SlideShare a Scribd company logo
www.olcos.org
The OLCOS road mapping has been carried
out to inform and support a transformation in
educational practices that brings learning
processes and their outcomes closer to what
individuals will need to participate
successfully in the knowledge society.
An educational culture and mindset must be
fostered that builds on sharing of resources
for, and experiences from, open educational
practices.
…for educational policy makers
and funding bodies
Promote open educational practices that
allow for acquiring competences and skills
that are necessary to participate successfully
in the knowledge society
…for educational policy makers
and funding bodies
Foster the development of Open Educational
Resources
…for educational policy makers
and funding bodies
Support the development of widely used,
state-of-the-art and sustainable open access
repositories
…for educational policy makers
and funding bodies
Demand public–private partnerships to
concentrate on ventures for innovating
educational practices and resources
…for boards, directors and supervisors
of educational institutions
Scrutinise whether educational institutions
are employing innovative approaches beyond
teacher-centred knowledge transfer
…for boards, directors and supervisors
of educational institutions
Promote sharing and re-using of Open
Educational Resources and experiences from
open educational practices
…for boards, directors and supervisors
of educational institutions
Establish reward mechanisms and supportive
measures for developing and sharing of Open
Educational Resources and experiences
…for boards, directors and supervisors
of educational institutions
Clarify copyrights and define licensing
schemes for making Open Educational
Resources available
…for teachers
Clarify the professional role, appropriate
approaches and required skills of a teacher in
a knowledge society
…for teachers
Employ open educational practices to help
learners acquire competences for the
knowledge society
…for teachers
Make use of tools and services that support
collaborative learning processes and learning
communities
…for teachers
Share proven learning designs, content and
experiences through open access repositories
and open licenses
…for students
Demand educational approaches that allow
for acquiring competences and skills for the
knowledge society
…for students
Suggest open learning practices using new
tools and services
…for students
Develop one’s own ePortfolio and make
study results accessible to others
…for students
Respect IPR/copyright of others and make
one’s own creative work accessible under an
open content license
¡Muchas gracias!
ccorcoles@uoc.edu
http://cesar.corcoles.net

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Olcos

  • 2.
  • 3.
  • 4. The OLCOS road mapping has been carried out to inform and support a transformation in educational practices that brings learning processes and their outcomes closer to what individuals will need to participate successfully in the knowledge society.
  • 5. An educational culture and mindset must be fostered that builds on sharing of resources for, and experiences from, open educational practices.
  • 6. …for educational policy makers and funding bodies Promote open educational practices that allow for acquiring competences and skills that are necessary to participate successfully in the knowledge society
  • 7. …for educational policy makers and funding bodies Foster the development of Open Educational Resources
  • 8. …for educational policy makers and funding bodies Support the development of widely used, state-of-the-art and sustainable open access repositories
  • 9. …for educational policy makers and funding bodies Demand public–private partnerships to concentrate on ventures for innovating educational practices and resources
  • 10. …for boards, directors and supervisors of educational institutions Scrutinise whether educational institutions are employing innovative approaches beyond teacher-centred knowledge transfer
  • 11. …for boards, directors and supervisors of educational institutions Promote sharing and re-using of Open Educational Resources and experiences from open educational practices
  • 12. …for boards, directors and supervisors of educational institutions Establish reward mechanisms and supportive measures for developing and sharing of Open Educational Resources and experiences
  • 13. …for boards, directors and supervisors of educational institutions Clarify copyrights and define licensing schemes for making Open Educational Resources available
  • 14. …for teachers Clarify the professional role, appropriate approaches and required skills of a teacher in a knowledge society
  • 15. …for teachers Employ open educational practices to help learners acquire competences for the knowledge society
  • 16. …for teachers Make use of tools and services that support collaborative learning processes and learning communities
  • 17. …for teachers Share proven learning designs, content and experiences through open access repositories and open licenses
  • 18. …for students Demand educational approaches that allow for acquiring competences and skills for the knowledge society
  • 19. …for students Suggest open learning practices using new tools and services
  • 20. …for students Develop one’s own ePortfolio and make study results accessible to others
  • 21. …for students Respect IPR/copyright of others and make one’s own creative work accessible under an open content license
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.

