Oer initiatives and best practices in different countries
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This document discusses open educational resources (OER) in relation to Sustainable Development Goal 4 of ensuring inclusive and quality education for all. It provides questions to prompt discussion on national OER practices and initiatives in different countries. The document outlines core values that OER can reflect like access, equity and education as a human right. It also gives an example of how Fiji successfully implemented OER as a national policy through advocacy, consultation, capacity building and practice. Suggested discussion points include how governments can address OER values through SDG4 and recommendations for government action.
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The Pacific Open, Distance and Flexible Learning Framework(PODFLF) has been formulated in response to the endorsement by the Pacific Heads of Education System (PHES) to address precipitating social and economic challenges, due to the lack of successful inclusive and equitable access to quality education within the Pacific Region.
Pacific region oer strategic paper
This document provides a strategic plan for promoting open educational resources (OER) in the Pacific region. It summarizes the background and purpose of developing an OER strategy at a regional consultation in Auckland, New Zealand. The strategic plan outlines a vision for OER to support inclusive and equitable education. It identifies challenges such as lack of advocacy, capacity, and infrastructure and proposes strategic objectives and indicators of success, such as developing OER policies, building human resource capacity, and establishing a Pacific regional OER repository.
Canadareport 123.docx (1)
This document provides a summary of the key points discussed during the author's attachment at the Commonwealth of Learning (COL). It outlines COL's focus on open educational resources (OER) and distance learning. It also describes several areas COL is working on, including technology-enabled learning, education accessibility, teacher education, and supporting the Pacific Centre for Open and Flexible Learning for Development. The methodology involved conversations with COL education specialists covering topics like OER, their importance in the Pacific, and the value of collaboration. The outcomes emphasized establishing an OER unit in the author's country with clear objectives and defined roles for limited staff.
Pacfold ppt 1
PACFOLD is a digital center that aims to facilitate flexible and open learning for sustainable development in the Pacific region through advocacy, communication, innovation, and research. Its mission is to be a capacity building network that empowers Pacific communities through lifelong learning. PACFOLD's values include sustainability, empowerment, innovation, flexibility, and inclusiveness. It seeks to advocate for flexible open learning, establish learning models, facilitate initiatives, and research effective practices in the region.
Your pacfold learn guide.
The document provides instructions for registering with and navigating the PACFOLD online learning platform, including registering, logging in, being assigned user roles, and an overview of the site's navigation features like forums, groups, and links. It welcomes new users and provides contact information for facilitators to assist with any questions during the registration or login process.
Pacfold learn member guidelines
The document provides instructions for members on how to collaborate and communicate on PACFOLD learn, a virtual center for the Pacific. It explains that PACFOLD learn allows Pacific Islanders and friends of the Pacific to meet online, share ideas, and create new knowledge about using open and distance learning. It outlines how members can participate by logging into their account, joining groups, posting comments, starting discussion topics, and contacting the virtual facilitator for assistance.
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This document discusses open educational resources (OER) and summarizes some of the key findings from an OECD/CERI study on OER. It finds that while the number of OER initiatives is growing, there is still conceptual ambiguity around what constitutes an OER. Preliminary results suggest that typical OER users are well-educated individuals, and that lack of time and reward systems are barriers to wider involvement. Proponents argue that open sharing of educational resources can increase access to knowledge and support academic values.
Oing to university blended strategies for learning and teaching in a modern...
Oing to university blended strategies for learning and teaching in a modern...The University of the South Pacific
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.Charting flexible pathways in open, mobile
This editorial provides an overview of papers presented at the DEANZ2016 conference on flexible learning. It introduces three think pieces from keynote speakers on how digital technologies have influenced teaching and learning. It also summarizes five conference papers that have been expanded into full articles on topics like a blended learning program, developing online course quality, and using mobile devices in classrooms. The editorial aims to showcase insights into open, flexible, and distance education from both New Zealand and international contexts.
OER as a Model for Enhanced Teaching and Learning
This document summarizes a research study that examined how participation in an open educational resources (OER) training network for teachers impacted pedagogy. Key findings included:
1) The OER network facilitated knowledge sharing between teachers as they collaborated, discussed challenges and ideas, and shared lessons and resources.
2) Participation in the network reduced isolation and supported multidisciplinary work between teachers.
3) Access to OER provided teachers with adaptable lessons and best practices that they could incorporate into their own teaching.
