‘The Why and How of Open Education‘ - Session Two: Service organization, business and sustainability options – With findings from the 2011 ELIG OE survey
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives” 15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
Lucia Cusmano is Senior Economist at the OECD Centre for Entrepreneurship, Small and Medium-sized Enterprises (SMEs) & Local Development (CFE) and Executive Secretary for the OECD Working Party on SMEs and Entrepreneurship (WPSMEE). Ms Cusmano has a PhD in Economics from the University of Pavia (Italy) and has completed a Master of Science in Economics at Warwick University (UK). She has published extensively in international journals on SMEs, entrepreneurship, innovation, structural change, institutions and economic development in advanced and developing regions.
This presentation by Sébastien de Brouwer was made during the 2nd roundtable at the High-level Conference on Global and European Trends in Financial Education held on 22-23 May 2014 in Istanbul, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
Lucia Cusmano is Senior Economist at the OECD Centre for Entrepreneurship, Small and Medium-sized Enterprises (SMEs) & Local Development (CFE) and Executive Secretary for the OECD Working Party on SMEs and Entrepreneurship (WPSMEE). Ms Cusmano has a PhD in Economics from the University of Pavia (Italy) and has completed a Master of Science in Economics at Warwick University (UK). She has published extensively in international journals on SMEs, entrepreneurship, innovation, structural change, institutions and economic development in advanced and developing regions.
This presentation by Sébastien de Brouwer was made during the 2nd roundtable at the High-level Conference on Global and European Trends in Financial Education held on 22-23 May 2014 in Istanbul, which explored the role(s) of the private and not-for-profit sectors in financial education, financial literacy and innovation for young people and financial education for migrant workers and their families. Find out more at http://www.oecd.org/daf/fin/financial-education/2014-conference-global-european-trends-financial-education.htm
A brief introduction of Horizon 2020 and focus on SCoRE Cymru which provides grants in order to stimulate participation by Wales-based organisations in European collaborative research and innovation and in particular the European Union Research programmes within Horizon 202
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Study of business participation and entrepreneurship in Marie Skłodowska-Curi...Mantas Pupinis
The Marie Skłodowska-Curie Actions (MSCA) provide grants for researchers in all stages of their careers – be they doctoral candidates or highly experienced researchers – and encourage transnational, inter-sectoral and interdisciplinary mobility. It enables research-focused organisations (universities, research centres, and businesses) to host talented foreign researchers and to create strategic partnerships with leading institutions worldwide.
With this study, PPMI in partnership with the AIT Austrian Institute of Technology and Optimity Advisors assessed the impacts of business participation and entrepreneurship on the results of the research fellowships funded by the programme.
The study relied on the evidence gathered and analysed using qualitative and quantitative methods, including desk research, statistical analysis of the monitoring data, a large-scale case study programme (50 case studies of the MSCA projects involving businesses and cross-case analysis), more than 300 interviews with various types of interviewees (EU and national-level stakeholders, business participants in the MSCA and representatives of unsuccessful business applicants), as well as surveys of the MSCA fellows and participating organisations.
[F.R.E.E] Principles of Integrated Marketing Communications For Kindlelisom121
Principles of Integrated Marketing Communications explains the principles and practice of implementing effective IMC using a variety of channels and techniques. It equips readers with the knowledge to develop sophisticated marketing campaigns for contemporary business environments. Designed to introduce readers to IMC in an engaging way, this valuable resource: - Covers the latest concepts and tools in marketing and communications - Presents topics in light of their underlying theories and principles - Includes case studies adapted from recent, real-world examples (drawn from both Australian and international contexts). Each chapter contains a 'Further thinking' section, giving readers the opportunity to extend their understanding of the conceptual and historical underpinnings of IMC, and teaching them how to analyse and overcome problems when devising an IMC strategy. Each chapter also includes learning objectives and review questions, to reinforce knowledge. Additional material - including extra case studies and topical multimedia files - is available on the companion website at www.cambridge.edu.au/academic/imc.
