Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
OER and OCW Use in the Basic CompositonAnne Arendt
Open Educational Resources, including OpenCourseWare, have an increasing role in education today. It also can play a role in our basic composition classrooms. This is a document given at a presentation for the TYCA-West Conference 2009.
Official report can be found at http://works.bepress.com/anne_arendt/4/
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
Bridging the gap: OER for increasing access, openness and performanceRamesh C. Sharma
"Bridging the gap: OER for increasing access, openness and performance"
Presentation at University of Mumbai on 10th March,2016 during Open Education Week 2016, Organized by Department of Education, Department of Computer Science & Department of Information Technology
Openess: Rethinking the Role of the University in the Internet Era@cristobalcobo
This presentation explores the implications of Open Educational Resources (OER) in higher education.
OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
Pedagogical Design Applications in eLearning EnvironmentsRamesh C. Sharma
No other educational technology has ever captured the imagination and interest of educators around the world simultaneously than Internet and WWW. E-Learning has been the fastest growing sector in educational technology. Newer forms are being planned, designed and delivered with the wider availability of Internet access, mobile devices and eContent. MOOCs and Educational mobile apps are changing the very paradigm the eCourses have been offered. I would discuss pedagogical designs applied to the eLearning environments and creating authentic learning communities for sustainable learning.
-----------------------
10th Annual Iranian conference on e-Learning and e-Teaching (ICELET2016), presented on Thursday February 25, 2016
http://icelet2016.elearningassociation.ir/
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
Authors: Andy Lane, Director, Cornelis Adrianus (Kees-Jan) van Dorp
This paper provides insight into how to improve the diffusion of OER through (formal) institutional networks.
Opening Learning Horizons: eLearning Papers Special Edition 2012 eLearning Papers
eLearning Papers special edition 2012 presents a selection of the best contributions from last year about open educational resources, virtual learning environments and creative classrooms. A tablet friendly version of this edition can now be downloaded, browsed and enjoyed as an e-journal. Summaries are available in 23 languages.
OER: Disruptive Innovative Solution to the Challenges of EducationRamesh C. Sharma
The education sector globally is facing a lot of challenges: the challenge of numbers, of relevance, of quality, of access, of costs and of speed. The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics. However, in addition to new systems or technologies, we need a fundamental change of perspective. A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC.
The Open Educational Resources have become an important part of educational delivery. The establishment of OER University is a milestone in that direction. There are hundreds of OER repositories to allow teachers and students to use, and adopt content. Keeping in view the significance of OERs, we organized The OER MOOC with the purpose to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. We further wanted to explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers, maybe evolve a model for a classroom of 10,000 learners. In this study, we shall elaborate on our methodology, outcomes and the impact factors The OER MOOC had on the learners.
Bridging the gap: OER for increasing access, openness and performanceRamesh C. Sharma
"Bridging the gap: OER for increasing access, openness and performance"
Presentation at University of Mumbai on 10th March,2016 during Open Education Week 2016, Organized by Department of Education, Department of Computer Science & Department of Information Technology
Openess: Rethinking the Role of the University in the Internet Era@cristobalcobo
This presentation explores the implications of Open Educational Resources (OER) in higher education.
OER definition: "…digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (OECD, 2007)
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
edX MOOC organization about Open Education and OERs repositoriesv3Manuel Castro
eMadrid presentations on OERs, on November 24th, 2018, regarding the presentation of the 1st MOOC prepared and presented by the IEEE Education Society, inside IEEEx and edX
Pedagogical Design Applications in eLearning EnvironmentsRamesh C. Sharma
No other educational technology has ever captured the imagination and interest of educators around the world simultaneously than Internet and WWW. E-Learning has been the fastest growing sector in educational technology. Newer forms are being planned, designed and delivered with the wider availability of Internet access, mobile devices and eContent. MOOCs and Educational mobile apps are changing the very paradigm the eCourses have been offered. I would discuss pedagogical designs applied to the eLearning environments and creating authentic learning communities for sustainable learning.
-----------------------
10th Annual Iranian conference on e-Learning and e-Teaching (ICELET2016), presented on Thursday February 25, 2016
http://icelet2016.elearningassociation.ir/
A 60-minutes presentation at the www.youthstudies.eu workshop: Making a success of an international and integrated blended learning degree course. 01.07.2011, University of Oslo
Delivered at International Education Week at Vancouver Island University October 31, 2012. This presentation is a reflection of my work at the University of Cape Town 2009-2012 with UCT OpenContent and OpenUCT.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Cooperative Online Education: Independence with the help of othersMorten Flate Paulsen
A 60-minutes presentation at the workshop:
New technology – new possibilities and new challenges?
