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Recognition of open non-formal learning. Organizational perspective

VDU Inovatyvių studijų institutas
VDU Inovatyvių studijų institutas
VDU Inovatyvių studijų institutasVDU Inovatyvių studijų institutas

Author - assoc. prof. Airina Volungevičienė, Vytautas Magnus University, EDEN President.

Recognition of open non-formal learning. Organizational perspective

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Vytauto Didžiojo universitetas
Recognition of open non-formal learning.
Organizational perspective.
Assoc. prof. dr. Airina Volungevičienė
Director of Innovative Studies Institute at
Vytautas Magnus University
EDEN President
How do we learn?
Business – over
10,000 expert courses
and video tutorials
Universities
Open Education and Open Learning.
Everything is already here:
– Open Educational Resources
– Open Educational Practices
– Virtual Mobility and international
virtual exchange
– Massive Open Online Courses
– Open Science, open data
– Learning analytics
– Personalization and flexibility of
learning
– Recognitionpixabay.com
What is it for?
- Open management and
responsibilty
- Transparency
- Participation and responsiveness
- Involvement and leadership
- Open professional collaboration and
sharing
- Community development
- Ensure inclusiveness, accessibility,
and socially responsible and
responsive education
- Guarantee the quality of education
- Meet the values of digital and
networked society
pixabay.com
Open through new mind
• Through opening our minds,
working modes and techniques by
enhancing learning with
technologies:
– to prepare young people for the
open world
– to find solutions to the
important social and economics
crises that we are facing
– to diminish isolation
– to open collaboration
• there is no policy nor any other
force that can prevent this, these
changes are happening
pixabay.com
Challenges of integration of openness in education
organization
• The level of openness in
management?
• The level of transparency?
– Does the level matter?
– What are the factors affecting
successful open collaboration?
• The risk of the leadership or
ownership of the leaders?
• To share – or – to give away?
• Values of digital and networked
society vs traditional values?
pixabay.com
Ad

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Recognition of open non-formal learning. Organizational perspective

