Contributions from the ICDE OERAC on Implementation of the UNESCO OER Recommendation: The Way Forward

1. Implementation of the UNESCO OER
Recommendation: The way forward
ICDE OER Advocacy Committee
Lillehammer Lifelong Learning ICDE Conference 2023
February 15-17, 2023

2. Today’s presenters Ebba, Rosa, Connie
Professor, Dr. Ebba Ossiannilsson
ICDE Board Memeber and OER Advocacy Committee, Chair
Swedish Association for Open, Flexible and Distance Education
University of Wellington, New Zealand
Sweden
Dr. Connie Blomgren
Open, Digital & Distance Education
Athabasca University
Canada
Professor. Rosa Leonor Ulloa Cazarez
Universidad de Guadalajara
Mexico

4. ICDE
OER Advocacy Committee
members 2023-2024
● Ebba Ossiannilsson, Swedish Association for Open, Flexible and Distance Education,
Europe
● Melinda de la Pena Bandalaria. University of the Philippines Open University,
Asia/Philippines
● Xiangyang Zhang, Jiangsu Open University, Asia/China
● Cristine M G Gusmão, Individual member - Federal University of Pernambuco, Latin
America/ Brazil
● Rosa Leonor Ulloa Cazarez, Guadalajara University, Latin America/ Mexico
● Constance Blomgren, Athabasca University, North America/Canada
● Jozéfa Fawcett, Individual member - JFI Academy / Buckinghamshire New University, United
Kingdom, Europe
● Chadia Mansour, Athabasca University, ICDE Student member, North America/Canada
ICDE is seeking ambassadors from Africa and Oceania to complete the committee

6. SDG 4: Ensure inclusive & equitable quality education
& promote lifelong learning opportunities for all.
1. Accessibility
2. Assurance
3. Inclusion
4. Equity
5. Quality
5. Opportunity
6. Learning
7. Permanence
8. Universality

7. Related SDG to SDG4
(UNESCO OER Recommendation 2019)
Building on the Ljubljana OER Action Plan 2017 to mainstream OER to help
all Member States to createinclusive knowledge societies and achieve the
2030 Agenda for Sustainable Development, namely SDG 4
(Qualityeducation), SDG 5 (Gender equality), SDG 9 (Industry, innovation
and infrastructure), SDG 10 (Reducedinequalities within and across
countries), SDG 16 (Peace, justice and strong institutions) and SDG 17
(Partnerships for the goals).

8. SDG 4 - 5 Action Areas

9. mentimeter.com 4654 5736
On a daily basis, how do you work and use OER? (e.g. create, reuse, adapt,
develop policy, provide OER awareness, supports etc).

10. Mentimeter.com 4654 5736
How well known are OER in your country on a scale of 1-4 (1= low awareness and
4 = high awareness)

11. Global Examples and Case Studies

12. https://www.oerknowledgecloud.org/record2783
1

13. 2 Canadian Case Example
Engaging Youth in
OER Animation
co-creation to
accelerate vaccine
confidence
“Accelerating Vaccine
Confidence”

14. Land Acknowledgement
Athabasca University respectfully
acknowledges that we live and work
on the traditional lands of the
Indigenous peoples (First Nations,
Inuit, Metis) in the country known as
Canada. We honour the ancestry,
heritage and gifts of the Indigenous
peoples and give thanks to them.

15. Collaborative approaches & Online technologies
● Funding from Canadian
government
● 8 minute OER animation
● collaborative approaches and
online technologies
● Youth: virtual high school &
youth from a non-profit
community group that supports
African immigrants in the city of
Edmonton
● co-designed the animation
script.
● 3 generations involved

16. Action Area 3 Effective, inclusive, and equitable access to high-quality OER
● script reflects a relatable
narrative
● conveys the message of
science literacy & critical
thinking when making health
decisions
● OER animation provides
curricula support for an
important health topic
● available in French and
English on Youtube
● the importance of local
collaborations with an
international reach

17. Insights for OER & Open Pedagogy
•Peer-to-peer learning & exchanges
•Changed attitude for intellectual
property
•Diversification of cultural expression
•Workplace skill development
•Empowered conception of citizenship
•Applied context for extending digital
literacy skills
(Hegarty, 2015)

18. Acknowledgements
•The Accelerating Vaccine Confidence
project was additionally co-created with
youth from Sikunia Community Group,
Edmonton, Vista Virtual School, Alberta.
•Tri-funding council grant administered
by NSERC held by Dr George, Dr
Blomgren and Dr K Cook, Athabasca
University.
•We acknowledge the support of the
Natural Sciences and Engineering
Research Council of Canada
(NSERC).Nous remercions le Conseil de
recherches en sciences naturelles et en
génie du Canada (CRSNG) de son
soutien.