Developing networks in teacher education and research
01.07.2011, University of Tromsø
Authors: Andy Lane, Director, Cornelis Adrianus (Kees-Jan) van Dorp
This paper provides insight into how to improve the diffusion of OER through (formal) institutional networks.
Opening Learning Horizons: eLearning Papers Special Edition 2012 eLearning Papers
eLearning Papers special edition 2012 presents a selection of the best contributions from last year about open educational resources, virtual learning environments and creative classrooms. A tablet friendly version of this edition can now be downloaded, browsed and enjoyed as an e-journal. Summaries are available in 23 languages.
Author: Patrick McAndrew
OER are becoming accepted as part of the range of materials that learners and educators can use.
However, the methods and practices that enable learners, teachers and institutions to best engage with OER are not yet established and may well be more important in enabling change in education systems than the availability of the resources themselves.
Open Educational Resources (OER): Global and Indian PerspectivesAnup Kumar Das
Presented by Dr. Anup Kumar Das in the International Workshop on Technology in Education: Learning in 21st Century; on 4th December 2012; at NISTADS (CSIR), New Delhi, India.
Innovative experiences of Open Educational Resources towards academic knowled...Tecnológico de Monterrey
The idea with open educational practices (OEP) is to represent the activities of how educators are using open educational resources (OER) in practice for teaching or research, as for example for reuse, revision, remixing, redistribution and production of new OER to promote innovative pedagogical techniques and strategies to empower learners on their lifelong learning path.
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
The document is a guideline intended at policymakers, outlining a list of measures required for Open Educational Practices to reach their full potential in education systems.
Original available at www.efquel.org
It was released as part of Open Education Week, based on work done in the OPAL (www.oer-quality.org) project.
Jane-frances Agbu (NOUN)
Fred Mulder – Emeritus UNESCO Chair in OER
Fred de Vries OUNL/Fontys University
Vincent Tenebe (Former VC, NOUN)
Abel Caine, UNESCO, India
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
This guest lecture focuses on providing a quick introduction on OER to PhD students in the education stream at Allama Iqbal Open University (AIOU). The topics covered are (i) What are OER?; (ii) What are useful OER?; (iii) OER Search; (iv) Useful OER sources; and (v) OER vs. MOOC.
.
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
This presentation from Open Education Global 2021 provides an overview of the ENCORE+ project (https://encoreproject.eu/) and discusses the relationship between open educational resources (OER) and innovation, identifying strategies for knowledge exchange.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
eAdoption refers to how people learn to become ICT users. “Digital inclusion” however is a more complex status, related to people’s participation in communities and in other dimensions of society, based on knowledge. It refers to areas such as social relationships,
work, culture, politics, and so on.
This paper looks at how to evaluate digital inclusion, using an analysis that considers not only individual factors but community and social ones as well, going beyond an
eadoption perspective that is limited to a focus on skill-level.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
An Expert Survey on the Barriers and Enablers of Open Educational Practices
1. In-depth
An Expert Survey on the Barriers and Enablers of
Open Educational Practices
Author This paper is a report on the findings of a literature review and an expert survey con-
ducted in December 2010 with a self-selected panel. A total of 19 participants were
Stefanie Panke
recruited through the UNESCO OER mailing list and the Educational Technology and
Director of E-Learning
Ulm University Change Journal. The findings depict current issues for debate, pinpoint potential obsta-
stefanie.panke@uni-ulm.de cles and benefits of OER, and point towards future policy and research agendas. The
respondents defined several challenges for the widespread adoption and use of OER
that correspond to findings from the literature review. These challenges include: inter-
Tags cultural exchange, sustainable institutional policies, and formal accreditation. Despite
the benefits of OER, such as sharing with other learners, following personal learning
informal learning, open goals and encountering different points of view, learners continue to struggle to find
educational resources,
relevant content and receive little or no recognition of their informal studies in more
expert survey, personal
learning environments formal settings. Both teachers and students lack competencies for self-directed learn-
ing. Dialogue about OER needs to shift away from discussing access to materials and
should look at how to foster co-creation, adaptation, and distributed curation.