  • 1. Vytauto Didžiojo universitetas Recognition of open non-formal learning. Organizational perspective. Assoc. prof. dr. Airina Volungevičienė Director of Innovative Studies Institute at Vytautas Magnus University EDEN President
  • 2. How do we learn? Business – over 10,000 expert courses and video tutorials Universities
  • 3. Open Education and Open Learning. Everything is already here: – Open Educational Resources – Open Educational Practices – Virtual Mobility and international virtual exchange – Massive Open Online Courses – Open Science, open data – Learning analytics – Personalization and flexibility of learning – Recognitionpixabay.com
  • 4. What is it for? - Open management and responsibilty - Transparency - Participation and responsiveness - Involvement and leadership - Open professional collaboration and sharing - Community development - Ensure inclusiveness, accessibility, and socially responsible and responsive education - Guarantee the quality of education - Meet the values of digital and networked society pixabay.com
  • 5. Open through new mind • Through opening our minds, working modes and techniques by enhancing learning with technologies: – to prepare young people for the open world – to find solutions to the important social and economics crises that we are facing – to diminish isolation – to open collaboration • there is no policy nor any other force that can prevent this, these changes are happening pixabay.com
  • 6. Challenges of integration of openness in education organization • The level of openness in management? • The level of transparency? – Does the level matter? – What are the factors affecting successful open collaboration? • The risk of the leadership or ownership of the leaders? • To share – or – to give away? • Values of digital and networked society vs traditional values? pixabay.com
  • 7. Describe digital and networked society in one word
  • 8. How digital and networked society likes to learn? Kahoot option https://play.kahoot.it/#/k/72097af6-c394-48c0-bcaf-607af5f1acf4 http://kahoot.it – participation code 223757
  • 9. • Do education providers develop curricula that meets the needs of digital and networked society? – YES? – NO? • What do we do to make this happen? First, let‘s check the data!
  • 10. Check unique visitors from different countries at your VLEs
  • 11. Top 5 visitor countries at VMU Moodle
  • 12. Devices used to access VMU Moodle Devices Total visits Unique (IP) visits in 2017 Desktop 849 533 63 290 Mobile 450 441 36 918 Tablets 23 132 2 351
  • 13. About drop-outs • Students leave education due to family and socio - economic issues at all levels of education. Psycho - social interaction is of great help here, and online learning may come here with great help““, says Mark Milliron, Civitas Learning • What do we do when they come back? Or if they come with their own open learning experience?
  • 15. http://openstudies.vdu.lt The idea of online non-formal learning is opening university curriculum for digital and networked society. Open Studies for Open Society ___
  • 16. Study program Courses divided into smaller modules 2 course (4 ECTS)2 course (4 ECTS) 4 course (6 ECTS)4 course (6 ECTS) N course (6 ECTS)N course (6 ECTS) 4 years4 years DegreeDegree 1 course (4 ECTS)1 course (4 ECTS) 1 module (2 ECTS)1 module (2 ECTS) 1 module (2 ECTS)1 module (2 ECTS) 3 course (6 ECTS)3 course (6 ECTS) 1 module (2 ECTS)1 module (2 ECTS) 1 module (2 ECTS)1 module (2 ECTS) 1 module (2 ECTS)1 module (2 ECTS) Opening up university curriculum for society Self paced learningSelf paced learning Group learning (with teacher)Group learning (with teacher) CertificateCertificate
  • 18. • Addressing objectives of "Opening Up“ • Implementing recommendations of EC JRC research study on “Validation of Non-formal MOOC – based Learning” (2016) by – establishing validated open learning practices – offering learner credentials for online and open learning (OOL) curriculum: • verification of learner identity • setting learning agreement and other instruments • establishing digital badges for recognition of learning achievements – establishing collaboration with institutions to provide transparent information on potential recognition of OOL – providing T&T with the tools for OOL development and recognition Project scope addresses the scope of organization in change
  • 21. Match with formal curriculum
  • 22. Questions pending and issues raised • Recognition of learning results vs recognition of learning process • Validation of learning results vs validated learning environment • Recognition of open learning and non-formal learning in finding the match with formal learning offer • Multilateral agreement – among education providers and companies – on recognition of learning • Verification of learners in open learning environments vs verification of learners in “traditional” virtual and online learning environments • University – business collaboration in offer development https://www.facebook.com/reopenproject/ pixabay.com
  • 23. Vytauto Didžiojo universitetas Who creates OERs and open courses? Different scenarios YOU decide
  • 24. Difficult question: who should author/ develop and adapt OER? • Teachers? • Learners? • Commercial publishers?
  • 26. From OER development and adaptation
  • 28. The second World OER Congress, 2017 • experts and national delegates from 111 countries adopted by acclamation the 2017 Ljubljana OER Action Plan • The accompanying Ministerial Statement1 called for a “dynamic coalition to expand and consolidate commitments to actions, strategies and legislation” in OER, with a “call on all educational stakeholders to implement the recommendations of the Ljubljana OER Action Plan 2017.”
  • 29. • This Action Plan identifies concrete actions to mainstream OER to achieve SDG 4 on Quality Education: 1.b) Provide systematic and continuous capacity building (in-service and pre-service) on how to find, modify, create, maintain and share OER as an integral part of teacher and librarian training programmes at all levels of education. This would include capacity building on open licensing, copyright-related issues , as well as digital literacy including issues related to security and safety of OER in the development and use of OER content
  • 30. Requirements for teachers for open professional collaboration in OER development • Digital competence • Openness for idea sharing, critics and learning • Benevolent attitude towards collaboration and innovations Reward and long term impact: - Digitally competent, autonomous teachers and learners, active contributors towards Open Learning
  • 31. Are your ready to answer the difficult question: who should author/ develop and adapt OER? • Teachers? • Learners? • Commercial publishers? Kahoot option https://play.kahoot.it/#/lobby?quizId=e82b11b2-9547-4e6a-af8f-2813396ec26a http://Kahoot.it Participation code – 2009453
  • 32. Must be considered - if sustainable development is addressed • Transferring innovations “per se” can cause a lot of negative consequences – sometimes crucial – for an organization • If teaachers are not competent to author and adapt curricula – who will do that in the near future? • Open sharing/ open professional collaboration can be a solution to prevent high risk of innovation uptake, and local – most trust worthy team of professionals to solve institutional dillemmas
  • 33. Vytauto Didžiojo universitetas Recognition of open non-formal learning. Organizational perspective. Assoc. prof. dr. Airina Volungevičienė Director of Innovative Studies Institute at Vytautas Magnus University http://studyonline.lt EDEN President http://eden-online.org