This document discusses key challenges in open educational resources (OER). It summarizes challenges in three areas: adoption and use, quality, and sustainability. For adoption and use, it notes challenges like resistance to change, lack of evidence on effectiveness, and confusion over licensing. For quality, it discusses issues like poorly designed content, lack of peer review, and faculty concerns about validity. For sustainability, it outlines problems like commercial influence, dependence on philanthropy, and lack of business models. The document explores these challenges and potential strategies to address them.
Presentation on "Views on 2030" by Dr. Holger Kohl during the 6th International Benchmarking Conference organized by Dubai Quality Group from 6-7 March 2012 at Al Bustan Rotana Dubai
Jesper Thestrup from In-JeT ApS presented "Identification of value objects in IoTS: How to create dynamic value constellations" (FInES Workshop at Aalborg)
Presentation on "Views on 2030" by Dr. Holger Kohl during the 6th International Benchmarking Conference organized by Dubai Quality Group from 6-7 March 2012 at Al Bustan Rotana Dubai
Jesper Thestrup from In-JeT ApS presented "Identification of value objects in IoTS: How to create dynamic value constellations" (FInES Workshop at Aalborg)
OER Impact: Collaboration, Evidence, Synthesis Robert Farrow
The OER Research Hub (OERRH) project works collaboratively with open education initiatives around the world to examine the impact of open educational resources. In this paper I will outline methods for organizing and disseminating open research into OER. In particular, I focus on the value of curation when combined with strategies for the visual presentation of evidence (especially mapping). The discussion is framed by a presentation of the OER Impact Map, an asset of OERRH.
The proliferation of communication technologies is profoundly changing the nature of academic practice. In this presentation I describe the impact of blogging and social networking tools on the practice and dissemination of academic research across disciplinary boundaries. I suggest that the traditional notion of the university is giving way to communities of scholars who are not tied to particular institutions, and less dependent on traditional forms of dissemination and publication. The resulting ‘democratisation’ of academia is portrayed in terms of a tension between democracy and expert knowledge mediated by technology.
One prominent contemporary challenge for technologists is to understand the ongoing impact of technological change on academic communities. At The Open University, the Digital Scholarship research team is mapping the use of Twitter in order to better understand user engagement with these technologies. I will present headline findings from this research and discuss the implications for scholarly practice at the OU.
In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists typically fail to capture the nature, scope and impact of ethical issues in
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
Quality is one of the key factors for open educational resources (OER) to gain mainstream acceptance and become part of an open educational practice (OEP) within higher education. Students and teachers need to be able to see the resource’s trustworthiness, target groups, areas of use, context, accessibility etc. What quality criteria can be placed on OER and how do we establish credibility?
In this webinar you will meet the following experts in this area:
Professor Gráinne Conole (University of Leicester, UK) is a well-known expert in the field of open education and is involved in many international initiatives and organisations. She will describe current work with OER quality issues. She will also give examples of a number of relevant projects.
Dr. Ebba Ossiannilsson (University of Lund, Sweden) has recently published a doctoral thesis on quality and benchmarking of e-learning in higher education (http://jultika.oulu.fi/Record/isbn978-952-62-0041-5). She will focus on how benchmarking can be used as a method for quality assurance in an open educational culture. She will also briefly present the main international quality methods in this field.
Squaretable October 4th 2012 on sustainable materials and end productscsdbdv
On the 4th of October 2012, Squarewise hosted yet another inspiring Squaretable on the subject of “Co-creating added value for sustainable materials and end products.” A written summary of the discussions will also be made available on the website www.squarewise.com.
Thinking Aloud: University Enterprise Architecture Themes and HorizonsAlison Pope
. It provides some of my thinking and research on ideas and themes for looking at technology trends over three horizons (2011, 2015 and 2020), business strategy and enterprise architecture, application architectures and themes and how we might … just might begin take all of this forward. It is essentially a list of the things I will be thinking about, reading about, working on and blogging about in 2011 all mixed up together to hopefully understand better as the year progresses.
