The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
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.
Presentation of Prof. Dr. Daniel Burgos for EDEN's European Online and Distance Learning Week on 'ICDE Global Outlook to OER: What’s on the calendar and how to engage?' - Thursday, 5 November, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-icde-workshop/
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
Building the 21st Century OER EcosystemRobert Farrow
This presentation offers insights into realizing a European-wide OER Ecosystem. ENCORE+ (European Network for Catalysing Open Resources in Education, www.encoreproject.eu) is building a regional Ecosystem for OER, focused along four engaging circle communities on the following four topics: OER Technology, Policies & Practice, Quality and Innovation & Business Models. The initiative is open to anyone interested in furthering the implementation of the OER Recommendation.
The presentation will highlight results from a pan-European stakeholder survey on OER to give a state of play for the sector. The survey, due completed in September 2021, will be mapping the perceived value of using open educational resources, including its potential and current implementation. At the time of the conference, the project will have hosted two events, specifically events for the circle communities on Policies & Practice and Innovation & Business Models. Results and discussions from these two events will be shared with the Open Education Conference audience, giving an opportunity to continue the discussions after the presentation.
The collaborative community model, described as circle communities, is the ENCORE+ approach to engaging a wide range of stakeholders in and outside Europe. The community will be coming together to solve issues and catalyse change through identifying innovation potential, collaboration opportunities and in general increasing the awareness, implementation and potential of OER.
The presentation focuses on findings from research and circle community events on community needs, collaboration and innovation potential within OER. This will give the participants unique insights into real experiences of building a cross-sectoral, multistakeholder community for OER. The presentation will be split into shorter segments, giving broad insights into the ongoing work with the Ecosystem. Engagement with the audience, through available channels, during and after the presentation will give an opportunity for the participants to elaborate and discuss points of the presentation, including findings, and the ecosystem model overall.
https://opened21.sched.com/event/moQZ/building-the-21st-century-oer-ecosystem
Innovating Open Education: Critical Pathways and Communities of PracticeRobert Farrow
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.
Presentation of Prof. Dr. Daniel Burgos for EDEN's European Online and Distance Learning Week on 'ICDE Global Outlook to OER: What’s on the calendar and how to engage?' - Thursday, 5 November, 17:00 CET
More info:
https://www.eden-online.org/eden_conference/eodlw-2020-icde-workshop/
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
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.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is 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 open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
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.
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.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
Openeducationeuropa (OEE) presentation with specific focus on the Opening up Education initiative. The European Commission launched Open Education Europa in September 2013 as part of the Opening up Education initiative to provide a single gateway to European OER. Open Education Europa is one of the #EDEN15 Annual Conference Media Partners. The OE initiative is presented in line with the EDEN 2015-2020 policy initiatives.
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
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
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.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is 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 open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
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.
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.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
Openeducationeuropa (OEE) presentation with specific focus on the Opening up Education initiative. The European Commission launched Open Education Europa in September 2013 as part of the Opening up Education initiative to provide a single gateway to European OER. Open Education Europa is one of the #EDEN15 Annual Conference Media Partners. The OE initiative is presented in line with the EDEN 2015-2020 policy initiatives.
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is 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 open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Enhancing Research Communities Through Open Collaboration: The GO-GN Guide to...Robert Farrow
Research plays a key role in our understanding of open education, and is highlighted in the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) as essential for describing the impact of open education; building awareness among key stakeholders; enhancing quality; and forming connections and communities.
The Global OER Graduate Network (GO-GN) is a network of PhD candidates and experts around the world whose research projects include a focus on open education. The Network has more than 300 global members who form a community of practice and support. GO-GN is currently funded through the OER programme of The William and Flora Hewlett Foundation and administered by the Open Education Research Hub from the Institute of Educational Technology at The Open University, UK.
One central aim for the Network is supporting research in the emergent area of open education, and our researchers are encouraged to explore openness as a research vector. The resources produced by the Network reflect this. Last year, GO-GN produced a well-received guide to Research Methods in Open Education (Farrow et al., 2020) which was recognised as a winner in the Open Education Awards for Excellence.
