Opal ehlers-workshop
•
0 likes•506 views
This document discusses open educational resources (OER) and open educational practices (OEP). It provides examples of major OER initiatives and describes how OEP builds upon OER by focusing on open learning architectures, learning as construction and sharing, quality improvement, and changing educational cultures. The Open Educational Quality Initiative is presented, which aims to promote quality, innovation and consideration of how OER supports educational practices. The initiative involves several organizations and will develop case studies, a quality guide, and tools to support OEP dimensions like strategies, skills development, and governance.
Report
Share
Report
Share
Recommended
Open Educational Practices
The document discusses open educational practices (OEP) and quality initiatives. It notes that while OER initiatives focus on increasing access to content, there needs to be more focus on how this supports educational practices, promotes quality and innovation in teaching and learning. The Open Educational Quality Initiative aims to address this by studying 60 OEP case studies and developing supporting strategies, policies, tools and skills to help implement high quality OEP. The initiative will launch its first tools in December 2010.
Moving ahead to learning for all: From open educational resources to open edu...
- The document discusses open educational resources (OER) and open educational practices (OEP), noting a shift from a focus on access to OER to embracing open learning architectures and quality improvement through OEP.
- It introduces the Open Educational Quality Initiative, which aims to support educational practices, promote quality and innovation through guidelines, maturity models, case studies and tools to help institutions implement OEP.
- In closing, contact information is provided for further information on OEP and the Open Educational Quality Initiative.
Cetis intro 16 Jan09
The document outlines the agenda for a conference on maximizing the effectiveness of virtual worlds in teaching and learning. The agenda includes sessions on who virtual worlds are best suited for, policy issues around using them for learning, and technical characteristics that impact their use. Breaks are scheduled between sessions for tea, coffee, and a Q&A period. An overview provides additional context on the sponsoring organization JISC CETIS and its role in supporting eLearning standards and special interest groups.
Institutional Open Education and OER Policies - a view from POERUP
This document summarizes a webinar on institutional open education and OER policies. It discusses the need for OER policies to guide business planning, resource allocation, and consistency with other institutional policies. Policies can exist at various levels from individual to worldwide. The webinar also reviews levels of OER engagement within institutions and relevant stakeholders. UNESCO's 10 guidelines for OER policies aim to increase OER awareness, support licensing frameworks, and encourage open licensing of publicly funded materials. The webinar provides recommendations to foster innovation, ensure quality review of all learning modes, and move from time-based to output-based academic credit systems.
European mooc strategies: strength in diversity?
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
Mapping oer etc final
POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies.
A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects:
1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database.
2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions.
3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.)
The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies.
The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.
Mapping OER using Semantic Wikis
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint.
The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Ocwc2014 policies-bacsich final and refs
This document discusses developing open educational resource (OER)-supportive policies for higher education in smaller countries. It provides context on the POERUP project, which is inventorying over 400 OER initiatives and producing policy documents. It defines smaller countries as those with less than 10 million people and lists several European Union countries that fall into this category. Key factors that affect policymaking in smaller countries are discussed, such as limited resources, influence of regional areas, smaller number of institutions, and importance of cultural and linguistic factors. The document then examines policy approaches in Scotland, Ireland and Wales in more detail. In Wales, an Open and Online Learning Working Group recently made recommendations to the minister and higher education institutions around several areas including access,
Recommended
Open Educational Practices
The document discusses open educational practices (OEP) and quality initiatives. It notes that while OER initiatives focus on increasing access to content, there needs to be more focus on how this supports educational practices, promotes quality and innovation in teaching and learning. The Open Educational Quality Initiative aims to address this by studying 60 OEP case studies and developing supporting strategies, policies, tools and skills to help implement high quality OEP. The initiative will launch its first tools in December 2010.
Moving ahead to learning for all: From open educational resources to open edu...
- The document discusses open educational resources (OER) and open educational practices (OEP), noting a shift from a focus on access to OER to embracing open learning architectures and quality improvement through OEP.
- It introduces the Open Educational Quality Initiative, which aims to support educational practices, promote quality and innovation through guidelines, maturity models, case studies and tools to help institutions implement OEP.
- In closing, contact information is provided for further information on OEP and the Open Educational Quality Initiative.
Cetis intro 16 Jan09
The document outlines the agenda for a conference on maximizing the effectiveness of virtual worlds in teaching and learning. The agenda includes sessions on who virtual worlds are best suited for, policy issues around using them for learning, and technical characteristics that impact their use. Breaks are scheduled between sessions for tea, coffee, and a Q&A period. An overview provides additional context on the sponsoring organization JISC CETIS and its role in supporting eLearning standards and special interest groups.
Institutional Open Education and OER Policies - a view from POERUP
This document summarizes a webinar on institutional open education and OER policies. It discusses the need for OER policies to guide business planning, resource allocation, and consistency with other institutional policies. Policies can exist at various levels from individual to worldwide. The webinar also reviews levels of OER engagement within institutions and relevant stakeholders. UNESCO's 10 guidelines for OER policies aim to increase OER awareness, support licensing frameworks, and encourage open licensing of publicly funded materials. The webinar provides recommendations to foster innovation, ensure quality review of all learning modes, and move from time-based to output-based academic credit systems.
European mooc strategies: strength in diversity?
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
Mapping oer etc final
POERUP was an EU-funded project which began in November 2011 and produced its final report in October 2014. Its purpose was to develop OER-friendly policy recommendations, based on analysis of existing OER initiatives, countries, policies and case studies.