Ontario Ministry of Education, Research and Evaluation Strategy. Presented by Julia Lalande and Linda Nicolson at the Canadian Knowledge Mobilization Forum, Ottawa, June 19-20, 2012.
OER Impact: Collaboration, Evidence, Synthesis Robert Farrow
The OER Research Hub (OERRH) project works collaboratively with open education initiatives around the world to examine the impact of open educational resources. In this paper I will outline methods for organizing and disseminating open research into OER. In particular, I focus on the value of curation when combined with strategies for the visual presentation of evidence (especially mapping). The discussion is framed by a presentation of the OER Impact Map, an asset of OERRH.
The proliferation of communication technologies is profoundly changing the nature of academic practice. In this presentation I describe the impact of blogging and social networking tools on the practice and dissemination of academic research across disciplinary boundaries. I suggest that the traditional notion of the university is giving way to communities of scholars who are not tied to particular institutions, and less dependent on traditional forms of dissemination and publication. The resulting ‘democratisation’ of academia is portrayed in terms of a tension between democracy and expert knowledge mediated by technology.
One prominent contemporary challenge for technologists is to understand the ongoing impact of technological change on academic communities. At The Open University, the Digital Scholarship research team is mapping the use of Twitter in order to better understand user engagement with these technologies. I will present headline findings from this research and discuss the implications for scholarly practice at the OU.
In this paper I discuss some of the ethical issues relating to the use of mobile technologies in education. I argue that the frames of reference used by educators and technologists typically fail to capture the nature, scope and impact of ethical issues in
mobile learning. Part of the problem is that the right kind of analytical tools for research into ethics. I propose a taxonomy of ethical issues based on dominant positions in meta-ethical theory, suggesting that we need a reconstructive approach which focuses on the responsibilities of students, educators and policymakers; the desirability of the outcomes from mobile learning initiatives; and assessing the learning or development of those involved. Referring to the methodology from the Mobile Technologies in Lifelong Learning (MOTILL) project, I show how an alternative methodological foundation might both affect research design and facilitate understanding of ethical issues in mobile learning.
Presented at the Computers and Learning Research Group (CALRG) Conference 2010 (http://kn.open.ac.uk/public/workspace.cfm?wpid=5403)
Building an Open Operations Room for the OER Community #opened16Robert Farrow
Presentation of the OER World Map project from Open Education 2016 held in Richmond, VA (USA) in November 2016. These slides were written by Jan Neumann (lead) and Rob Farrow.
Quality is one of the key factors for open educational resources (OER) to gain mainstream acceptance and become part of an open educational practice (OEP) within higher education. Students and teachers need to be able to see the resource’s trustworthiness, target groups, areas of use, context, accessibility etc. What quality criteria can be placed on OER and how do we establish credibility?
In this webinar you will meet the following experts in this area:
Professor Gráinne Conole (University of Leicester, UK) is a well-known expert in the field of open education and is involved in many international initiatives and organisations. She will describe current work with OER quality issues. She will also give examples of a number of relevant projects.
Dr. Ebba Ossiannilsson (University of Lund, Sweden) has recently published a doctoral thesis on quality and benchmarking of e-learning in higher education (http://jultika.oulu.fi/Record/isbn978-952-62-0041-5). She will focus on how benchmarking can be used as a method for quality assurance in an open educational culture. She will also briefly present the main international quality methods in this field.
Squaretable October 4th 2012 on sustainable materials and end productscsdbdv
On the 4th of October 2012, Squarewise hosted yet another inspiring Squaretable on the subject of “Co-creating added value for sustainable materials and end products.” A written summary of the discussions will also be made available on the website www.squarewise.com.