In 2021 GO-GN publishes a companion volume. The GO-GN Guide to Conceptual Frameworks (Farrow et al., 2021) again combines an accessible narrative and visual style with real-life insights gleaned from practising researchers who are using these theories, concepts and models in cutting edge work.
This presentation provides an overview of the new guide and the open, collaborative production process, emphasizing practical strategies for completing research projects. It will be of interest to anyone who conducts research and/or forms policy in the open education space, but particularly for doctoral level researchers.
A presentation to accompany the launch of a guide to conceptual frameworks for researchers; especially those working in an open education context. Download the Guide from https://go-gn.net/gogn_outputs/conceptual-frameworks/
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
Computers and Learning Research Group: Research methods in open education: I...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook is being developed by members of the network who are researchers in open education, and will serve as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
To contextualise this approach, an accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined but not fully explored.
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Research Integrity: Philosophical Perspectives Robert Farrow
A short presentation exploring the concept of research integrity from a philosophical perspective and discussing some of the advice and frameworks that support research integrity.
A introduction and overview of Open Educational Resources (OER): what they are; how open licences work; how OER are used; and how they support innovation
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Introduction to AI for Nonprofits with Tapp Network
The OER Ecosystems of Tomorrow
1. This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
This document is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license except where otherwise noted.
2. This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
This document is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license except where otherwise noted.
The OER Ecosystems of Tomorrow
26th April, 2022
Dr. Orna Farrell, Dublin City University (Ireland)
Dr. Robert Farrow, The Open University (UK)
3. Welcome and Housekeeping
Purpose of this workshop
Inclusion in ENCORE+ research
OER22 Code of Conduct
https://altc.alt.ac.uk/blog/code-of-conduct/#
5. ENCORE+
ENCORE+ is a Knowledge Alliance project funded by the European
Commission under Erasmus+
Supporting the uptake of open education resources (OER)
Catalysing and sharing innovative practice across education and business
Developing stakeholder communities for knowledge exchange
5
6. 6
Partners
● International Council for Distance Education (Norway)
● Baden-Wuerttemberg Cooperative State University (Germany)
● The Open University (UK)
● Universidad Internacional De La Rioja (Spain)
● Knowledge 4 All Foundation (UK)
● Joubel (Norway)
● Fondazione Politecnico di Milano (Italy)
● Instructure Global (UK)
● Dublin City University (Ireland)
8. OER in Europe
● OER World Map includes details of 1400+ organisations, 900+ services, 500+
projects and 300+ policies in support of OER
● However, activity is typically uncoordinated, and happens in clusters
(national/regional, disciplinary, technological, etc.)
● Limited interactions between academia, public and private sectors
● Covid-19 has forced greater use of online learning and need for resources which
can be met by OER
8
9. ENCORE+ Background and Rationale
● The European Network for Catalysing Open Resources in Education (ENCORE+)
responds to the priorities of opening up and modernising the European
education and training sector through a coordinated European OER ecosystem
● ENCORE+ brings together meaningful and focused human networks;
technological solutions for sharing and discovering OER; policy reviews; quality
criteria; and will generate business models which draw on the affordances of
OER to support innovation
● ENCORE+ supports uptake of OER through business and academia by
formulating value propositions for using OER in education, training and business
9
10. 10
ENCORE+ Ecosystem
ENCORE+ will function as
a network catalyst for a
socio-technical ecosystem.
That means that ENCORE+’s
main mission will be to
amplify existing OER
initiatives, projects, platforms
and networks by integrating
them across the four
thematic Circle strands and
three crosscutting integration
events.