1. Introduction
The term “open educational resources (OER)” was coined in 2002 during a forum held by
the UNESCO as “the open provision of educational resources, enabled by information and
communication technologies, for consultation, use and adaptation by a community of users
for non-commercial purposes.” Leveraging information technologies (ICT) to equalize access
to education has ever since been a core motivation for the OER movement – “eliminate the
access gap to high-quality education in the developing world” (Pereira, 2007, 42). In the last
decade, the concept has gained an undeniable momentum. In their report on OER achieve-
ments and challenges, Atkins, Brown & Hammond (2007) estimate a total of 68 million OER
grants between 2002 and 2006. In 2010, the Horizon Report, which identifies emerging tech-
nologies likely to have a large impact on teaching and learning, described “Open Content” as
a key trend, expected to reach mainstream within the next twelve months. In the fall of 2010,
UNESCO initiated an international online discussion on OER-related topics. The “European
Consultative group on Open Educational Practices” currently develops a roadmap towards
quality management in OER (OPAL, 2010).
As these examples show, the idea of educational material, freely and openly accessible on the
Web, attracts substantial attention. One major reason why the concept of open educational
resources has gained such prominence is the everyday-experience of informal and incidental
online learning shared by practitioners and researchers alike. Easy-to-use tools and wide ac-
cess to networks make informal learning a more visible part of all learning (Kurhila, 2006).
We use the World Wide Web as a convenient part of our everyday information infrastruc-
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ture - in private contexts, for scientific purposes, in schools and example of disruptive technology […] an innovation that comes
universities, and at the workplace. Search engines and directo- along one day to change a product or service (New York Times,
ries are often the starting point for navigating the World Wide 8. April 2010). As Beck (2007) puts it: Opening educational re-
Web. But where do users end up in their quest for easily acces- sources is an action that will take education to a new place (3).
sible, yet valuable content? At this point, the open access to A general consensus on the scope and classification of the term
educational resources purposes becomes crucial to support the OER is yet to be found. Goertz and Johanning (2007) conclude
need for lifelong learning opportunities. The idea is as simple as that the design of OER-portals is extremely heterogeneous.
it is convincing: Free access to educational material facilitates Also, numerous projects are in accordance with the goals of the
learning. As Elia Tomadaki from the British OpenLearn project OER movement, without explicitly adopting the label. While it
pointed out: With open learning, people have greater access to is difficult to give a clear-cut definition of OER, the following ex-
higher education material than ever before, at their pace and amples provide an overview of the variety of projects and their
time and from anywhere in the world (Scott & Tomadaki, 2007). respective scope (Johnstone, 2005; OEDb, 2007; Stella, 2010;
Many scholars, journalists and educational practitioners predict Butcher, 2010):
OER to be a disruptive technology: Open courseware is a classic
Source Organisation Launch Scope URL
OpenLearn OU UK 2005 NN http://openlearn.open.ac.uk
Connexions Rice University 2000 16000 learning objects http://cnx.org/
OpenCourseWare Consortium of 250
NN 2500 courses http://www.ocwconsortium.org/
institutions
MERLOT Professional community 2003 22 500 learning objects http://www.merlot.org
China Open Resources
150 Chinese universities NN 450 courses http://www.core.org.cn/en/
for Education
University of the
Non profit venture 2008 2 degree programs http://www.UoPeople.org
People
ParisTech OCW 11 French universities 2006 130 courses http://graduateschool.paristech.fr/
http://www.apple.com/education/
iTunes U Apple 2007 350.000 learning objects
itunes-u/
WikiEducator OER foundation, community 2006 open Wiki environment http://wikieducator.org/
MIT Open Courseware MIT 2001 2000 courses http://ocw.mit.edu
Japanese OCW
7 Japanese universities 140 courses http://www.jocw.jp/
Alliance
Open Learning
Carnegie Mellon University 2002 11 courses http://oli.web.cmu.edu/openlearning/
Initiative (OLI)
Teacher Education in
Consortium of 18 African Material on teacher
Sub-Saharan Africa 2005 http://www.tessafrica.net
institutions education
(TESSA)
Consortium, Repository, research reports on OER,
OER Africa 1992 http://www.oerafrica.org
Research various learning objects
9000 learning object
JORUM Repository 2007 http://www.jorum.ac.uk
packages for HE
Table 1: Open Educational Resources around the World: Initiatives and Repositories
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Background ing staff contributions and incentives for creating OER mate-
rials. Petrides & Jimes (2006) see institutional hierarchies and
The public perception that anything open or “free” is of inferior
the proprietary nature of educational content as barriers to
quality proves to be a barrier to the widespread use of OER. De-
content provision. This idea of ownership skews institutional
spite pre-conceptions that may or may not be justified, teach-
motivation for implementing OER and establishing measure-
ers and students understandably pose the question: “Are the
ments for success (Helsdingen, Jansen & Schuwer, 2010).