Thinking Aloud: University Enterprise Architecture Themes and HorizonsAlison Pope
. It provides some of my thinking and research on ideas and themes for looking at technology trends over three horizons (2011, 2015 and 2020), business strategy and enterprise architecture, application architectures and themes and how we might … just might begin take all of this forward. It is essentially a list of the things I will be thinking about, reading about, working on and blogging about in 2011 all mixed up together to hopefully understand better as the year progresses.
Ontario Ministry of Education, Research and Evaluation Strategy. Presented by Julia Lalande and Linda Nicolson at the Canadian Knowledge Mobilization Forum, Ottawa, June 19-20, 2012.
Monitoring of activities includes different ways of managing information flow between laboratories and the technology transfer offices, which ensure that detection of transfer opportunities is successful: done early in the process, on the basis of continuous deal flow, without missed potential. The pro-active approach allows to have the maximum overview of relevant activities in the labs and to act in the right moment with strategy proposals and necessary guidance. The practices available in the toolbox concern monitoring of such activities as: invention disclosure, collaborative research with industrial partners and satisfaction survey, as well as consultancy provided by researchers of a public research institution.
www.FITT-for-Innovation.eu
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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Learning the Lessons of Openness
1. Learning the Lessons of Openness
Patrick McAndrew, Robert Farrow, Patrina Law and
Gary Elliot-Cirigottis
The Open University's Institute of Educational Technology
2. OER connects “education for all,” the UN’s millennium goal that
calls for everyone in the world to have a basic education by
2014, with the goal of closing the digital divide
(Smith and Casserly, 2006)
3.
4.
5. Exploring the OER landscape
through projects/organizations and
their physical locations…
6.
7. Navigating by theme…
Tagging…
Creating new connections…
Use the live system – completely
open and free to use…
http://ci.olnet.org
13. Integrating analytics into curriculum
Open Assessment Resources?
Formative/Summative Feedback?
Assessment Mozilla Badges?
and
OER Rubrics
Authentic Student Needs
Evaluation
Tracking Reuse
Teaching & Learning
Use of OER ‘Delayed gratification’
OER Research
Proof of learning
Policy Change
Ecosystem
14. Commercial digital textbooks
Improving OER visibility
New skills = new training ‘Invisibility’ at the point of use
Tools for textbook production
Tools for finding OER Technologies &
Tools for risk assessment
Infrastructure
Reducing barriers to quality
Tools & Technologies
Repository Protocols
Technology-supported peer review
Encouraging collaboration between stakeholders
Commercial influence over policy
15. Promoting Reform Wellcome Trust
Anti-piracy legislation OER Advocates
OpenTextBooks
Working with commercial publishers
Advocacy
South Africa
National Legislation
K12 Bill
Diversity
&
Indonesia
Reversibility
Policy Brazil
Sustainable Business Models
Developing Curricula
‘On the ground’ support Tools & Technologies
Institutional Collaboration
Incentivising Staff
Institutional Change
OER Policy Registry (CC)
Mainstreaming OER “Publicly funded resources are openly licensed resources”
16. Lack of reliable evidence OLnet OER Evidence Hub
OER Glue
Tracking informal learning
Evidence of Use Encouraging use of CC licences
which afford attribution
& Reuse
Developing metrics for
tracking quality
Use of OER
Reuse of OER
Modular lesson design
promotes reuse
Reluctance to share
Lack of adequate case studies Changing cultural practices
Focus on the user, not the activity
17. Balancing open and
commercial approaches
New tools to make sharing easier
Institutional Change
Investing in openness
Competition for limited funding
Sustainability
Dependence on philanthropy
Broader benefits for
Building the right education
Sustainability
support networks
Tracking informal learning Thinking about the wider ecosystem,
not just the ‘free’ product
18. Confusion over licence options
Range of CC licences
Lack of clarity over exercising rights Greater awareness of
open alternatives
Copyright & Public funding = open access
Making publicly funded Licensing
materials open
Pedagogical value of
unobstructed licences