A key part of the work was collecting a wide range of OER and MOOC initiatives from countries round the world. By the end of the project POERUP had created a curated map/database of over 500 open education initiatives, both OER and MOOC. This mapping work had three important aspects:
1. The project began by creating a number of Google Map Tools consisting of ad hoc maps and charts, using Google Map Engine Pro and Google Charts. The initial aim was to gain familiarity with the mapping issues, but the end result was a simple set of procedures whereby many projects can map their results using data from a spreadsheet such as Excel or GoogleDocs, rather than from a sophisticated database.
2. The project then created a Custom Map Tool driven by the sophisticated "noSQL" database MongoDB to allow display of and search for OER initiatives, as part of a wider initiative to document and allow search for open education initiatives, including MOOCs. The core database technology and approach were chosen to be scalable to high performance as well as being open source and Linked Data-ready. The Open API it makes available facilitates future use by different groups working collaboratively on problems of collecting, mapping and analysing open education initiatives, including but not only eMundus, SharedOER, D-TRANSFORM, OER Africa and Hewlett-funded initiatives in this area. Though sophisticated, the database can be loaded from a standard spreadsheet using some simple mark-up conventions.
3. Sero created Semantic Map Tools using Semantic Maps, a module of Semantic MediaWiki, hosted on Referata to support the POERUP wiki. Semantic MediaWiki is a powerful extension of the MediaWiki software. (MediaWiki is used also for WikiEducator and Wikipedia.)
The implication of this work is that a wide range of projects looking to analyse "initiatives" of a wide range of types, can now represent them on maps. It is especially easy and powerful to do this if the project makes use of Semantic MediaWiki. Since standard MediaWiki databases can be loaded into Semantic MediaWiki and spreadsheets can be used to create sets of template-driven wiki pages, this means that many of the existing wikis of educational material can rapidly benefit from this approach. Already this work is being applied to wikis of virtual schools, virtual universities and quality and benchmarking projects and agencies.
The presentation concludes with some reflections on the POERUP and related work and leaves the audience with some Thoughts.
Mapping OER using Semantic Wikis
This presentation describes the approach taken by an externally-funded series of analytic projects in OER, first POERUP and then the successor studies on SharedOER and Adult Education & OER, to “solve” the requirement, first posed by UNESCO in 2012 (D’Antoni, 2013), but later taken up by the Hewlett Foundation (2013), of geographic mapping of OER initiatives, policies and other related entities. There are of course several such “solutions”, all with their strengths and weaknesses, but the POERUP database is larger than most so far, more multi-sector (HE,VET and K-12) and more global in coverage – in part because it could leverage on a series of well-funded EU projects over several years, each unusually (for EU projects) taking a global viewpoint.
The presentation will consider the decisions taken by POERUP and its successor studies on technology, databases, mapping and user interface, looking both at the distribution and the collection aspects.
Ocwc2014 policies-bacsich final and refs
This document discusses developing open educational resource (OER)-supportive policies for higher education in smaller countries. It provides context on the POERUP project, which is inventorying over 400 OER initiatives and producing policy documents. It defines smaller countries as those with less than 10 million people and lists several European Union countries that fall into this category. Key factors that affect policymaking in smaller countries are discussed, such as limited resources, influence of regional areas, smaller number of institutions, and importance of cultural and linguistic factors. The document then examines policy approaches in Scotland, Ireland and Wales in more detail. In Wales, an Open and Online Learning Working Group recently made recommendations to the minister and higher education institutions around several areas including access,
Institutional MOOC strategies compared
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Linq 2013 session_green_3_digi_skills
The document discusses the Network for the Enhancement of Digital Competences and Skills project (DigiSkills). The goal of the project is to inspire and support innovative teaching using ICT through a web-based inventory of good teaching practices, educational materials, and a community for teachers. The inventory will include practice descriptions and educational materials. DigiSkills is funded by the Lifelong Learning Programme and involves partners from various European countries working on educational policy, technology, and knowledge management.
European virtual schools innovative practice
Virtual schools in Europe are more common than previously thought, with around 70 identified across the continent. The VISCED project mapped and studied these schools, finding that most have small enrollments but serve important niches like expatriates. Virtual schools offer cost savings over traditional schools, but face policy barriers in some countries. The project recommends governments support virtual schools for both children and adults to improve access to education.
MOOC: Challenges for HE Institutions
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
Policies for uptake of OER in the UK home nations
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
Bacsich presentation-valladolid-2009
The document discusses the successful use of Web 2.0 tools like blogs, wikis, and social networking for professional development. It summarizes the Re.ViCa project, which reviewed virtual campuses across Europe to identify lessons learned and critical success factors. Some key findings include: the importance of leadership and management support for e-learning initiatives; addressing issues like language, sustainability, and quality assurance; and tailoring offerings to market needs. The project wiki and upcoming handbook aim to provide best practices and recommendations for virtual campuses based on analyses of real-world examples.
OER and MOOCs in the Netherlands: State of Affairs
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Learning and Creativity in a New Environment
- The Finnish higher education reform aims to help universities react faster to changes, diversify funding, compete internationally, and ensure quality education and research.
- As part of this reform, three universities - Helsinki University of Technology, Helsinki School of Economics, and University of Art and Design Helsinki - will merge to form Aalto University.
- The goal of Aalto University is to become one of the leading institutions in the world in research and education in its specialized fields by 2020 by combining the expertise of the three universities and increasing resources.