Editor's Notes

  1. El roadmap de OLCOS se realizó con la intención de informar y dar soporte a una transformación en las prácticas educativas que acercase los procesos educativos y sus resultados a lo que los individuos necesitan para participar con éxito en la sociedad del conocimiento
  2. Debe alimentarse una cultura educativa que construya sobre la compartición de recursos para, y experiencias de, las prácticas educativas abiertas. Y para ello se recogieron una serie de recomendaciones dirigidas a los diferentes participantes del proceso educativo. Para los que redactan políticas y reparten el dinero, para directores y supervisores de instituciones educativas, para profesores, para estudiantes, para los repositorios educativos y, finalmente, para desarrolladores e implementadores de herramientas y entornos de e-learning. En la presentación de hoy nos quedaremos con los cuatro primeros grupos. Después de unos años, esas recomendaciones deberían sonar a ‘sentido común’ más que a ‘recomendaciones’, y creo que es un buen ejercicio rescatarlas y presentarlas con el ánimo de ver si es así…
  3. Primero pasaremos, rápidamente, por esos ‘policy makers and funding bodies’, a los que se recomienda, primero, que promuevan prácticas educativas abiertas para adquirir las competencias y habilidades necesarias para participar con éxito en la sociedad del conocimiento. Creo que pasa la prueba del ‘suena a sentido común’ pero no estoy completamente seguro de que, cuando 2012 ya está cerca, esto esté haciéndose realmente. En parte, desde luego, porque es muy difícil definir qué son esas habilidades y competencias de manera que duren en el tiempo.
  4. En 2º lugar se pedía que fomentasen el desarrollo de recursos educativos abiertos. De nuevo, suena mucho a sentido común, pero a veces parece que el conflicto entre esta idea y el lobby del libro educativo se va más del lado del lobby. Otro punto para discutir más tarde….
  5. En tercer lugar, se pide que den soporte al desarrollo de repositorios abiertos, sostenibles, y en el ‘estado del arte’. De hecho esta es la sugerencia que me ha llevado a meter aquí todo el apartado de ‘policy makers and funding bodies’, porque es algo que a mí personalmente me chirría bastante, como recuperaré dentro de un rato. De momento, lo dejamos en que a mí, de hecho, no me suena a sentido común…
  6. Finalmente, se les pide que exijan ‘partnerships’ entre los sectores público y privado para concentrase en iniciativas para la innovación en prácticas y recursos educativos. Que me parece que es algo que HAY que pedir, pero que equivale a pedir la cuadratura del círculo, aunque estoy perfectamente dispuesto a que me enmiende la plana cualquiera de los presentes. Y con esto pasamos a las sugerencias para directores y supervisores de instituciones educativas…
  7. Que comienzan con pedir que se mire con lupa si las instituciones educativas usan aproximaciones innovadores más allá de la transferencia de conocimiento centrada en el profesor. De nuevo, algo que creo que debe hacerse, que suena a sentido común, pero que no sé si hace hoy generalmente. Mi sospecha es que lo hacen las buenas instituciones y que no lo hacen las malas. De nuevo, pregunto más que expongo…
  8. 2ª recomendación, promover el compartir y reutilizar REAs y experiencias de prácticas educativas abiertas. Esto a mí me suena, más que a sentido común, a imprescindible. Sin compartir buenas prácticas y recursos, la tarea del docente, hoy, es poco menos que imposible. Y voy a hacer énfasis en en el reutilizar, de nuevo, en la segunda parte del discurso.
  9. 3ª. Establecer mecanismos para recompensa, y medidas de soporte, para el desarrollo, y de nuevo, el compartir REAs y experiencias. Más sentido común y, de nuevo, conflicto con una cierta industria. Otra vez, pregunto más que respondo si esto se ha hecho así…
  10. Última recomendación de esta sección, clarificar el copyright y definir esquemas de licencia para poner los REAs a disposición del público. Con la iglesia hemos topado. Y es que si el lobby del libro es potente, del de la propiedad intelectual mejor ni hablar. Seguimos hablando de (i) sentido común (ii) cosas que no queda más remedio que pedir y (iii) la cuadratura del círculo.
  11. Llegamos a los profesores. Punto uno, clarificar el rol profesional, las aproximaciones más apropiadas y las habilidades que necesita un profe en la sociedad del conocimiento. Yo no tengo ni idea, vuelvo a preguntar si es así y, otra vez, reconozco que esto es muy difícil de lograr, aunque debe apuntarse a ello, pero que todo esto es una realidad con una base inalterable pero con una parte que está en continua mutación…
  12. Punto dos. Usar prácticas abiertas para ayudar a los que aprenden a adquirir competencias para la sociedad del conocimiento… Estamos en las mismas…
  13. Tres. Usar herramientas y servicios que apoyen procesos de aprendizaje colaborativos y comunidades de aprendizaje. Esto me suena a mí a la parte común de lo que decía antes: esto sí creo que va a ser útil para el estudiante dentro de un año, dentro de cinco, dentro de diez… Estamos hablando de lo social, y Facebook y Tuwnti, y Twitter, y todo lo que venga, a lo mejor son modas y a lo mejor no, pero el componente social no va a desparecer y va a ser cada vez más necesario. KNOW HOW -> KNOW WHO
  14. Último punto. Compartit diseños de aprendizaje, contenidos y experiencias de éxito demostrado a través de repositorios de acceso abierto y licencias abiertas.