How education providers are ready with new forms of learning requested by digital and networked society

1. Vytauto Didžiojo universitetas
Recognition of open non-formal learning.
Organizational perspective.
Assoc. prof. dr. Airina Volungevičienė
Director of Innovative Studies Institute at
Vytautas Magnus University
EDEN President

2. How do we learn?
Business – over
10,000 expert courses
and video tutorials
Universities

3. Open Education and Open Learning.
Everything is already here:
– Open Educational Resources
– Open Educational Practices
– Virtual Mobility and international
virtual exchange
– Massive Open Online Courses
– Open Science, open data
– Learning analytics
– Personalization and flexibility of
learning
– Recognitionpixabay.com

4. What is it for?
- Open management and
responsibilty
- Transparency
- Participation and responsiveness
- Involvement and leadership
- Open professional collaboration and
sharing
- Community development
- Ensure inclusiveness, accessibility,
and socially responsible and
responsive education
- Guarantee the quality of education
- Meet the values of digital and
networked society
pixabay.com

5. Open through new mind
• Through opening our minds,
working modes and techniques by
enhancing learning with
technologies:
– to prepare young people for the
open world
– to find solutions to the
important social and economics
crises that we are facing
– to diminish isolation
– to open collaboration
• there is no policy nor any other
force that can prevent this, these
changes are happening
pixabay.com

6. Challenges of integration of openness in education
organization
• The level of openness in
management?
• The level of transparency?
– Does the level matter?
– What are the factors affecting
successful open collaboration?
• The risk of the leadership or
ownership of the leaders?
• To share – or – to give away?
• Values of digital and networked
society vs traditional values?
pixabay.com

7. Describe digital and networked society
in one word

8. How digital and networked society likes to learn?
Kahoot option
https://play.kahoot.it/#/k/72097af6-c394-48c0-bcaf-607af5f1acf4
http://kahoot.it – participation code 223757

9. • Do education providers develop curricula that meets
the needs of digital and networked society?
– YES?
– NO?
• What do we do to make this happen?
First, let‘s check the data!

10. Check unique visitors from different countries at your VLEs

11. Top 5 visitor countries at VMU Moodle

12. Devices used to access VMU Moodle
Devices Total
visits
Unique
(IP)
visits in
2017
Desktop 849 533 63 290
Mobile 450 441 36 918
Tablets 23 132 2 351

13. About drop-outs
• Students leave education due to family and socio
- economic issues at all levels of education.
Psycho - social interaction is of great help here,
and online learning may come here with great
help““, says Mark Milliron, Civitas Learning
• What do we do when they come back? Or if they
come with their own open learning experience?

14. http://openstudies.vdu.lt

15. http://openstudies.vdu.lt
The idea of online non-formal learning is opening university curriculum for
digital and networked society.
Open Studies for Open Society
___

16. Study program Courses divided into smaller
modules
2 course (4 ECTS)2 course (4 ECTS)
4 course (6 ECTS)4 course (6 ECTS)
N course (6 ECTS)N course (6 ECTS)
4 years4 years
DegreeDegree
1 course (4 ECTS)1 course (4 ECTS) 1 module (2 ECTS)1 module (2 ECTS)
1 module (2 ECTS)1 module (2 ECTS)
3 course (6 ECTS)3 course (6 ECTS) 1 module (2 ECTS)1 module (2 ECTS)
1 module (2 ECTS)1 module (2 ECTS)
1 module (2 ECTS)1 module (2 ECTS)
Opening up university curriculum for society
Self paced learningSelf paced learning Group learning (with teacher)Group learning (with teacher)
CertificateCertificate

17. http://reopen.eu

18. • Addressing objectives of "Opening Up“
• Implementing recommendations of EC JRC research study on
“Validation of Non-formal MOOC – based Learning” (2016) by
– establishing validated open learning practices
– offering learner credentials for online and open learning
(OOL) curriculum:
• verification of learner identity
• setting learning agreement and other instruments
• establishing digital badges for recognition of learning
achievements
– establishing collaboration with institutions to provide
transparent information on potential recognition of OOL
– providing T&T with the tools for OOL development and
recognition
Project scope addresses
the scope of organization in change

19. Training material
http://reopen.eu/learn

20. http://reopen.eu/courses/

21. Match with formal curriculum

22. Questions pending and
issues raised
• Recognition of learning results vs recognition of learning process
• Validation of learning results vs validated learning environment
• Recognition of open learning and non-formal learning in finding the
match with formal learning offer
• Multilateral agreement – among education providers and companies
– on recognition of learning
• Verification of learners in open learning environments vs verification
of learners in “traditional” virtual and online learning environments
• University – business collaboration in offer development
https://www.facebook.com/reopenproject/
pixabay.com

23. Vytauto Didžiojo universitetas
Who creates OERs and open
courses?
Different scenarios
YOU decide

24. Difficult question: who should author/ develop
and adapt OER?
• Teachers?
• Learners?
• Commercial publishers?

25. Open Educational Resources (OER)

26. From OER development and adaptation

27. Towards Open courses

28. The second World OER Congress, 2017
• experts and national delegates from 111 countries adopted by
acclamation the 2017 Ljubljana OER Action Plan
• The accompanying Ministerial Statement1
called for a “dynamic
coalition to expand and consolidate commitments to actions,
strategies and legislation” in OER, with a “call on all
educational stakeholders to implement the recommendations
of the Ljubljana OER Action Plan 2017.”

29. • This Action Plan identifies concrete actions to
mainstream OER to achieve SDG 4 on Quality
Education:
1.b) Provide systematic and continuous capacity
building (in-service and pre-service) on how to find,
modify, create, maintain and share OER as an
integral part of teacher and librarian training
programmes at all levels of education. This would
include capacity building on open licensing,
copyright-related issues , as well as digital literacy
including issues related to security and safety of
OER in the development and use of OER content

30. Requirements for teachers for
open professional collaboration in OER
development
• Digital competence
• Openness for idea sharing, critics and learning
• Benevolent attitude towards collaboration and
innovations
Reward and long term impact:
- Digitally competent, autonomous teachers and
learners, active contributors towards Open
Learning

31. Are your ready to answer the difficult question:
who should author/ develop and adapt OER?
• Teachers?
• Learners?
• Commercial publishers?
Kahoot option
https://play.kahoot.it/#/lobby?quizId=e82b11b2-9547-4e6a-af8f-2813396ec26a
http://Kahoot.it
Participation code – 2009453

32. Must be considered -
if sustainable development is addressed
• Transferring innovations “per se” can cause a lot of
negative consequences – sometimes crucial – for
an organization
• If teaachers are not competent to author and adapt
curricula – who will do that in the near future?
• Open sharing/ open professional collaboration can
be a solution to prevent high risk of innovation
uptake, and local – most trust worthy team of
professionals to solve institutional dillemmas

33. Vytauto Didžiojo universitetas
Recognition of open non-formal learning.
Organizational perspective.
Assoc. prof. dr. Airina Volungevičienė
Director of Innovative Studies Institute at
Vytautas Magnus University
http://studyonline.lt
EDEN President
http://eden-online.org