Open Nottingham
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses EDEN Digital Learning Europe
The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.Presentation for SUALL Council
This presentation discusses the Opening Educational Practices in Scotland (OEPS) project, which aims to increase access to education through open educational resources and practices. It notes that while open education promises to widen participation, there is little evidence it has transformed education or increased lifelong learning in reality due to barriers like digital literacy. However, OEPS is developing open online courses and a community hub to support collaborative learning and scaffold support. By taking a social practice approach and engaging stakeholders, OEPS hopes to demonstrate how open education can be leveraged to fulfill its promise of increasing access to education.
Oer14 diy-final
The document discusses recommendations for open educational resources (OER) policy in Wales. It recommends that the Welsh government and higher education institutions in Wales:
1) Fund the development of open and online resources for use in schools and colleges to widen access to higher education.
2) Examine how online learning can be integrated into skills development programs funded by the European Social Fund.
3) Develop a Welsh language MOOC to help students and workers improve their professional Welsh language skills.
4) Encourage systematic adoption of open licensing for OERs produced in Wales and sharing of resources through open repositories.
The recommendations aim to promote OERs to improve access, skills, and the Welsh
EdReNe presentation - SITE2010
Some of the recommendations derived from the EdReNe network on building and sustaining educational repositories
It world edu 2015
Keynote at ITWorldEdu conference, Barcelona, February 2015
Lisa Cowell, Penwortham Priory Academy UK video: http://youtu.be/uBhy22CqKZQ
What Skills learners say_GP_v4_Leicester
The document summarizes findings from 12 focus groups with 123 learners across various locations and providers in the UK. The focus groups aimed to understand what digital skills learners say are important. Key findings included:
- Learners said basic ICT skills like using search engines, email and office software were most important.
- Access to fast WiFi and personal devices were also highly valued.
- Learners wanted experience with workplace technologies to feel confident in future jobs.
- Safety and ethical use of the internet received mixed opinions on importance.
- Learners responded positively to having input into digital technology use in their education.
Ossiannilsson ecss vienna_oct2015
Presentation at the 11 European Computer Science Summit in Vienna, 12-14th October 2015, ECSS2015
http://www.informatics-europe.org/ecss/ecss-2015.html
The Scientix Observatory: Online communications channels with teachers and st...
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
My work as an open practitioner for the Open Education Europa webinar 15 Dec 15
Chrissi Nerantzi gave a webinar on establishing a European Education Pioneers Network to share best ideas and practices in digital education. She discussed her work as an open practitioner and academic developer promoting collaborative open educational resources and practices. She thanked many colleagues who have supported this work and quoted an African proverb that "alone we can go faster, but together we go further."
Across German borders: Current Digital Higher Education initiatives & practic...
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
WebQuests and 21s Century Learners
Dr. Fowler discusses how 21st century learners are suited for WebQuest tasks. WebQuests require students to work in teams, find information online, and create knowledge - skills needed in today's Conceptual Age. WebQuests engage 21st century learners by having them collaborate and use the internet as their main information source. Dr. Fowler provides links to examples of WebQuest tasks and ways to access more of her bookmarks on the topic.
Adu ide
Platform debat online anak muda Indonesia bertujuan untuk memberikan ruang diskusi bagi generasi muda untuk berdiskusi secara mendalam mengenai berbagai isu nasional dengan cara berdiskusi melalui video singkat yang diunggah ke website. Platform ini diharapkan dapat memberikan solusi k
More Related Content
What's hot
Institutional MOOC strategies compared
Presentation of discussion panel during EMOOCs2016 conference on latest survey HOME project compared to other research. Several independent studies have been conducted about why institutions are investing in MOOCs and open education. During this discussion session, the results of some recent studies are presented. The data suggest significant differences between US and Europe and even between European countries. This difference will be discussed and in addition the possible implications for a (collective) European answer.
Linq 2013 session_green_3_digi_skills
The document discusses the Network for the Enhancement of Digital Competences and Skills project (DigiSkills). The goal of the project is to inspire and support innovative teaching using ICT through a web-based inventory of good teaching practices, educational materials, and a community for teachers. The inventory will include practice descriptions and educational materials. DigiSkills is funded by the Lifelong Learning Programme and involves partners from various European countries working on educational policy, technology, and knowledge management.
European virtual schools innovative practice
Virtual schools in Europe are more common than previously thought, with around 70 identified across the continent. The VISCED project mapped and studied these schools, finding that most have small enrollments but serve important niches like expatriates. Virtual schools offer cost savings over traditional schools, but face policy barriers in some countries. The project recommends governments support virtual schools for both children and adults to improve access to education.
MOOC: Challenges for HE Institutions
This document discusses MOOCs in European higher education and the challenges they present. It begins with an introduction of the presenters and their backgrounds working with open education resources. It then outlines the agenda which includes strategies European institutions are taking with MOOCs, challenges they face, and issues around credentialing and recognition of MOOC learning. Several charts from a 2015 survey of 150 European higher education institutions are presented, showing the number of responses by country and the strategies institutions report taking with MOOCs. Key challenges mentioned are whether MOOCs can meet institutions' objectives, if they are sustainable, and if staff learn online pedagogy. The final section discusses scenarios for credentialing MOOC learning and recognizing it, as
Policies for uptake of OER in the UK home nations
This paper from POERUP provides a set of 16 or so recommendations designed to foster the use of open educational resources and open educational practices in the UK higher education sector, in particular England, Scotland and Wales.