11. Theme: Innovation and Business Models
1. What are the main enablers/barriers for innovation with OER?
2. Should we focus on core provision or radically rethinking markets?
3. What does an innovation focused OER culture look like?
4. What do future business models look like? What do we need to consider?
○ Externally funded (philanthropy, sponsorship, governmental)
○ Internally funded (institutional programes, redirection of funding)
○ Community funded (services, membership model, platformisation)
○ Service models (data exploitation, dual-mode HEIs, freemium, segmentation)
11
13. Theme: Technology
1. How can we establish the right kind of interfacing and protocols?
2. What can artificial intelligence approaches do for OER / OEP?
3. How can technology support co-creation and sharing of content?
4. Facilitating the sharing of content across platforms
5. Open-source API infrastructures for sharing content, metadata,
multimedia, learning pathways, etc.
13
15. Theme: Policies and Practices
1. How is your organisation engaging with open educational practices?
2. Why is your organisation engaging with open educational practices?
3. Does your organisation have OER/Open Education policy? If yes give
some details, if no why do you think this is?
4. What are the main barriers to large scale adoption of open educational
practices?
5. What are the key enablers to large scale adoption of open educational
practices?
6. What business models for open educational practices do you think will
evolve in the future?
15
17. Theme: Quality
1. How should we define OER quality? (content,‘openness’, user-friendliness, &c
2. Harmonization / Developing a common European framework
3. Establishing reliable and realistic systems of peer review / quality assurance
4. Better user engagement by OER repositories
5. Achieving an interoperable European metadata and search engine strategy
17
19. Theme: Stakeholders & their needs
19
Education
HEI leaders, decision makers
Learners (formal/informal)
Educators
Libraries/Collections/Repositories
Instructional Designers /
Technologists
Copyright/Data Officers
Business
Course providers
Ed Tech companies
Service providers
Workers
Infrastructure providers
Publishers
Policymakers
Educational authorities
Ministries
Public bodies
Quality assurance agencies
Charities / NGOs (macro/micro)
Funders/Philanthropy
20. 20
ENCORE+ Ecosystem
ENCORE+ will function as
a network catalyst for a
socio-technical ecosystem.
That means that ENCORE+’s
main mission will be to
amplify existing OER
initiatives, projects, platforms
and networks by integrating
them across the four
thematic Circle strands and
three crosscutting integration
events.
21. ENCORE+ Ecosystem
Coordination
● Coordination of efforts in producing, sharing, using & reusing OER
● Improved collaboration, connection and user-friendliness among repositories
● Interconnected OER repositories, user communities, institutions, companies
● Sharing and development of quality OER across borders, languages and cultures
● Exchanging perspectives and information about effective innovation in practice
● Connecting and fostering knowledge exchange across HE and business
21
22. ENCORE+ Ecosystem
Provision
● Enhanced training opportunities in formal and informal learning settings
● Generalised access to quality OERs and better support for language and culture
adaptation
● Local companies (especially SMEs) access to high quality free training resources
22
23. ENCORE+ Ecosystem
Culture
● Promotion of open educational practices (using OER and participatory
technologies to facilitate collaboration, innovation and flexible learning)
● Promoting a culture of self-empowerment, innovation and entrepreneurship
● Increasing inclusiveness of higher education institutions through effective
strategies for open education
● Trust for OER in teacher and learner communities & institutional leaders
23
24. ENCORE+ Ecosystem
Catalysation
● Increased availability of quality OER
● Strengthened innovation around OER both in universities and enterprises
● Implementation of existing technical and quality standards for OER at scale
● Opportunities for local entrepreneurs, companies and Ed Tech companies to
innovate through OER
● Demonstrating the innovation potential of OER for HR development in
companies
● Stimulating innovation in learning and teaching through the uptake of quality
OER
24
27. Supporting ENCORE+
● Invite 5 personal contacts to join ENCORE+ Circles
● Subscribe to project channels (newsletter, blog)
● Share your experiences and inspiration!
27
28. Project partners:
Contacts
Robert Farrow, The Open University (UK)
rob.farrow@open.ac.uk / @philosopher1978
Orna Farrell, Dublin City University (Ireland)
orna.farrell@dcu.ie / @orna_farrell
Website
For further and updated information
about this project please see:
www.encoreproject.eu
info@encoreproject.eu