materials worth searching for?” Providing educational material
openly to large numbers and a diverse audience of teachers, • Filtering: The quantity of OER poses problems in itself - filter-
students and informal learners requires a broad “minimum ing what is useful and applicable to the individual learner’s
consensus” on innovative pedagogy and respective evaluation needs can be a large task. Various search facilities were de-
frameworks. What theoretical considerations account for the veloped to allow users to search for relevant OER. For exam-
assumption that learners profit from OER in the first place? The ple, the Commonwealth of Learning (COL) provides a Google
theoretical framework can build on concepts such as learner custom search (http://www.col.org/resources/crsMaterials/
autonomy (Bouchard, 2009), self-efficacy (Bandura, 1997), Pages/OCW-OER.aspx) and the widget Folksemantic (http://
open-ended learning environments (Land & Hannafin, 1996) www.folksemantic.com) allows for including related OER ma-
and cognitive flexibility theory (Spiro at al., 1992). OER provide terial into any given Web site.
the building-blocks to construct personal learning environ-
• Reuse: In higher education institutions are commonly wary
ments (PLE) - “a metaphor to describe the activities and milieu
of augmenting and reusing learning materials. Training teach-
of a modern online learner” (Martindale & Dowdy, 2010). PLEs
ers in creating, sharing and reusing OERs is a critical issue for
comprise tools, communities, and services learners use to di-
the OER movement. At the University of Nottingham, the lo-
rect their own learning and pursue educational goals (Educause,
cal e-learning center regularly offers workshops to promote
2009, Couros, 2010) and migrate the management of learning
the use and re-use of OER materials (http://www.notting-
from the institution to the learner (Downes, 2007).The concept
ham.ac.uk/toolkits/play_2588). Another example currently
of OER is promising not only for the individual learner, but also
under development is part of the OpenLearn project: http://
for the learning organization : As universities make strategic
labspace.open.ac.uk/course/view.php?id=5732
decisions to increase their levels of investment in design and
development of better educational programs, the cost effec- • Learner Competency: Given that “the level of adoption of
tive way to do this is to embrace open licensing environments OERs into common teaching practices remains quite low” (De
(Butcher, 2010). Strategic alliances allow universities to develop Liddo, 2010), many university students are unaware of open
high-quality open content in key subject and disciplinary areas learning opportunities or struggle to negotiate and integrate
(see Table 1). At the same time, using OER poses several chal- open educational resources with the formal, institutionalized
lenges to self-organized learners and learning organizations: parts of their education. Making effective use of OER in in-
structional contexts requires strategies to support coherence
• Balance between globalism and localism (Osei, 2010): OER
formation to integrate multiple representations from multi-
nurtures utopian visions of greater equality in the educa-
ple sources (Seufert, 2003).
tional system worldwide. However, there is potentially an
element of neo-colonialism the promotion of OER developed • Assessment and accreditation: How can self-organized learn-
elsewhere. “Sharing across different cultures raises a chal- ers bridge their open learning experiences and their formal
lenge on its own” (Madiba, 2008). Local content develop- accreditation needs? Findings from a survey on the Open-
ment is crucial in order to avoid the risk of training students Learn environment indicate that users value the content that
who are useful for other markets rather than providing edu- OpenLearn provides but desire means of integrating stand-
cation and training that is relevant to the regional conditions ardized (?) assessment components (Godwin and McAndrew,
and demands. 2008). How to assess student activities in open learning envi-
ronments remains an open question (Reinmann, 2007).
• Policy frameworks: Many “one off” attempts to OER are des-
tined to fail because there is no framework of sustainability.