The study method was to review the full range of OER activity in the UK HE sector in the last few years (such as the JISC/HEA OER Programme), take into account the policy environment in the home nations for HE in general and online learning in particular, and correlate these both with developments in over 30 other countries deemed to be of relevance to Europe and the emerging policy environment at EU level (to which the POERUP project contributed, as the author was both a member of the EU’s Open Education Experts Group and a contributor (Bacsich 2013a) to the Open Education 2030 workshop on higher education).
This paper focuses only on higher education in the UK but companion papers focus on further education and on schools.
In addition the project is also preparing policy papers on Ireland (by the same author), Netherlands, France, Spain, Poland and Canada. This set of studies and papers provides massive capability for cross-correlation and triangulation.
Our first EU HE OER policy paper (Bacsich 2013b) was made available publicly in September 2013, in advance of the EU’s Opening Up Education report (European Commission 2013). Ours has now been updated to take account of that and refine the EU’s recommendations for the HE sector. The first summary version of a UK HE policy paper has been produced for internal discussion in the POERUP project and then in the Advisory Committee.
Our UK HE presentation aims to take into account the different home nations’ HE systems and the different state of policy development in England and Wales (BIS 2013; HEW 2013) and working groups such as Open Scotland.
The POERUP project takes care not to focus on OER as an end in itself, but on the agendas that OER is said to be able to foster and on the wider agenda (called by the EU “opening up education”, but equally well called by others “open and distance learning”, “open educational practices”, or “flexible learning”) within which OER is embedded. Paradoxically perhaps, this makes it much easier to make recommendations and to ensure stability in the recommendations and consistency with other existing policies.
In its current draft form, the recommendations are formulated as 16 in a “home nation neutral” fashion, but the number of recommendations will no doubt change as the document splits into three versions. It is still felt to be valuable to produce a UK-wide synthesis, not least because several key agencies such as HEA and QAA have a UK-wide remit.
The project is willing to work with other home nations/regions/mission groups, Crown Dependencies and other EU countries to co-create similar documents. It already has some experience of this developed in the last few months.
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
POERUP is an EU initiative focused on stimulating the uptake of open educational resources (OER) through country reports and case studies of successful OER communities. It aims to link to other EU and non-EU initiatives and support research on online learning costs, competencies, retention, accreditation, and social analytics. POERUP has six partner organizations and a budget of around €600K. One exciting recommendation is to establish an innovation fund to develop a new "European" university each year committed to low-cost online education using open content. A less exciting but important recommendation is for universities to improve accreditation of prior learning from online study and informal learning. National OER policies are being prepared with input from PO
Bacsich presentation-valladolid-2009
The document discusses the successful use of Web 2.0 tools like blogs, wikis, and social networking for professional development. It summarizes the Re.ViCa project, which reviewed virtual campuses across Europe to identify lessons learned and critical success factors. Some key findings include: the importance of leadership and management support for e-learning initiatives; addressing issues like language, sustainability, and quality assurance; and tailoring offerings to market needs. The project wiki and upcoming handbook aim to provide best practices and recommendations for virtual campuses based on analyses of real-world examples.
OER and MOOCs in the Netherlands: State of Affairs
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Learning and Creativity in a New Environment
- The Finnish higher education reform aims to help universities react faster to changes, diversify funding, compete internationally, and ensure quality education and research.
- As part of this reform, three universities - Helsinki University of Technology, Helsinki School of Economics, and University of Art and Design Helsinki - will merge to form Aalto University.
- The goal of Aalto University is to become one of the leading institutions in the world in research and education in its specialized fields by 2020 by combining the expertise of the three universities and increasing resources.
Open Nottingham
- Open Nottingham is the University of Nottingham's initiative to make educational resources openly available online through their U-Now open courseware website.
- It aims to promote open learning and the publication, discovery, and reuse of open educational resources (OERs). Over 1,500 credits of content have been made openly available through U-Now.
- Support includes a dedicated Open Learning Support Officer, learning technology support staff, and workshops to promote OER discovery and reuse.
- Impact studies show that OERs from Open Nottingham have been reused by academics and students to reduce costs and support learning. International students in China have also used U-Now resources to supplement their studies.
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses EDEN Digital Learning Europe
The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.Presentation for SUALL Council
This presentation discusses the Opening Educational Practices in Scotland (OEPS) project, which aims to increase access to education through open educational resources and practices. It notes that while open education promises to widen participation, there is little evidence it has transformed education or increased lifelong learning in reality due to barriers like digital literacy. However, OEPS is developing open online courses and a community hub to support collaborative learning and scaffold support. By taking a social practice approach and engaging stakeholders, OEPS hopes to demonstrate how open education can be leveraged to fulfill its promise of increasing access to education.
Oer14 diy-final
The document discusses recommendations for open educational resources (OER) policy in Wales. It recommends that the Welsh government and higher education institutions in Wales:
1) Fund the development of open and online resources for use in schools and colleges to widen access to higher education.
2) Examine how online learning can be integrated into skills development programs funded by the European Social Fund.
3) Develop a Welsh language MOOC to help students and workers improve their professional Welsh language skills.
4) Encourage systematic adoption of open licensing for OERs produced in Wales and sharing of resources through open repositories.