19. 3. Sweden

23. 4. OCEANIA New Zealand
Otago Polytechnic Ltd Learning and Development
Team ( Wayne Mackintosh) created new open
courses:
i. Digital Skills for OER Sharing’(DS4OERS) for the
Pacific nations (an initiative of the Commonwealth of
Learning, New Zealand Foreign Affairs and Trade Aid
Programme and the Pacific Centre for Flexible and
Open Learning for Development),
ii.the ‘Empowered digital teacher for online
learning’ (EDT4OL) online course, for educators in
the Pacific Islands,
Iii. a French language version of Open education,
copyright and open licensing in a digital world (in
partnership with UNESCO, ICDE and L’Université
Numerique, France, supporting the UNESCO OER
recommendation in the Francophone countries).
Also developed the multi-topic format for
Moodle which is now widely used through the
Moodle open-source community.
The Multi-topic format is a course format plugin for
Moodle that determines course material layout.
The Multi-topic format presents several topics on
a page, so it provides options for moving, hiding, or
deleting groups of resources within a page together
and are easy to edit.
The Multitopic format has been installed on over
2,000 Moodle sites.
I.e. Increasing access through open instructional
design.

24. Mexican Case Examples
Developing Supportive Policy
The Mexican government, in the 2020 year
implemented an Open Knowledge Access
policy (OKA) to incentivize researchers’
interaction with society.
By 2021 year, at the beginning of the policy implementation, there was a call for research quality
evaluation that included the publication of one OER by year. This call included an economic
incentive, which has been released yearly since then.

25. In support of OKA policy, the National Science,
Humanities and Technology Council of Mexico
(CONACyT) created a journal devoted for Open
Science and OER.
(https://conacyt.mx/ciencias-y-humanidades/)
Other several calls have been released to promote
OKA:
● 2021 - Call for the Preparation of Project
Proposals for the Promotion and Strengthening of
Scientific Vocations, which support the project
PACE – By its initials in the Spanish language for
Program for the Approach of Science to Education
https://www.cibnor.gob.mx/ninosyjovenes/programa-acercamiento
-ciencia-educacion/pace

26. ● 2022 – Creation of the Network of Ethnobiological Gardens, to recover and make visible local
and regional ethnobiological knowledge related to the biocultural wealth of Mexico.
“This seeks to promote the active participation of communities and knowledge exchange among society in
general (…) is carried out through
projects that promote the
conservation of local and regional
living flora and fauna, the
safeguarding of knowledge
related to them, and the
promotion of knowledge
dialogue.” (CONACyT, 2023)

27. You are invited for a dialogue
YOUR VOICES ARE
IMPORTANT
What has happened in your
country /region?
How has the monitoring of OER by your
government been conducted recently? (e.g.
survey, consultation, invited specialists, etc).

28. Attributions
Screenshot of SDG Goals
https://sustainability.acadiau.ca/un-sustainable-development-goals.html
Screenshot of Moodle Open Education https://moodle.com/about/open-education/

29. References
Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources.
Educational Technology, July– August, 3–13.
Ossiannilsson, E. ·Gomes de Gusmão, C.,· Ulloa-Cazarez, R., · Agbu Obiageli, J. Open Innovation
Framework: Emerging Narratives from the ICDE OER Advocacy Committee. Oslo: ICDE
https://www.oerknowledgecloud.org/record2783
Ossiannilsson, E. Aydin, H., & Wetzler J. (2021). Report from the ICDE OER advocacy committee’s
survey 2020: implementation of the UNESCO recommendation on open education resources (OER).
Oslo: ICDE
Ossiannilsson, E., Zhang, X., Wetzler, J., Gusmão, C., Cengiz, H., Jhangiani, R., Glapa-Grossklag, J.,
Makoe, M., Harichandan, D. (2020). From Open Educational Resources to Open Educational Practices for
resilient sustainable education. Distance and Mediation of Knowledge. https://doi.org/10.4000/dms.5393