mainstreaming open educational resources - general conclusions of the policy seminar
DESCRIPTION
The powerpoint summarises the general conclusions of the Seminar organised by the OPAL and CONCEDE Projects, held at UNESCO on 18th November 2011, on the topic of Mainstreaming Open Educational Practices.TRANSCRIPT
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General ConclusionsFrom the OPAL / CONCEDE Policy Forum
Anthony F. Camilleri UNESCO, Paris - 14th November 2011
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What we talked about....• User generated content• Pedagogical techniques• Quality systems• Efficiency of Education Systems• Assessment and Accreditation
• (licenses) Strict definition ofOpen Educational Resources
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What we really talked aboutInherent Topic Policy AreaUniversal Access to Education Human Rights, Millennium
Development Goals, etc.
Student-centred learning Qualification Frameworks, Credits etc.
Less Hierarchical System of Peer-review
Rankings
Individual Freedom to Innovate Innovation Policy
Ongoing need to ensure and enhance quality
ESGs, quality assurance development
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In short...The transition from OERs to
Open Educational Practices &
Open Learning Architectureshas already happened!
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Some confusion....• Between tools and practices• OERs and distance learning• Internal Quality systems and
certification
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Addressing a Current ProblemToday’s education systems are:- Unsustainable- Not scalable- Not cost-effective(Rory McGeal)
Higher education is not performing well enough to provide Europe with enough people with the right kinds of skills to
create jobs and growth(EC Modernisation Agenda)
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A possible solutionWith regards to use of OEP, we have:- Robust evidence- Volumious research- Practical tools(Grainne Connole)
We Need to Win Hearts and Minds
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What we started to talk about
ASSESSMENT(N.B. LOOK AT OERTEST)
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What we’re not talking about (enough):• Sustainability of large-scale OEP
adoption– Financially– Politically– Pedagogically (teacher training)
• Threat of Vested Interests• Concrete Evidence of Benefits • Uniting Disparate Initiatives
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Recommendations fromthe Workshops
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Pedagogy
• Section Subtitle
• OER Learning activities should have explicit learning aims and objectives so that both learners and teachers can define their own initial, formative and summative assessment
• Pedagogies in learning activities should be clear so that adopters of the material can understand how best to use then and to enable appropriate adaptation
• Opportunities need to be made available for practitioners top experiment and innovate
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Motivation• Use different strategies to motivate different
organisations and different stakeholders within them
• Motivation through knowledge• Work on the Pull and Uptake side of things• Benchmarking and OE-Ranking
Keywords: leadership through example, lists of pros and cons, use concepts like social justice, freedom of education, reducing costs, reach more students
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Quality Concepts• Quality should be considered as a
negotiation – extension of UGC• Quality literacy should be provided to
users as a necessary conditions
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Knowledge and Skills• Exploit competences and skills
required outside the formal system