The recommendations aim to promote OERs to improve access, skills, and the Welsh
EdReNe presentation - SITE2010
Some of the recommendations derived from the EdReNe network on building and sustaining educational repositories
It world edu 2015
Keynote at ITWorldEdu conference, Barcelona, February 2015
Lisa Cowell, Penwortham Priory Academy UK video: http://youtu.be/uBhy22CqKZQ
What Skills learners say_GP_v4_Leicester
The document summarizes findings from 12 focus groups with 123 learners across various locations and providers in the UK. The focus groups aimed to understand what digital skills learners say are important. Key findings included:
- Learners said basic ICT skills like using search engines, email and office software were most important.
- Access to fast WiFi and personal devices were also highly valued.
- Learners wanted experience with workplace technologies to feel confident in future jobs.
- Safety and ethical use of the internet received mixed opinions on importance.
- Learners responded positively to having input into digital technology use in their education.
Ossiannilsson ecss vienna_oct2015
Presentation at the 11 European Computer Science Summit in Vienna, 12-14th October 2015, ECSS2015
http://www.informatics-europe.org/ecss/ecss-2015.html
The Scientix Observatory: Online communications channels with teachers and st...
The document discusses online communication channels used by Scientix, a European Union-funded project, to engage teachers and students in science, technology, engineering, and math (STEM). It describes Scientix's use of chats and communities of practice to facilitate synchronous and asynchronous online discussions between experts and audiences. Benefits of these channels include their ability to reach large audiences, but challenges include technical issues, language barriers, and maintaining engagement over time. The document also provides examples of other STEM projects that Scientix supports, including their dissemination activities to teachers across Europe.
My work as an open practitioner for the Open Education Europa webinar 15 Dec 15
Chrissi Nerantzi gave a webinar on establishing a European Education Pioneers Network to share best ideas and practices in digital education. She discussed her work as an open practitioner and academic developer promoting collaborative open educational resources and practices. She thanked many colleagues who have supported this work and quoted an African proverb that "alone we can go faster, but together we go further."
Across German borders: Current Digital Higher Education initiatives & practic...
Slides zu folgender Veranstaltung:
https://www.e-teaching.org/community/communityevents/onlinepodium/across-the-german-borders-digital-higher-education-in-the-eu
Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?
What's hot (20)
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
POERUP - policies for open(ing up) education(al) resources uptake - elevator ...
OER and MOOCs in the Netherlands: State of Affairs
OER and MOOCs in the Netherlands: State of Affairs
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses
Innovative Learning Environments – Insights from Recent OECD/CERI Analyses
The Scientix Observatory: Online communications channels with teachers and st...
The Scientix Observatory: Online communications channels with teachers and st...
My work as an open practitioner for the Open Education Europa webinar 15 Dec 15
My work as an open practitioner for the Open Education Europa webinar 15 Dec 15
Across German borders: Current Digital Higher Education initiatives & practic...
Across German borders: Current Digital Higher Education initiatives & practic...
Viewers also liked
WebQuests and 21s Century Learners
Dr. Fowler discusses how 21st century learners are suited for WebQuest tasks. WebQuests require students to work in teams, find information online, and create knowledge - skills needed in today's Conceptual Age. WebQuests engage 21st century learners by having them collaborate and use the internet as their main information source. Dr. Fowler provides links to examples of WebQuest tasks and ways to access more of her bookmarks on the topic.
Adu ide
Platform debat online anak muda Indonesia bertujuan untuk memberikan ruang diskusi bagi generasi muda untuk berdiskusi secara mendalam mengenai berbagai isu nasional dengan cara berdiskusi melalui video singkat yang diunggah ke website. Platform ini diharapkan dapat memberikan solusi k
Determining the Quality of Open Educational Resources - A State of the Art Re...
This document discusses quality in open education and open educational resources (OER). It presents three models for how open education may be used: as a substitute for traditional education, to enrich traditional education, or to provide lifelong learning opportunities. The document then examines how views of quality have shifted from a focus on OER resources themselves to the educational practices that utilize those resources. Quality is now seen as dependent on practices rather than just the resources alone. The document advocates for the "practice view" of quality in open education.
20100510 11-opal-paris-meeting-for-documentation
The document discusses a second meeting held by UNESCO in Paris from May 10-11, 2010. It refers to impressions from a previous meeting and identifies a potential "cultural" barrier to open educational practices (OEP). It also presents OEP as analogous to an orbit, encompassing everything surrounding open educational resources (OER).
Organic.Edunet Presentation (Ulf Ehlers)
Presentation of the multiluíngual repository federation Organic.Edunet
Guidelines on Open Educational Practices
The document outlines an open educational practices (OEP) quality guide developed by the Open Educational Quality Initiative. The guide provides a three-step approach for organizations to develop and implement OEP strategies. It includes positioning the organization within the OEP landscape, creating a vision and strategy for openness, and promoting OEP. Key areas covered are strategies, policies, barriers and success factors, tools, skills development, and governance models. The full guide can be downloaded from the listed websites.
Charlotte Perkins Gilman 07 12 2008
Charlotte Perkins Gilman was a famous American writer born in 1860 who focused on women's rights. She is best known for her short story "The Yellow Wallpaper" about a woman driven to madness by domestic confinement and her nonfiction book "Women and Economics" which brought her worldwide acclaim. Gilman was a prolific writer who published over 1000 works and was a leading feminist voice through her magazine "The Forerunner" which had over 1500 subscribers. She advocated for women's equality and euthanasia, ending her own life in 1935 with an overdose of chloroform.
Open Educational Practices - Die Qualitätsfrage
Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.
