Upload
ulf-daniel-ehlers
View
1.035
Download
0
Embed Size (px)
Citation preview
OPEN EDUCATIONAL RESOURCESOPEN EDUCATIONAL PRACTICES
Die Qualitätsfrage….OER Festival, Berlin, 1. März 2016
Prof. Dr. Ulf-Daniel EhlersBaden Wurttemberg Cooperative State University
Creative CommonsReleased under a Creative Commons Attribution ShareAlike 3.0 Belgium License
You are free:• to Share — to copy, distribute and transmit the work• to Remix — to adapt the work
Under the following conditions:Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
Anno 1088
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
Exclusivelyfor the chosen few...
Anno 1965
http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
Industrialisation,Massification, Standardisation
The career of an idea... Where does that leave us?• The traditional model: Exclusively for few chosen.
• The modern (massification) model: Standard model for masses.
• The post-modern model: Individualised and diversified HE (Rip and Mix Approach/ Patchwork)
Thinking about ConsequencesModern
(Massification) Education Model Postmodern
Adult Learning Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interestCurriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peersExam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competencesInstitution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge
Problem oriented
Academic status, traditions, clothing IndividualisedDifferentiation against „non-higher education“ Continuum through ed.-sectors + levels
http://www.flickr.com/photos/mamk/587941395/
The OER story
Phase 1: Open it!
Phase 2: Improve quality
Open Content/Open Access (wissenschaftliche Publikationen)
- 2001 Budapest Open Access Initiative - 2003 Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities
Open Bewegungen OER
(Open Educational Resources)
- 2001 OpenCourseWare-Initiative des M.I.T.
- 2002 „Forum on the Impact of Open Courseware for Higher Education in Developing Countries“ der UNESCO (Begriffsbildung)
- Finanzierung von OER-Aktivitäten: Hewlett & Mellon Foundation
- 2007 Cape Town Open Education Declaration
- 2012 UNESCO World Conference
Open Source- 1983 Anouncement of the GNU Project (General Public Licence)
- free access to Source Code- cooperative development method- spezific community
- result: software
Use vs. Availability
• Although OER are available uptake of usage is slow
• Need to move from a resource based strategy to a practice based strategy
• Support educational actors in their use
• Develop easy to use tools to help actors in implementation
Phase 1: OER
Accessibility & Availability
Make availab
le (Repositories)
Produc-tion,
(Re)Use
(Re)Mix
Phase 2: OEP• Builds on OER• Goes beyond access into open learning architectures
• Focus: learning as construction + sharing • Quality improvement through external validation
• Change of educational cultures• OER as value proposition for Institutions
Open Educational Pratices• Learning Resources• Pedagogies • Learning paths• Learning Contexts (allow autonomy)
• Learning Opportunties• Objectives, Goals and Aims (LLL agenda)
• Co-Creation of knowlegde
Openess?
Provision Learning
ResourcesAssessment Certification
of LO
OER-based Educational Provision
«Unbundled»
edX + PearsonUnis Unis
Needs of learners wishing to have formal, transferable recognition of their knowledge & skills in OER not addressed so far
Full potential of OERs not reached
«OER Recognition of Prior Learning (RPL)»
«U1 assessment and/or recognition follows the procedure as awarding credits based on informal learning»
OEP Governance Community
Policy Makers
Leaders of Educational Institutions
Educational Professionals
Learners
The OEP Guideline• Step 1: Positioning your Organization in the OEP Trajectory
• Step 2: Creating a Vision of Openness and a Strategy for OEP in an Organization
• Step 3: Implementing and Promoting OEP
Storytelling• Nun zu Ihren/ Euren Erfahrungen
• Berichte der Teilnehmer zu OEP – in 3er Gruppen… mit den Nachbar/innen…