Issues to be addressed are intellectual property, recompens-
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The Survey perience, participants were active in the fields of educational
research (10), instructional design (9), university teaching (8),
Based on a systematic review of research literature and mail-
community college teaching (1), members of OER initiatives (2)
ing lists, I created an online expert survey to reflect and share
students (1), and educational consultancy (1). The majority (12)
expertise and experiences of open educational resources. While
has been involved in both the design of OER material and train-
the benefits of the use of online surveys for conducting research
ing of producing / using OER.
include speed of response, low cost, and ease of design; this
method has some inherent limitations due to “limited coverage,
sampling, non-response, and measurement” (Wang & Doong,
2007, p.3). Respondents chose whether or not to participate
in the study, thereby introducing bias and limiting the popula-
tion sample. The uncertainty surrounding non-response rates
makes rigorous validity and statistical analysis difficult (Wang &
Doong, 2007). Accordingly, the research design is exploratory
and seeks to gather preliminary information to illuminate the
phenomenon. The focus of the study is not to draw representa-
tive picture, but to invite researchers and practitioners to share
their ideas. To this end, an online questionnaire was adminis-
tered, using the software oFB (https://www.soscisurvey.de/).
The questionnaire comprised 26 questions and covered demo-
graphic data, personal experience and involvement with OER,
opinions about learning potential and barriers of usage as well
as directions for research and policy agendas (https://www.
soscisurvey.de/oer-forum). The link to the online questionnaire
was distributed in December 2010 among the forum partici-
pants of the UNESCO mailing list discussion “Taking OER beyond
the OER community” (http://oerworkshop.weebly.com/) and
the readership of Educational Technology and Change Journal
(http://etcjournal.com/). Figure 1: Describe your experience with OER (n=19).
Findings
The participants were asked to identify open educational re-
A total of 19 respondents completed the questionnaire. The sources they use as a) learners and b) instructors.
participants were between 27 and 70 years old; 53% female,
59% male; and from various countries: Canada (4), Iran, Ma- a) For personal learning purposes, the respondents named the
laysia, Mauritius, Netherlands, Pakistan, South Africa, Sweden, resources cnx.org, connect.downes.ca, creativecommons.
UK and USA (5). The majority of respondents represented a org, doaj.org, E-Books by AU Press, hippocampus.org, iberry.
traditional campus or online university (University of Regina, org, iTunes U, MERLOT, oercommons.org, oerconsortium.
Open Universiteit (?), State University of New York/Empire org, Online Journal of Distance Learning Administration,
State College, Lund University, Wawasan Open University, Al- OpenLearn, p2pu.edu, Slideshare, tecfa.unige.ch, Wiki-
lama Iqbal Open University Islamabad Pakistan, Purdue Univer- books, Wikieducator, Wikipedia, Youtube and zunia.org.
sity Calumet, University of Mauritius, University of the Witwa-
b) For teaching purposes, the respondents listed cnx.org, ar-
tersrand, The Open University UK). In addition, several not-for
chive.org, doaj.org, flatworldknowledge.com, Flickr, florida.
profit organizations and a research and development institution
theorgangegrove.org, Google E-Books, hippocampus.org,
(“National Research Council Canada”) were represented in the
i-jim.org, MERLOT, OCW.use.edu, oercommons.org, p2pu.
sample. One respondent had a company background (“Educa-
org, pedagogy.ir, Slideshare, Wikibooks, Wikieducator and
tion and Training Solutions”). With regards to professional ex-
Youtube.
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What are the benefits of learning with OER? What are the problems of learning with OER?
(not important at all=1, very important=5), n=17 (not important at all=1, very important=5)
Mean STD Mean STD
Following personal learning goals. 4,3 0,704 Language barriers 2,4 1,21
Encountering different points of view. 4,2 0,752 Finding relevant content 4,1 0,82
Sharing with other learners. 4,5 0,717 Organizing one’s own learning process 3,5 1,06
Table 2 a/b: Benefits and Barriers of OER
Sharing with other learners, following personal learning goals profit least. Important benefits for informal learners included
and encountering different points of view were seen as impor- on demand learning, choices about the kind of content, and
tant benefits of OER. Other advantages mentioned were the low/ no cost of access: Having a world of information available
support of life-long learning, no/low costs, and the instructional for free. Students within an institution can use OER to find dif-
quality of the material (i.e. encouraging collaboration, encoun- ferent perspectives other than the one being given in the class-
tering other cultures). The main problem for learning with OER room and are able to research the subject in depth. Also, pro-
was identified as “finding relevant content.” Other problems spective students gain orientation from OER: “Opening up the
included the recognition of informal studies, the inability to content would allow prospective students to have an apercu of
edit PDF-documents, and lack of learner competency for self- the level of the courses and of course it would bring up the level
directed learning. As one participant puts it: “I have few prob- of the teaching.”
