Author - dr. Estela Daukšienė, Vytautas Magnus University, President of Lithuanian Association of Distance and e-Learning (LieDM).

1. ReOPEN project multiplier event in
Kaunas “Open Studies for Open
Society”
November 9, 2017

2. Estela Daukšienė,
Margarita Teresevičienė
Vytautas Magnus University, Lithuania
Matthias Murawski,
ESCP Europe Business School Berlin, Germany
Designing non-formal open learning
curriculum
Training material for teachers

3. • describe and explain the open learning
philosophy and its building blocks
• plan non-formal open course description;
• design learning plan for non-formal open
learning.
Learning outcomes (3 UNITS)
Please refer to TM1 of ReOPEN project for further details, references, etc.

4. • Unit 1. Open Learning
• Unit 2. Non-formal open learning curriculum
characteristics
• Unit 3. Curriculum designing for non-formal
open learning
Units and Topics (3 Units)
Please refer to TM1 of ReOPEN project for further details, references, etc.

5. • Unit 1. Open Learning
– Topic 1. Introduction to the open learning philosophy
– Topic 2. Student empowerment
– Topic 3. Active learning experiences, community and
connectedness
• Unit 2. Non-formal open learning curriculum
characteristics
– Topic 1. Formal, non-formal and Informal learning
– Topic 2. Structural features of non-formal open learning course
• Unit 3. Curriculum designing for non-formal open learning
Units and Topics
Please refer to TM1 of ReOPEN project for further details, references, etc.

6. • Unit 1. Open Learning
• Unit 2. Non-formal open learning curriculum
characteristics
• Unit 3. Curriculum designing for non-formal open learning
– Topic 1. Variety of learning methods for non-formal open
learning
– Topic 2. Planning non-formal open learning course preparation
– Topic 3. Preparing learning and marketing materials for non-
formal open learning course
Units and Topics
Please refer to TM1 of ReOPEN project for further details, references, etc.

7. • Learners accessing freely available online content
• Learners enrolling on free open/distance learning
courses
• Learners collaborating on open knowledge-building
projects
• Learners sharing outcomes with one another
M. Murawski, TM1 Unit1
Some Principles of Open Learning
Please refer to TM1 of ReOPEN project for further details, references, etc.

8. • Online classroom not a place where a teacher’s role
is to ‘pour’ expert knowledge into passive students
who sit in rows of virtual desks
• Instead, students need to be encouraged to be
actively involved in their own process of learning,
through meaningful interactions with both the
platform itself and the community of students and
teachers that it connects
• Interaction as a success factor of open learning
M. Murawski, TM1 Unit1
Active Learning Experiences
Please refer to TM1 of ReOPEN project for further details, references, etc.

9. Formal vs non-formal learning
(Adopted from: Harrison, 2012)
Control- hierarchical
Purposes
• Long-term
& general
Content
• Academic
• Entry
requirements
determine
Timing • Long cycle
Delivery
system
Self-governing/ democratic
Purposes
•Short-term &
specific
Content
•Practical
•Clientele
determined
Timing
•Short-
cycle/recurrent
Delivery
system
•Flexible• Institution
based
Please refer to TM1 of ReOPEN project for further details, references, etc.
M. Teresevičienė, TM1 Unit 2

10. Structural features of open non-formal
course
• Learning needs
and expectations
• Curriculum
• Delivery
• Assessment
• Certification
Non-formal
open
learning
programme
Please refer to TM1 of ReOPEN project for further details, references, etc.
M. Teresevičienė, TM1 Unit 2

11. • LO are competency based as designate exactly
what students need to do, to demonstrate
mastery of course material;
• LO are brief, clear, specific statements of what
learners will be able to perform at the conclusion
of instruction activities;
• LO allow visibility and portability of such
outcomes in the lifelong learning system, in the
labour market or in the community and
recognition in formal system.
Competencies, learning outcomes (LO)
M. Teresevičienė, TM1 Unit 2
Please refer to TM1 of ReOPEN project for further details, references, etc.

12. Acquisition
oriented
Participation
oriented
Contribution
oriented
• Lectures
• Handouts or books
• Learning from the
community
• Platform and activities
• Learners –co-creators
• Co-authors
Three pedagogical approaches (Kirkwood ,2014)
M. Teresevičienė, TM1 Unit 2
Please refer to TM1 of ReOPEN project for further details, references, etc.

13. Variety of learning methods for non-formal open
learning
by Kokcharov (2015)
Please refer to TM1 of ReOPEN project for further details, references, etc.

14. Individual learning methods
Active
• concept mapping,
• written assignments (projects,
essays, reports, etc.),
• reflections,
• content based games or
simulations,
• self-evaluation tests,
• inquiry based learning
Passive
• listening to lectures,
• looking at pictures,
• watching the videos or
video/audio presentations,
• reading papers or slides;
E. Daukšienė, TM1 Unit 3
Please refer to TM1 of ReOPEN project for further details, references, etc.

15. Group learning methods
Active
• discussion forums,
• peer review projects,
• role-playing,
• group debates,
• written assignments (group
projects, reports, essays etc.),
• problem solving or project based
learning.
Passive
• listening to lectures,
• looking at pictures,
• watching the videos or
video/audio presentations,
• reading papers or slides.
E. Daukšienė, TM1 Unit 3
Please refer to TM1 of ReOPEN project for further details, references, etc.

16. Assessment supports student learning best when:
• it captures sufficient student ‘time on task’ and distributes
this time evenly across weeks and topics;
• the time spent on task engages students in high levels of
cognitive activity;
• it clarifies for students the goals they should be achieving;
• it provides sufficient good quality feedback, that is
understandable, in time for it to be useful in tackling the
next task; and
• in so doing, it develops students’ meta-cognitive ability to
supervise their own learning in the future. (Gibbs, 2010)
Assessment strategies for open non-formal
learning
M. Teresevičienė, TM1 Unit 2
Please refer to TM1 of ReOPEN project for further details, references, etc.

17. • Persons demonstrating all prescribed
competences in an accredited course or training
program should obtain a credential or statement
of attainment which is recognized within the
national qualification framework.
• In a case non-formal learning program is guided
by a formal curriculum, credential should state
not only completion fact of the program but also
its connectedness to the formal learning
programs and institutions.
Certification
M. Teresevičienė, TM1 Unit 2
Please refer to TM1 of ReOPEN project for further details, references, etc.

18. • Guide teachers in
– Understanding what open learning is
– Elaborating characteristics of the “ideal” teacher for open
learning
• forming and defining requirements and preparing a
learning plan for non-formal open learning course
• Provides templates for
– Non-formal course description
– self-learning or mentored learning (learning in groups) course
plan for your learners
– Tools to check if the course is prepared for non-formal open
learning.
TM1 Assignments
Please refer to TM1 of ReOPEN project for further details, references, etc.

19. Go to
https://answergarden.ch/582846
Let’s find out who you are?
A teacher / lecturer / administrator/ student /
dean / director /…
Group activity

20. • How would you like to learn? Let’s brainstorm
• Answer questions in - https://answergarden.ch/582878
• Limit your answers with 40 characters
• Provide as many asnwers as you need
• Time for learning – how long should the course last? 2 weeks? 3 months?...
• Intensity – how many hours could you spend for learning per week?
• Synchronous or asynchronous consultations
• Individual tasks or groups activities?
• Learning material - downloadable or accessible online? Adapted for mobile
learning? More readings, videos or learn by doing activities?
Assignment Put yourself in the learner’s shoes