of openness in online education, with solutions focusing on making it easier to add third party support services for translation, English as a second language, and online study skills. Recommendations included collaborating with other institutions to stimulate communities of practice and making it easier to add third party support services.
Europeana is a digital platform providing access to over 53 million digitized cultural heritage items from across Europe. It aims to make these resources available for educational purposes through partnerships with organizations in the formal and informal education sectors. These distribution partners help integrate Europeana's content into their own systems and environments to strengthen the relationship between education and culture. Europeana also facilitates greater promotion and reuse of cultural heritage through policy work and by highlighting open initiatives that utilize its collection. A variety of resources are available on Europeana, including items that can be freely reused, collections in different languages, and tools to search for openly licensed content.
The document discusses a conference called LangOER – EdReNe that focused on promoting diversity for European languages through open education. It describes the Learning Resource Exchange (LRE) for schools, an initiative developed by the European Schoolnet to provide access to learning content repositories. The LRE has a small number of members but a large collection of open educational resources. The document proposes stronger collaboration between the LRE and the EdReNe Network, a larger network of educational repository experts, to address issues like funding and technical challenges through joint meetings and activities.
ECMI project on status of minority languages and languages rights in EuropeLangOER
This document discusses language policies and minority rights. It provides background on linguistic diversity globally and in Europe. It outlines the pragmatic and symbolic roles of language. It discusses language as a human right, with state authorities having obligations to respect minority language rights, promote diversity, and ensure non-discriminatory access to languages. The document also examines tools for assessing the status of minority languages and relevant international instruments, with a focus on the European Charter for Regional or Minority Languages and its provisions for protecting and promoting minority languages.
Researcher data management shared service for the UK – John Kaye, Jisc
Hydra - Tom Cramer, Stanford University and Chris Awre, University of Hull
Addressing the preservation gap at the University of York - Jenny Mitcham, University of York
Emulation developments - David Rosenthal, Stanford University
Jisc and CNI conference, 6 July 2016
This document summarizes an EdReNe session on looking ahead at new and ongoing initiatives related to open educational resources (OER) and less used languages (LUL). It lists presentations from various members and a discussion on proposed policy recommendations to promote OER for LUL, including recommendations for the European Commission, governments, and institutions. Participants were asked to provide thoughts on the recommendations through online brainstorming tools.
Teaching regional or minority languages in SlovakiaLangOER
The document discusses teaching minority languages in Slovakia. It notes that minority language education is guaranteed by the constitution and follows the School Act and State Education Programs. Education is provided for Hungarian, Ukrainian, Roma, and Ruthenian minorities in kindergartens, primary and secondary schools. The numbers of schools that teach each minority language as the language of instruction are provided. The National Institute for Education supports minority language education through seminars, conferences, competitions and resource materials.
OER In practice - Lifelong learning of teachers and Open Education Resources:...LangOER
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Alek Tarkowski - Building a National Open Educational Resources Policy; Examples from Poland and Other Countries
1. Building a national open
educational resources policy.
Examples from Poland and other
countries.
Dr Alek Tarkowski
Centrum Cyfrowe / Creative Commons PL
With support from
Open Society Foundations
3. ●
Open e-textbooks project in the „Digital
School” program
●
Open Educational Resources Policy and its
context
4. ●
Open e-textbooks project in the
„Digital School” program
●
Open Educational Resources Policy and its
context
5. ●
Open e-textbooks project in the
„Digital School” program
●
Context: OER developments in Poland in the last
5 years
●
Coalition for Open Education (KOED):16
members
●
Public OERs:
●
„Polish Aid” program
●
„Włącz Polskę” program for Polish schools
abroad
●
Grassroots activities
●
Wolne lektury: open books portal for schools
●
Active Wikipedia community
●
Khan Academy localization
6. The „Digital School” program (2011).
●
●
A history of school IT programs in Poland
since 2000.
●
A dominant equipment-based approach
(or equipment and infrastructure) since
2011.
●
„Digital school” as a balanced project:
equipment, teacher skills, content.