lems organizing my own learning process, but I think students
Some participants pointed out that the clear-cut distinction of
do because there is so much out there and it is hard to prioritize.
formal education and informal learning insufficiently describes
I want to work … on making the conversion of knowledge gained
the practices of today’s learners.
through OER’s more convertible to college credit.”
“The lines between formal and informal learning have blurred.
15. From your point of view, who profits most/least
In many ways, informal learners are more likely to be able to
from OER? Order groups according to profit (top = most,
bottom = least) [ET 19] learn things they want or need to know faster and better than
formal learners since they already understand that much of the
Informal learners Students 1 responsibility of organizing and following through with success-
ful learning experiences is on their shoulders. As the educational
Human Resources 2
Teachers enterprise grows more and more disaggregated, especially
Departments
3 courtesy of OER, the supposed distinction between formal and
informal learning will disappear.”
Educational Textbook 4
Researchers Publishers “For individuals, whether as formal students, doing non-formal
5 work related training or being self-directed lifelong learners
studying informally, the greater availability and accessibility of
6 resources has been found to help them to (in no particular or-
Figure 2: Sorting question der): Learn new things or enrich other studies; share and discuss
topics asynchronously or synchronously with other learners; as-
sess whether they wish to participate in (further) formal edu-
Asked to estimate who profits most resp. least from OER (fig. cation; decide which institution they want to study at; improve
2) the majority of participants saw major benefits for informal their work performance; create or revise OER themselves.”
learners, students and teachers; whereas, textbook publishers
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Despite these potentials, the respondents see several challeng- Success factors and challenges on the institutional policy level
es for the widespread adoption and use of OER that correspond include licensing of OER, effective tutoring and administrative
to findings from the literature review and center around the is- support:
sue of content provision. What structures and processes should
• “Realizing that the content is not the most important but the
be in place for higher education institutions to be able to cre-
tutoring and administrative support is the most important.”
ate and manage OER? Are institutional contributions integral?
Or should OER rely on the work of enthusiasts building tools • “Content created by the repository staff is licensed under the
and content units in their spare time? Regarding funding, one Creative Commons- BY NC SA whenever possible.”
participant advises to seek sustainable funding from within the
institution: “Stay away from government and meta-government • “The OER policy is that OER are free to use and adapt, but the
funding (i.e. UNESCO and Commonwealth of Learning) as much institution does not use a CC license due to the challenge of
as possible to avoid over bureaucratization. Use private founda- explaining the nature of those licenses to potential contribu-
tion, institutional membership, and private individual funding tors (members) to the organization.”
as much as possible to maintain flexibility.” Cross-institutional
• “A curious contradiction is occurring: as we learn more about
development can save resources: “Convert from individually
OER and become more adept at using it, there is a counter
designed courses to collaboratively designed OER courses that
force having more control, prescriptiveness and demands
then can be adapted to the needs of individual institutions”.
over specific published copyright material that is to be used.”
What should be done to foster OER through national policies?
What are the main challenges for taking OER beyond the
Several participants see their national policies already favorable
OER community? (very true=1, not true at all=5)
towards open practices. I could not say for sure but in general,
Mean STD
educational content created using US grant dollars is open ac-
Teachers lack knowledge about OER. 2,00 1,323 cess”.
Teachers lack incentives to produce OER. 2,12 1,054 “There is no national OER policy. More and more, fortunately,
we are seeing that certain government (both federal and state)
OER initiatives lack financial sustainability 2,18 1,185
agencies are encouraging (and, rarely, requiring) that govern-
Students lack knowledge about OER. 2,18 1,380 ment-funded resources be openly licensed. I am hopeful that
this trend will accelerate, and in the future I would hope that
There is no shared pedagogical understanding
2,29 1,359 there is a popularly understood requirement that all publicly
for effectively developing OER.
funded materials must be released to the public domain, or per-
Teachers lack incentives to use OER. 2,65 1,272 haps with an IP license that allows unfettered redistribution and
OER material is too Anglo centric. 2,71 ,772 adaptation, even for commercial purposes, by anyone.”