한국 PyCon 2014 - 개회사
2014년 8월 30일 숙명여대에서 열린 첫 번째 PyCon 개회사 슬라이드. 파이썬의 인기도 상황, 파이썬에 관련된 한국에서의 여러 사건들, 파이썬 3.0에 대해 다룸.
Viewers also liked (9)
Determining the Quality of Open Educational Resources - A State of the Art Re...
Determining the Quality of Open Educational Resources - A State of the Art Re...
Similar to Opal ehlers-workshop
Opal ehlers-workshop-unesco
This document summarizes an OPAL research workshop on open educational practices (OEP). It notes that while open educational resource (OER) initiatives focus on increasing access to digital content, there is too little consideration of how this supports educational practices, quality, and teaching/learning innovation. The Open Educational Quality Initiative was launched with several partners to address this through 60 OEP case studies and an OEP quality guide exploring supporting dimensions like strategies/policies, tools, skills development, and governance models. The workshop discussed launching the first OEP tools in December 2010 to advance this work.
Open Education as Innovation
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
131213 scale ccr m&l bxl_yp_final
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
OpenMed Compendium presentation OED Morocco
The OpenMed Project compendium provides an introduction to open education concepts and definitions. It includes case studies of open education initiatives in Europe and the South-Mediterranean region, as well as interviews with open education experts. The compendium aims to inform the OpenMed project's work and provide inspiration for adopting open educational practices.
EmpOERing students and academics through large-scale open content initiatives
1. The document summarizes a presentation on major open educational resource (OER) initiatives in Europe based on research from the POERUP project.
2. It describes differences between countries in areas like education systems, internet access, e-learning use, and policy support for OER. Emerging themes around OER include shifting from development to practice and community building.
3. Participants engaged in a debate on the potential impact of OER on students and academics in Europe and brainstormed ways to increase OER benefits for students and challenges to uptake.
141023 EADTU Keynote Open Education 2030
This document provides an overview of open education trends presented in a keynote by Yves Punie at the 2014 EADTU Conference. It discusses the history and understanding of open education, current trends like MOOCs and learning analytics, and the results of an IPTS foresight study on open education in 2030 including tensions around guidance, goals, and certification. The document also outlines further IPTS research on the supply and demand sides of open education including case studies and building a knowledge base on European MOOC learners.
2017-06-09 WLS LINQ Evidence-based Inclusive School Education Stracke
2017-06-09 WLS LINQ Conference Presentation Evidence-based Inclusive School Education by Christian M. Stracke from the Welten Institute, OUNL
Ossiannilsson uppsala universitet_final2014
This document discusses open educational resources (OER) including definitions, practices, and quality considerations. It defines OER as teaching, learning and research materials that are in the public domain or introduced with an open license allowing free use, reuse, adaptation and distribution. Issues addressed include finding and sharing resources, open licensing models, the UNESCO Paris Declaration on OER, and ensuring quality through self-assessment, ratings, and review. Pedagogical and technical aspects of using and producing OER are also covered.
Building a global teaching profile: Showcasing Open Educational Resources a...
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.
Cooperacion academica y educacion abierta
Looking at the impact of Open Education on International cooperation and networking among universities.
2017-05-12 KNOU Symposium Education Changes need Open Education and Quality S...
2017-05-12 KNOU Symposium Education Changes need Open Education and Quality S...Christian M. Stracke
2017-05-12 Keynote at KNOU Symposium in Seoul - Education Changes need Open Education and Quality by Christian M. Stracke from OUNL2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.2016-06-14 EBE-EUSMOSI Teachers Workshop OER Open Education Stracke
This document provides an overview of open educational resources (OER) and open education by Christian M. Stracke. It discusses the history of open education from the 1960s to the present, highlighting trends like open universities, OER, MOOCs, and open educational practices. Stracke presents different dimensions of openness and innovations in open education. The document also addresses policies promoting open access and sharing from organizations like UNESCO and the European Commission. Overall, the document aims to promote opening up education through open resources, licensing, technologies, and policies to improve quality and inclusion.
OpenEducation 2030 keynote at EADTU Paris
The document discusses potential scenarios for open education in 2030 based on foresight work done by the Institute for Prospective Technological Studies. Four main scenarios for higher education in 2030 are presented based on two key tensions: the learning context (guided vs self-guided) and learning goals (externally set vs learner initiated). The scenarios include the Guided Journey, Guided Discovery, Self-Guided Journey, and Self-Guided Discovery. Each scenario outlines the potential key roles of higher education institutions and differences in where, when, what, and how learning would take place.
E-õppe ja avatud hariduse lahendused Tallinna Ülikoolis
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
State of Open Education
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Opening up Higher Education in Europe
Slides from the workshop with universities' executives from 18 European countries held at the European Commission's IPTS on the 26-27th December 2015. The slides bring partial results from the OpenCred and OpenCases studies of the OpenEdu project.
Opening up Higher Education in Europe
This document provides an overview of the MOOCKnowledge study being conducted by JRC-IPTS and other partners. The study aims to better understand MOOC learners in Europe through a large-scale survey of learners from different European MOOCs. The survey will collect data at three time points - before, immediately after, and one year after course completion - to understand learner demographics, motivations, experiences, and long-term impacts. Preliminary results from an initial pilot survey of over 1700 learners across 6 MOOCs show distributions of gender, age, education level, and employment status. The findings will help inform evidence-based policy on open education in Europe.
International Education Week at VIU 2012
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.
Innovating Open Education: Critical Pathways and Communities of Practice
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.