Integrating Lithuanian industry into European and global value chainsMantas Pupinis
This document lists and explains the main conclusions stemming from the Report on the Lithuanian industrial landscape and its potential to integrate into the European value chains. This Report marks the first step in the project “Roadmap for the integration of the Lithuanian industry into European value chains”. It will provide the analytical foundation for the two subsequent policy-oriented deliverables.
The future of university education: a university of birmingham perspectiveJohn Couperthwaite
Presentation to be made at the University of Birmingham Learning and Teaching conference, June 2013. It explores the recently published paper by Pearson, 'An Avalanche is coming' and it's implications for the Universities' educational future.
European Support to Clusters and Cluster International CooperationEkonomikas ministrija
European Support to Clusters and Cluster International Cooperation
José Freitas, Policy Officer
Eiropas Komisija, Uzņēmējdarbības un rūpniecības ģenerāldirektorāts (European Commission
DG GROW F2)
Video: https://youtu.be/9klBi6zJ3UQ
2017.gada 19.janvāris, Rīga
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
A brief introduction of Horizon 2020 and focus on SCoRE Cymru which provides grants in order to stimulate participation by Wales-based organisations in European collaborative research and innovation and in particular the European Union Research programmes within Horizon 202
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Study of business participation and entrepreneurship in Marie Skłodowska-Curi...Mantas Pupinis
The Marie Skłodowska-Curie Actions (MSCA) provide grants for researchers in all stages of their careers – be they doctoral candidates or highly experienced researchers – and encourage transnational, inter-sectoral and interdisciplinary mobility. It enables research-focused organisations (universities, research centres, and businesses) to host talented foreign researchers and to create strategic partnerships with leading institutions worldwide.
With this study, PPMI in partnership with the AIT Austrian Institute of Technology and Optimity Advisors assessed the impacts of business participation and entrepreneurship on the results of the research fellowships funded by the programme.
The study relied on the evidence gathered and analysed using qualitative and quantitative methods, including desk research, statistical analysis of the monitoring data, a large-scale case study programme (50 case studies of the MSCA projects involving businesses and cross-case analysis), more than 300 interviews with various types of interviewees (EU and national-level stakeholders, business participants in the MSCA and representatives of unsuccessful business applicants), as well as surveys of the MSCA fellows and participating organisations.
[F.R.E.E] Principles of Integrated Marketing Communications For Kindlelisom121
Principles of Integrated Marketing Communications explains the principles and practice of implementing effective IMC using a variety of channels and techniques. It equips readers with the knowledge to develop sophisticated marketing campaigns for contemporary business environments. Designed to introduce readers to IMC in an engaging way, this valuable resource: - Covers the latest concepts and tools in marketing and communications - Presents topics in light of their underlying theories and principles - Includes case studies adapted from recent, real-world examples (drawn from both Australian and international contexts). Each chapter contains a 'Further thinking' section, giving readers the opportunity to extend their understanding of the conceptual and historical underpinnings of IMC, and teaching them how to analyse and overcome problems when devising an IMC strategy. Each chapter also includes learning objectives and review questions, to reinforce knowledge. Additional material - including extra case studies and topical multimedia files - is available on the companion website at www.cambridge.edu.au/academic/imc.
Integrating Lithuanian industry into European and global value chainsMantas Pupinis
This document lists and explains the main conclusions stemming from the Report on the Lithuanian industrial landscape and its potential to integrate into the European value chains. This Report marks the first step in the project “Roadmap for the integration of the Lithuanian industry into European value chains”. It will provide the analytical foundation for the two subsequent policy-oriented deliverables.
The future of university education: a university of birmingham perspectiveJohn Couperthwaite
Presentation to be made at the University of Birmingham Learning and Teaching conference, June 2013. It explores the recently published paper by Pearson, 'An Avalanche is coming' and it's implications for the Universities' educational future.