Copyright restrictions hinder the development “There is no single OER policy but a range of policies and fund-
2,71 1,263
of OER. ing programs are supportive of OER, mostly at higher education
There are not enough quality controls for level. There is a trend towards open publication being the ex-
2,82 1,131 pected norm of much public grant funding. However reviews of
effectively filtering OER.
copyright laws do often go counter to this trend.”
There is too much OER material and it is hard
3,00 1,369
to find relevant resources. Perceived as problematic are the attitude of academics and the
There is not enough OER material and it is accreditation of informal learning. (“Progressive at the national
3,06 1,249
hard to find relevant resources. policy level; lots of countercurrent where academics are con-
cerned”; “Self learning in this country doesn’t help in terms of
Students lack incentives to use OER. 3,18 1,380
a degree unless you can get a certificate and then apply it to
a university or college that evaluates and accepts life credits”).
Table 3: Benefits and Barriers of OER
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Asked about potential international initiatives to support OER, With regards to research (Table 4), training and intercultural
ideas include infrastructures for cross-institutional develop- learning are priorities: “develop self-directed learning tech-
ment, repositories and overcoming licensing barriers. niques for students to use OER efficiently, create easily acces-
sible paths for teachers to develop and use OER.” Respondents
• “Web conference room where motivated people could de-
see the potential to innovate through OER to support teaching
velop materials together, share ideas, etc.”
and research: “We want to find ways to use OER to creatively
• “Funding provided by interested countries to support a world help our students, to contribute to our own community service
wide database for the sharing of educational resources, mission around the world, and to collaborate with others to in-
harvested resources of open educational resources would crease the quality of our own online course offerings.” When
be available, membership for contributing resources would the roles of professors, tutors, administrators, and students are
be open to any individual from the member countries AND distinct and embedded, users may lack the confidence or ca-
individuals outside of these countries. Outside membership pacity to contribute to OER. There is a need to “shift the dialog
would require the person to contribute a ‘number’ of re- about OER away from access to materials and towards co-cre-
sources in place of a fee.” ation, adaptation, and distributed curation”. Understanding the
ideas and concepts related to open education and the ability
• “Internationally, the key barrier to the growth of OER is the to actively participate in creating and sharing OER are crucial
lack of legally interoperable terms. CC licenses partially re- elements for the success. “The OER movement will only succeed
solve this problem, but even they are too legalistic in form if anyone in the world both understands and is empowered to
and suffer from myriad addendums and constraints accord- become a meaningful participant in building the educational
ing to the specific laws in each jurisdiction. The international commons”.
OER community should simply generate a new way of man-
aging IP which applies social norms, rather than legal con-
straints, to motivate the behavior we seek and unlock the
Conclusions
potential for OER globally. Today’s learners ride the open frontier between formal and in-
formal learning. As educational content is increasingly available
From your point of view, what should future research for free over the Internet, making effective use of informal and
focus on? (very true=1, not true at all=5) incidental online learning opportunities has become a challenge
Mean STD for students, teachers, researchers and self-organized learners.
With growing repositories of online educational material and
We need to develop trainings for teachers on social software, learners may interact with different digital rep-
1,53 1,06
making effective use of OER.
resentations, and apply new forms of self-assessment.Current
We need to develop trainings for students on research usually focuses on benefits of OER at the institutional
1,87 0,83
making effective use of OER. and organizational level as well as models for the sustainable
We need more research on intercultural production and provision. To fully understand the concept’s role
1,87 1,13
learning with OER. in informal as well as institutional learning, we need to shift our
attention towards the learners’ use and adoption of OER (comp.
We need new pedagogical approaches for
2 1,13 Atkins, Brown & Hammond, 2007 “culture of contribution”). In-
open learning environments.
formation is everywhere; but how can learners actively make
We need research on the effective sense of their everyday information ecology and contribute to
2,07 1,03
development of OER.
their learning environment? To adequately inform instructional
We know too little about how teachers use
2,15 1,28
design practice, we need empirical studies, training programs
OER in the classroom. and theoretical frameworks that address effective self-organ-
We know too little about how informal ized learning strategies for open environments. As one of the
2,33 1,44
learners interact with OER. respondents points out: “How we learn determines the kind of
society we build”.
Table 4: Research Perspectives
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