Similar to Opal ehlers-workshop (20)
EmpOERing students and academics through large-scale open content initiatives
EmpOERing students and academics through large-scale open content initiatives
2017-06-09 WLS LINQ Evidence-based Inclusive School Education Stracke
2017-06-09 WLS LINQ Evidence-based Inclusive School Education Stracke
Building a global teaching profile: Showcasing Open Educational Resources a...
Building a global teaching profile: Showcasing Open Educational Resources a...
2017-05-12 KNOU Symposium Education Changes need Open Education and Quality S...
2017-05-12 KNOU Symposium Education Changes need Open Education and Quality S...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-06-14 EBE-EUSMOSI Teachers Workshop OER Open Education Stracke
2016-06-14 EBE-EUSMOSI Teachers Workshop OER Open Education Stracke
E-õppe ja avatud hariduse lahendused Tallinna Ülikoolis
E-õppe ja avatud hariduse lahendused Tallinna Ülikoolis
Innovating Open Education: Critical Pathways and Communities of Practice
Innovating Open Education: Critical Pathways and Communities of Practice
More from Ulf-Daniel Ehlers
Learning for Life - Learning Lifelong
Keynote presentation at the annual conference of the Lifelong learning Plattform in Vienna in June 2018
Future Skills for Future Graduates
Prof. Dr. Ulf-Daniel Ehlers from the Baden-Württemberg Cooperative State University presented on the need to transform higher education to prepare students with future skills. He argued that today's graduates often lack suitable skills for job requirements. A thought experiment showed how the world of work has changed, requiring constant learning throughout life. Ehlers proposed that higher education needs to shift from knowledge transmission to developing skills like creativity, autonomy, and systems thinking. Universities must become reflection laboratories that enable self-organized, cooperative, and problem-oriented learning. The digital transformation and massification of higher education require rethinking traditional models to create open, personalized, and learner-generated educational experiences.
Wie die moderne Kommunikation das Lehren, Lernen und die Zusammenarbeit an de...
Keynote 29. Glienicker Gespräche
Digital Turn for Future higher Education
1. The document discusses the digital turn in higher education, focusing on how digital technologies can enable pedagogical, curricular and organizational innovation rather than just "technofying" education.
2. It argues that successful digitalization of teaching and learning relies on collaboration and that digital technologies change both virtual and physical learning spaces.
3. The document raises several unsolved challenges around issues like openness, blending digital and non-digital approaches, and how the digital turn will impact the future of higher education.
Digitalisierung in Hochschulen umsetzen
Die Bedeutung von Kommunikation für die strategische Digitalisierung von Studium und Lehre in Hochschulen
Digitale Universitas - Leadership für die digitale Transformation
Präsentation auf der Campus Innovation 2017
Innovation for Quality Leadership
This document discusses innovation, quality, and leadership in higher education. It begins with introducing the panel members and describing the format of the discussion. The document then questions why quality is still an ongoing topic of discussion. It presents a model of quality frameworks evolving from experimentation to integration to sustainability as digital transformation occurs. The document emphasizes that quality is increasingly becoming a leadership issue focused on developing a quality culture rather than just quality assurance. It also discusses developing individual and organizational competencies. Finally, it prompts attendees to share examples of good leadership practices for quality digital transformation and discuss the role of leadership in those examples.
Changing Cultures in Higher Education (Uni Cambridge)
This document discusses changing cultures in higher education and moving towards future learning. It covers topics such as open education, lifelong learning, individualized and flexible learning models, and how digital technologies are impacting higher education. It advocates shifting from solely providing open resources to recognizing and supporting open education practices.
Changing Cultures in Higher Education - Moving Ahead to Future Learning
Have you ever wondered why universities still educate tomorrow's managers with yesterday's tools? Our contemporary higher education landscape is facing rapid technological advancements and the promises of the web to foster a new mode of knowledge creation and collaborative learning among students around the world.
We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. However, the promises of ICT and e-learning have not effectively innovated universities. Little progress has been made and resources invested into ICT adoption are frequently spent without a clear definition of objectives and change strategies. The future of learning is taking place now - and yet courses in universities are stalled in a pedagogical model oftransmitting knowledge rather than constructing solutions, following educational approaches which have been put into place centuries ago and still largely dominate teaching and learning in academia.
Digitalization, DHBW and more...
The document discusses digitalization at DHBW, the Duale Hochschule Baden-Württemberg. It outlines how DHBW is approaching digitalization in teaching and learning by bridging learning locations, guidance in practical phases, blended learning, and teacher training. Examples of e-learning projects at DHBW include simulation training, online math pre-courses, an online entrepreneurship program, and virtual labs. DHBW aims to use digital tools to support its cooperative education model between academic learning and workplace training without replacing teachers or in-person interaction.
Quality of Digital Learning
This document discusses the evolution of e-learning from E-Learning 1.0 to E-Learning 2.0 and the implications for quality. It notes that E-Learning 1.0 focused on distribution through learning management systems, while E-Learning 2.0 emphasizes collaboration, reflection, and user-generated content. Quality assessment must also evolve from evaluating formal learning to recognizing informal learning. The author proposes methods for quality assessment in E-Learning 2.0, including self-evaluation, peer assessment, and evaluation of e-portfolios. He questions how quality will be ensured in open learning environments like MOOCs that have high dropout rates and heterogeneous learners.
