Open Educational Practices
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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.
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We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
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• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
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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
Open Educational Resources - Evidence and Impact
The document discusses open educational resources (OER) and the Open Educational Resources movement. It describes some of the research and projects that have been conducted to understand the impact and use of OER, including 28 fellowships, research projects, publications, and studies of OER use in various countries. It also discusses challenges in understanding and assessing OER use and impact, and proposes using collective intelligence methods to identify challenges, find solutions, and provide evidence to support different claims about OER.
(open) licensing MOOCs
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
Open license for MOOCs - Martijn Ouwehand (OE global 2015)
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
[OOFHEC2018] Clare Dunn: Challenges and opportunities for RPL in Open and Dis...
This document discusses challenges and opportunities for recognizing prior learning (RPL) in open and distance learning, based on lessons learned from the Open University UK. It defines RPL and explores how RPL can widen access to higher education. While RPL provides benefits to learners, institutions, and employers, challenges include ensuring quality assurance and recognition when working across borders in open and distance learning contexts. The Open University UK has demonstrated leadership in credit transfer through its RPL policies and practices.
Mainstreaming OER - policies, strategies and initiatives
This document discusses strategies and initiatives for mainstreaming open educational resources (OER). It summarizes the findings of the POERUP research project, which studied over 500 OER initiatives worldwide. The project found that while OER repositories exist in many countries, uptake by teachers and learners remains limited. It analyzed OER policies in Europe and other regions, finding few national policies and more institutional policies. Barriers to OER adoption include copyright, training, and issues of certification and accreditation. The document advocates for policies that reduce these barriers and link OER to open access. It also argues that high-level initiatives can promote OER when partnered with grassroots initiatives that change educational culture.
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
OCWC2014 Presentation on POERUP
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER.
We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
POERUP is doing this by:
• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
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The document discusses the role and activities of the EDEN organization, an established professional network in open and distance learning with over 200 institutional members. It summarizes EDEN's core missions of supporting members through policy studies, professional development, innovative projects, annual conferences, and research. The document also provides an overview of open education initiatives in Croatia, including its strategy to ensure high-quality and accessible education through ICT and open resources. Examples of good practice from the University of Zagreb Computing Centre are described. Finally, the document outlines priorities from the EU's ET2020 working group on developing digital skills and competencies at all levels of education.
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This document discusses MOOCs and quality from the perspective of the European Foundation for Quality in E-Learning (EFQUEL). It notes that MOOCs represent the third digital revolution in higher education, after e-learning and open educational resources. EFQUEL conducted a MOOC Quality Project to discuss quality challenges raised by MOOCs. The project involved 12 experts posting on 12 topics over 12 weeks, and received over 12,000 readers and 150 comments. Key topics discussed include having a clear target audience, supporting self-organization and choice-based learning, and using peer-to-peer pedagogies like assessment. The document advocates for MOOCs to be upfront about their purpose and content to manage
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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
2017-06-09 WLS LINQ Evidence-based Inclusive School Education Stracke
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This document summarizes a research project examining how digital teaching and learning resources can be utilized, developed, and shared in Irish higher education. The project involved researchers from multiple Irish universities and colleges. It utilized surveys of academic staff and focus groups to understand current practices and barriers related to open educational resources (OERs). Key findings included low awareness of OERs, copyright concerns inhibiting sharing, and questions around how OERs could be managed and peer-reviewed within existing institutional repositories. The researchers concluded that significant cultural and policy changes would be needed to fully integrate OERs while addressing issues of quality, sustainability and recognition.
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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.
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.
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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.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.
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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.
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Sharing innovation practices around OER: theory, practice, examples and debates
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
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An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
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The OTTER project aims to create Open Educational Resources (OERs) by transforming existing teaching materials at the University of Leicester into openly licensed resources. The project uses the CORRE evaluation framework to guide the process. CORRE assesses the content, openness, reuse/repurposing, and evidence/impact of potential OERs. Key steps include gathering content from partners, screening for issues, addressing copyright and formatting, validating resources, and releasing OERs to repositories. Tracking data like views, downloads and surveys provides evidence on OER usage and impact. The goal is to sustainably produce high quality OERs that enhance the university's reputation and attract students through knowledge sharing.
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Opening up education in schools and lifelong learning opportunity or christia...
The document summarizes a workshop on opening up education in schools and lifelong learning on a global scale. It outlines the agenda which included introductory presentations by two speakers, breakout group discussions on opportunities and challenges for schools and lifelong learning, and a final open discussion. The workshop aimed to discuss how opening up education can address issues of globalization and support developing global competencies through opportunities like open educational resources and open learning platforms.
OpenCred: Recognition of non-formal learning in Europe
The OpenCred study investigates recognition of non-formal open learning in the EU. It identifies models for recognizing open learning and learners' perceptions. The study team includes researchers from the University of Leicester and the JRC. The study finds that robust assessment is key to recognition but can reduce openness if it is costly or limited to enrolled students. It also finds that open learning is currently recognized through partial qualifications rather than full credentials.
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This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
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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.
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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.
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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.
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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.
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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.
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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.
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www.StokeNewingtonHistory.com
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Open Educational Practices
- 1. OPAL Research Workshop Ulf-Daniel Ehlers University Duisburg-Essen
- 4. UNESCO OER Discussion 23—30 OCT 2010
- 7. Phase 1: OER
- 9. OER and OEP: Provocation?
- 15. OEP: Quality and Innnovation
- 17. 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
- 18. 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
- 20. Example for Educational Professionals 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
- 22. 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
- 25. Thank you for your attention! www.oer-quality.org OPAL on Twitter: http://www.twitter.com/opal2010 Ulf-Daniel Ehlers University Duisburg-Essen