7. The „Digital School” program (2011).
●
●
2012-2013: pilot in 380 schools, 4th
grades
●
12,8m EUR for equipment, 4.7m EUR for
teacher training, 13m EUR for educational
resources + supplementary research
study in 24 schools (1,2m EUR)
8. How much textbook(s) cost?
Approximately whole textbooks
market is 1 billion PLN big;
About 15% of textbooks cost are
coverd by government in support
program for families with
financial difficulties;
Publishers also used European
Union R&D grants, were
contractors for many ICT
programs where resources were
also created beside of textbook
Source: Dziennik Gazeta Prawna
market.
9. ●
What model for educational resources
does Polish education need?
●
Need for personalized education
●
From textbooks to „content clouds” as
optimal proposed model
●
Reality: minimal willingness of teachers to
adapt / personalize resources and
teachings
●
Teachers dependent on commercial
teaching materials
10. ●
Open Educational Resources in the
„Digital School” program.
●
Open model offers best means for fulfilling
program's goals
●
Both textbooks and other (non-certified
content)
●
Crucial questions:
●
How to ensure high quality content will be
produced (open is not enough)
●
How to coexist with the market model
and commercial actors?
11. ●
Open Educational Resources in the
„Digital School” program.
●
Approximately 56m PLN, of which 45m
PLN (12m EUR) assigned for e-textbooks
●
18 textbooks covering K12 core courses
until 2015
Leading institution: Center for Education
Development (ORE)
●
Partnership model: 1 technological and 4
content partners (instead of a grant
model)
12. ●
What Open Educational Resources
Model?
●
Creative Commons Attribution (CC BY) or
equivalent
●
Strong open licensing due to specificity of
educational needs
●
In line with Capetown (and currently also
Paris Declaration)
●
Non/commercial as key controversy
●
Also accessibility and open software
standards
13. ●
Expected results of chosen Open
Educational Resources model.
●
CC BY ensures greatest potential impact
through ease and scale of use, by
decreasing legal uncertainty
●
CC BY allows for commercial reuse of
textbooks (new business models)
●
Print?
●
Premium versions?
●
„Remixes”?
●
Free core content can enhance new
educational service development - like a free
API for new educational projects
14. ●
Why did we succeed with introducing
OER policy?
●
Coalition for Open Education, active since
2008
●
A dialogue process between government
and civil society
●
Open public resources initiative within the
government
15. ●
Key elements for successful open e-
textbooks project
●
Teacher training, including open models
(→ training component)
●
Leading institution: innovation and support
●
Clear concept for e-textbook and their use
●
IT equipment and connectivity as
necessary elements
●
Fostering use and re-use of OERs, by
teachers and publishers
16. Future is uncertain: challenges ahead
●
●
Lack of a clear concept for an e-textbook
●
How it will be used in class?
●
Electronic or paper?
●
What equipment? (Both technological
change and availability of IT in the school
system).
17. ●
Challenge no. 1: opposition of
publishers
●
Critique at planning: only non-textbooks
resources are acceptable
●
Publicly funded content as unfair competition,
fear of market destruction and public monopoly
●
Low quality of open public resources
●
Low Research and Development capacity in
comparison to professional publishers
●
Boycott / attack on the public tender process
●
Negative PR
●
Letter to the European Commission
●
Letter to public universities
18. ●
Challenge no.2: indifference of school
system
●
Low digital skills and competences of teachers –
hey role of the training component
●
Low awareness of legal issues, teachers
functioning within loosely defined fair use zone
●
Low capacity for reuse / remix of content
19. ●
Public response to the challenge
●
Public funding accepted and co-exists along the
market in many sectors; a model for public
funding of textbooks is acceptable – not unfair
competition
●
Many arguments prove that OERs are an
effective public investment in a digital educational
environment (but argument still needs to be
tested)
●
Support for OER emerging at EC level
●
Quality to be tested; quality and R&D of
commercial offer also uneven;
20. ●
Public response to the challenge
●
Open public content can have a positive,
although disruptive role on a market that is not
adapting fast enough on its own
●
Not just open content, also open standards
(WCAG, HTML5, open formats)
●
Generative character of open content (same
argument as with reuse of public information)
21. ●
Mythbusting of allegations
●
Not a monopoly, but cost effective support for
equal opportunities to learn. (Public mission vs.