Learning Communities: from Educaion to Learning
This document discusses the evolution of learning from exclusive education for the few to more individualized and diversified models. It explores the transition from the traditional model where education was exclusively for a select few, to the modern massification model which standardized education for the masses, to the postmodern model where higher education is more individualized and takes a "rip and mix" approach. It also discusses some of the challenges of more unstructured connected learning, including how to provide guidance in such contexts and how to recognize informal and non-formal learning achievements. The document advocates for open education practices and learner-generated learning communities to help address these challenges.
Open Educational Resources in Higher Education
OER in higher educational
Quality of ER Use in Higher Education
Barriers and motivators
Open Educational Practice - Quality Guidelines for successfully using Open E...
The document describes the Open Educational Quality Initiative (OPAL), which aims to promote quality, innovation, and transparency in higher education through open educational practices (OEP) and resources (OER). The OPAL network includes universities and organizations from several European countries. It provides a maturity matrix to help organizations assess their adoption of OEP across areas like OER use, strategy, implementation, and skills. The document also outlines key aspects of developing an OEP vision and strategy tailored to an organization's context.
Qualitätssicherung des Dualen Studiums an der DHBW
Qualitätssicherung des Dualen Studiums an der DHBW
More from Ulf-Daniel Ehlers (20)
Wie die moderne Kommunikation das Lehren, Lernen und die Zusammenarbeit an de...
Wie die moderne Kommunikation das Lehren, Lernen und die Zusammenarbeit an de...
Digitale Universitas - Leadership für die digitale Transformation
Digitale Universitas - Leadership für die digitale Transformation
Changing Cultures in Higher Education (Uni Cambridge)
Changing Cultures in Higher Education (Uni Cambridge)
Changing Cultures in Higher Education - Moving Ahead to Future Learning
Changing Cultures in Higher Education - Moving Ahead to Future Learning
Open Educational Practice - Quality Guidelines for successfully using Open E...
Open Educational Practice - Quality Guidelines for successfully using Open E...
Qualitätssicherung des Dualen Studiums an der DHBW
Qualitätssicherung des Dualen Studiums an der DHBW
Recently uploaded
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.A Strategic Approach: GenAI in Education
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.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Opal ehlers-workshop
- 1. OPAL @ OpenED Barcelona OPAL on Twitter: http://www.twitter.com/opal2010 Ulf-Daniel Ehlers, University Duisburg-Essen
- 2. Will learning improve when resources are available?
- 3. UNESCO OER Discussion 23—30 OCT 2010
- 5. Initiatives (Stacey 2010) MIT OpenCourseware Rice University Connexions UK Open University’s OpenLearn Carnegie Mellon University Open Learning Initiative Commonwealth of Learning TeachersWithout Borders Yale University OpenYale Courses Monterey Institute forTechnology and Education Institute for the Study of Knowledge Management in Education BCcampus OER (Canada) Southern Regional Education Board SCORE (US) AEShareNet & Education Network Australia (edna) (Australia) OERNZ (New Zealand) JISC JORUM & JISC OER (UK) Wikiwijs (Netherlands) Open High School of Utah (US) Utah StateWide OCW (US)
- 6. Phase 1: OER
- 7. Phase 2: OEP • Builds on OER • Goes beyond access into open learning architectures • Focuss: learning as construction + sharing • Quality improvement through external validation • Change of educational cultures • OER as value proposition for Institutions
- 8. OER and OEP: Provocation?
- 9. Open Educational Pratices • Learning Resources • Pedagogies • Learning paths • Learning Contexts (allow autonomy) • Learning Opportunties • Objectives, Goals andAims (LLL agenda) • Co-Creation of knowlegde Openess?
- 12. Open Educational Quality Initiative The current focus in OER Initiatives is mainly on building more access to digital content Too little consideration is given to how this will support educational practices, promote quality and innovation in teaching and learning.
- 13. Open Educational Quality Initiative UNESCO, International Council for Distance Education, European Foundation for Quality in E-Learning, Open University, UK,Aalto University, Finland, University Catolica Lisbon, Portugal, University Duisburg-Essen, Germany + Consultative Group for Open Educational Practices
- 14. 60 case Studies Can be obtained here… Screenshot from Cloudworks 60 OER/ OEP Case Studies http://cloudworks.ac.uk/cloudscape/view/2085
- 15. OEP Supporting Dimensions Strategies & Policies Barriers and Success Factors Tools Skills Development & Support QD models Partnership Models Business Models Sustainability Strategies Barriers Success Factors Tools Tool Practices Digital Literacy Support structures and processes
- 16. OEP Supporting Dimensions Strategies & Policies Barriers and Success Factors Tools Skills Development & Support QD models Partnership Models Business Models Sustainability Strategies Barriers Success Factors Tools Tool Practices Digital Literacy Support structures and processes
- 19. OEP Quality Guide Strategies & Policies Barriers and Success Factors Tools Skills Development & Support QD models Partnership Models Business Models Sustainability Strategies Barriers Success Factors Tools Tool Practices Digital Literacy Support structures and processes
- 21. OPAL OPAL ResearchWorkshop @ UNESCO: 8-9 NOV 2010 Launch of first OPALTools @ Online Educa Berlin: 1 DEC 2010
- 22. A model for discussion….?! Strategies & Policies Barriers and Success Factors Tools Skills Development & Support QA models Partnership Models Business Models Sustainability Strategies Barriers Success Factors Tools Tool Practices Digital Literacy Support structures and processes
- 23. Further information Prof. Dr. Ulf-Daniel Ehlers ulf.ehlers@web.de Thank you for your attention! www.oer-quality.org