Copyright & Licensing
Investment in open textbooks
Commercial use of CC-BY
Risk management tools
19. $5 Textbook
Harnessing OER for informal learning Utah Open Textbook
Textbook Rebellion
Student PIRGS
Cheaper textbooks & other
educational materials
Problem of accreditation
Costs/Benefits OER to teach about OER
For Teaching
Sustainability
OER Research
Teaching & Learning Improving access,
widening participation
Cost-effectiveness
School policies which prevent sharing
20. Incentivising staff to
adapt existing practices OER Advocacy Coalition
Building institutional
Influence of commercial support
publishers
Promotion &
Advocacy Finding evidence of
effective OER
Reductive thinking about OER
Dissemination & Awareness
Mobilising the OER community
‘Watered-down’ legislation
Instructional Design
21. Quality issues not unique to OER
Controlling quality
through peer review
OER challenge existing
notions of quality
OER production not meticulous
Faculty resistance Strategies for supporting
to change
Quality collaboration
Developing reliable metrics OERTest
Content Creation
Achieve
Value of unobstructed licences
Too much poor quality OER in
public domain
Poorly designed e-learning
New stakeholder models of review
22. Resistance from Making the benefits tangible
commercial interests
Rethinking the learning experience
Too much faith in transformative
power of OER Accreditation
Culture of New forms of collaboration,
supported by new technologies
Worries about OER quality Adoption
Mentoring and support
Lack of recognition for Content Creation
Teaching & Learning P2Pu
OER scholarship Adoption of OER
Changing student habits
Cultural diversity Effects of OER on motivation &
engagement
23. Lack of evidence about OER
effectiveness OLnet
Exemplars for openness
Open access publishing
Does OER need radically new New ways to network
processes, or can they exist within
existing structures?
Impact of and share
OER Research
New opportunities
for cross-collaboration
Adoption of OER
Dissemination & Awareness
Concerns about validity of open OER Research
research
Research on openness as
catalyst for change
24. Commercial providers borrowing Changing attitudes among
rhetoric of openness academics and publishers
Student textbooks in USA
‘Locked’ content
Open access publishing
Out of date textbooks Access
Impact on legislation
Stifling of reform Access
Teacher Education in
Sub-Saharan Africa
OLnet
Proliferation of poor quality content
obscures high quality content
27. Stages in Open Content
Legal: release of copyright through creative commons
Practical: provide access to content
Technical: develop an environment for open access
Pedagogic: understand the designs that work
Economic: devise a model for sustainable operation
Transformative: change ways of working and learning
28. B2S: Challenges of Preparation
Copyright Technology Access
CC-BY Licence B2S required reuse Discoverability
tracking across different (sited content, pilots)
student cohorts
Matching NC to CC-BY Labspace Accessibility
across funded projects (OpenLearn) (audit and support)
Moodle Usability
(general benefits)
29. B2S: Common Challenges
Quality Sustainability Reuse
Open University Dissemination and Conversion to US
material training context
Quality framework Open environment Editable versions
Learning design Integration with college Cross platform
needs
30. B2S: Research Challenges
Cost/benefit impact Policy
“Free” enables new Changing learners’ Open access courses
solutions paths
Hidden costs in making New collaborations
change across sectors
31. B2S: Emerging Challenges
Advocacy Culture Assessment
Promotion of openness Finding new solutions Light models
Recruiting colleges Willingness to Rewards/Badges
experiment
New areas of work
Highlights of the organisation node page designed to show how the different data types fit together
This slide attempts to give a simple explanation of the data model used and to get from the idea of mapping organisations to the idea of mapping more ephemeral data and views on OER
Now looking at an individual theme... I would note the related organisations & possibility of following a theme. Themes provide the ‘glue’ for sticking together different kinds of data. I’ve added a link to the live page at the bottom so that you can just explore straight from here. Lots of the entries relating to copyright also relate to access. I suggest that you find a pathway to the access theme page and then cut back to use the next slide.