European Support to Clusters and Cluster International CooperationEkonomikas ministrija
European Support to Clusters and Cluster International Cooperation
José Freitas, Policy Officer
Eiropas Komisija, Uzņēmējdarbības un rūpniecības ģenerāldirektorāts (European Commission
DG GROW F2)
Video: https://youtu.be/9klBi6zJ3UQ
2017.gada 19.janvāris, Rīga
European Support to Clusters and Cluster International Cooperation
Similar to ‘The Why and How of Open Education‘ - Session Two: Service organization, business and sustainability options – With findings from the 2011 ELIG OE survey
Business models for OER and MOOCs beyond monetary incentivesEADTU
Andy Lane from The Open University UK gave a presentation about the Business models for OER and MOOCs beyond monetary incentives as part of the online events by expert pool OERs & MOOCs within EMPOWER.
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
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Openness means different things, and poses substantial challenges to
the education system and to publicly funded institutions. The biggest
of these perhaps is the increasingly polarised internal struggle faced
by institutions as HEIs are expected to be open, transparent, and
accessible, and at the same time requires them to be protective of
their constituency and engage in competitive battles with peer
institutions, private education providers, and the wider economy at
large.
The question arises, whether the concepts of a highly competitive
global knowledge economy and those of global openness are mutually
exclusive or whether institutions can balance these in their favour
and for the benefit of wider society.
The presentation highlights some of the issues that lie beneath the
surface, leading to tensions in and around the education system. It
will also touch upon the search for OER business models that are
compatible with the demands put to institutions and that can secure
their longer term future.
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.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
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.
An unusual suspect: the private sector in knowledge brokering in internationa...Sarah Cummings
This presentation was made at the kick off meeting for the SURe research programme on 15 September 2017 in Cape Town by Suzanne Kiwanuka and Sarah Cummings.
Similar to ‘The Why and How of Open Education‘ - Session Two: Service organization, business and sustainability options – With findings from the 2011 ELIG OE survey (20)
Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
Re-Configuring Value Networks and Competition in Industrialized, Emerging and...Andreas Meiszner
Purpose of this Lecture
Aim: To provide an introduction to Value
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Learning Outcome:
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(2) Ability to assess the re-configura8on options of a given sector / industry.
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 1
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
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ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: Open University UK
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Business and Sustainability Models in Open Education: Concepts and Examples i...Andreas Meiszner
As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
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At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf
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Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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‘The Why and How of Open Education‘ - Session Two: Service organization, business and sustainability options – With findings from the 2011 ELIG OE survey
1. ‘The Why and How of Open Education‘
Session Two: Service organization, business and sustainability
options – With findings from the 2011 ELIG OE survey
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG –
European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
5. Open Education and OEaaS – academia vs. industry: the
commons
Open Education and OEaaS is:
• As well Paid for as it is for Free…
• Open, Public, Available, Accessible, Shareable, Re-usable,…
• Innovative, Creative, Collaborative, Flexible, Useful,…
• About Empowerment, Opportunities, Sustainability…
• Scary, Confusing, faces Resource Scarcity, might be ‘poor or
‘cheap’
6. Open Education and OEaaS – potential opportunities for the
learning industry ‘seen as by today’
8. Open Education and OEaaS – predicted value chain by the
learning industry
9. The future of Open Education and OEaaS from the learning
industry perspective
10. Possible pathways for the learning industry to approach OE and OEaaS
To continue a productive discourse between the OE community and the rest of
the learning industry for the benefit of both. The key to a productive discourse
would include:
• The commercial learning industry to appreciate the innovation opportunities, the
new cultural and behavioural aspects of OE and to focus on the pragmatic,
business strategic and sustainable elements of OE rather than stressing
ideological differences.
• The OE community to become aware of the potential business requirements,
threats and commercial factors associated with OE in order to drive commercial
attention, funding and support to OE.
• A dialogue on the level of pragmatic collaboration opportunities, funding
schemes and business models.
• A dialogue with policy makers on funding schemes and procurement policies
– e.g. in the public educational sector - that would better support OE commercial
activities and not implicitly regard OE as non-commercial.
12. Thank you for your attention!
Elmar Husmann
ELIG – European Learning Industry Group
…
Dr. Andreas Meiszner,
United Nations University
UNU-MERIT
meiszner@merit.unu.edu