Business logic)
●
Quality management and review process will be
same – same chances and risks
●
Money for commercial R&D comes mostly from
public grants and has not been well invested.
Startups and NGOs have better track record
●
Quality of textbook does not depend on if it's
reuseable or not, but when it is reusable, quality
can constantly be improved.
22. ●
Open e-textbooks project in the „Digital
School” program
●
Open Educational Resources Policy
and its context
23. ●
Open Public Resources policy as a
basic framework for public content
●
Inspiration from rules for access to public
information
●
Public data as a same type of content that
generates value through reuse when openly
available – cultural content is similar (Hargreaves
Report in the UK)
●
Main types of applicable content: education,
science, culture
24. ●
Open Educational Resources policy as
open content policy, globally
●
Policy for public resources just one „path” for
OER – alongside a) OER grassroots initiatives
and b) OER business models
●
Capetown Declaration (2007): „governments, school
boards, colleges and universities should make open
education a high priority. Ideally, taxpayer-funded
educational resources should be open educational
resources”.
25. Open Educational Resources policy:
●
UNESCO Paris Declaration (2011)
●
Reinforce the development of strategies
and policies on OER.
●
Promote the development of specific policies for the
production and use of OER within wider strategies for
advancing education.
●
Encourage the open licensing of
educational materials produced with
public funds
●
Governments/competent authorities can create
substantial benefits for their citizens by ensuring that
educational materials developed with public funds be
made available under open licenses (with any
restrictions they deem necessary) in order to
maximize the impact of the investment.
26. ●
Open Public Resources policy as a
basic framework for public content
●
Elements for European Open Public Resources
policy
●
Re-use directive extended to cultural
institutions
●
Open Access Pilot, plans for its extension
●
Consultations on Open Educational Resources
27. ●
Open Public Resources Bill in Poland
●
Unified framework for education, science culture
– single rule, but with exceptions for each sphere
●
General rule: all content produced or financed
publicly should be made publicly available
●
Clear ownership of rights to content + open
licensing (CC BY as standard)
●
Concurrent declarations on OA by the Ministry of
Science – possibly applying also to higher
education OER
28. ●
Open Public Resources policy globally
●
Open Society Foundations – fostering OER
policy development in several key countries:
Brasil, Macedonia, Netherlands, Poland
●
Brasil: policy work to supplement work by OER
community:
●
Sao Paolo city policy (CC BY-NC-SA)
●
national policy in the Parliament
●
1) public educational resources to be made openly
available
●
2) resources produced by public servants should be
OER
●
3) govt support for OER repositories
29. ●
Open Public Resources policy globally
●
United States
●
State-level initatives for higher education
(California, Washington)
●
2bn USD program for college OER
development
●
Netherlands
●
focus on state-supported development of
content by teachers: Wikiwijs – focus on
platform / repository + active community
30. ●
Open Public Resources policy globally
●
New Zealand: NZGOAL (Open Access and
Licensing) as a broad framework for open public
content (CC licensing + other models)
●
Australia: AUSGoal
●
South Africa: Siyavula
●
Collaborative, grassroots production of
educational content
●
In 2011 approached by govt to align with
curriculum, publication of textbooks in 2012
●
Resources
●
COL: Survey on Governments' OER Policies
●
CC OER Policy Registry
31. Final Thoughts: specificity of OER
●
movement
●
Open Educational Resources vs. Open
Education – can OER trigger broader educational
reform?
●
Specific licensing requirements due to needs of
educators and learners
●
Education as a basic right, basic education as
obligation – strong stakes for educational content
policy
32. ●
Final Thoughts: specificity of OER
policy
●
Must be fitted within broader educational reform /
modernization processes
●
Introduction of OER overlaps with the shift from
paper to digital – time of uncertainty
●
Synergy of top-down policy and bottom-up
activity
●
Will new business models develop?
●
Teachers, students don't necessarily want open
education – openness as means for fulfilling other
needs and goals