Sdg universality report_-_may_2015
The document analyzes the transformational challenges that the UN's proposed Sustainable Development Goals (SDGs) present for developed countries to transform their economies and societies in a sustainable direction. It describes a methodology used to score each SDG goal and target based on their applicability, implementability, and transformational impact. The methodology was applied by three assessors to provide a preliminary analysis of which SDGs represent the greatest challenges for developed countries. The results showed that the goals of climate action (Goal 13), sustainable energy (Goal 7), and sustainable consumption and production (Goal 12) scored highest as the most transformational challenges facing developed nations.
Your pacfold learn guide.
The document provides instructions for registering with and navigating the PACFOLD online learning platform, including registering, logging in, being assigned user roles, and an overview of the site's navigation features like forums, groups, and links. It welcomes new users and provides contact information for facilitators to assist with any questions during the registration or login process.
Oer national policy final
This document outlines Fiji's national policy on open educational resources (OER). The policy aims to increase access to quality education by promoting awareness and use of OER. It encourages educators to develop and share OER under open licenses. It also establishes an OER repository and requires enabling access to technology. The policy applies to all public and private educational institutions in Fiji and seeks to maximize the social and educational impact of resources produced with public funds.
Oer fiji book
This document is a guide book about Open Educational Resources (OER) in Fiji authored by Matai Tagicaki. It provides definitions of key OER terms and concepts. The guide book aims to explain what OER are, why Fijians need to know about them, and how OER can be used and are relevant to Fiji. It discusses how Fijians and Fijian communities can benefit from open access to educational resources through OER. The document contains strategic statements about OER and outlines the contents to be covered in the guide book.
Matai open education resources in quality assurance
The document discusses sustainable development of open educational resources (OER) through quality assurance in higher education. It examines quality as both a product and a process, and notes that developing a culture of quality may be the best approach. The conclusion emphasizes that OER offers free and accessible resources that can be quality assured through existing frameworks and shared through global repositories to provide quality educational resources for all citizens.
Etablishing oer in fiji
The document discusses establishing an open educational resources (OER) platform in Fiji to ensure quality and accessibility of educational resources. It outlines the process that the Fiji OER team will take in collaboration with the Commonwealth of Learning (COL) to develop an OER information platform. This will include localizing global OER approaches to consider Fiji's context and ensure resources meet community needs and desires. The summary discusses planning the OER unit to achieve expected outcomes through identifying outcomes, planning to achieve them with a small staff, and preparing governance documents and a multi-year work plan.
Etablishing oer in fiji
This is a paper which I presented during the 2016 APQN. The paper is about establishing OER in Fiji, how the establishment motivated directed QA process.
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Oer initiatives and best practices in different countries
- 1. “Ensure inclusive and quality education for all and promote lifelong learning” – SDG4 Exploring National OER Practices viz SDG4
- 2. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Pacific Center for Flexible and Open Learning for Development (PACFOLD), 2017 Any part of this document maybe reproduced without permission, but with attribution to PACFOLD and the author, Matai Naisa Tagicaki. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License IF you have any queries about this presentation, please contact: Matai Tagicaki Project Officer PACFOLD University of the South Pacific Statham Campus Laucala, Suva Fiji tagicaki_m@usp.ac.fj
- 3. Identify OER Initiatives and Best National Practices to be specific to SDG4 OUTCOME
- 4. 1. What activities has your country done towards the recognition of OER? 2. If the answer to the first question is no activity, than what do you think your country should be doing? 3. What would you expect to be key concepts for OER in your country? 4. If you were to design a concept map on OER, what would it include? 5. What are opportunities and mis-opportunities you may face in setting up OER, and how would you embrace opportunities or find resolution for mis-opportunities?
- 5. OER reflected Values • Access • Equity • Quality • Efficiency and effectiveness • Education as a human rights • Holistic approach • Diversity • Harmonisation • Partnership Suggested Mainstreaming Documents- FAIDP and PEDF strategic goals and guiding Principles and Values Underpinning reference regional document and National Education SP.
- 6. How Fiji got OER to be a policy as a good practice • Advocacy and Awareness • Public consultation • Policy • Implementation • Plan of action • Practices • Capacity building (HR and Institutional) • Application
- 7. Suggested Discussion Pointers: • How do we see our Government addressing values of OER through SDG4 • What are examples of good practice • What are some effective initiative • What can tertiary institutions contribute to National Direction • Inclusivity of informal and non formal sectors • Recommendation for government action.