OERs and MOOCs have raised tremendous interest by higher education institutions worldwide. They are seen as a means to increase the accessibility and quality of higher education. The European Commission expects that open education will be a means to develop 21st century skills and to address the problem of early school leavers and high rates of unemployment (of younger adults). On the other hand, there is at the moment little guidance and orientation available for institutions that would like to develop their own strategy.
Listen to what Marco Kalz says about the expertise on OERs and MOOCs.
Jordi Claramonte, Universidad Nacional de Educación a Distancia (UNED)
Andy Lane, Open University of the United Kingdom (OUUK)
Cengiz Hakan Aydin, Anadolu University
Frederik Truyen, Katholieke Universiteit Leuven (KU Leuven)
Nilgun Ozdamar Keskin, Aarhus University (AU)
Miguel Santamaria Lancho, Universidad Nacional de Educación a Distancia (UNED)
Mairéad Nic Giolla Mhichíl, Dublin City University (DCU)
Catherine Mongenet, FUN
Christian Dalsgaard, Aarhus University
Nicola Paravati, UNINETTUNO
Achilles Kameas, Hellenic Open University (HOU)
EMPOWER experts can help you to develop an open education strategy for your institution. This strategy development takes into account the educational, organizational, legal, technical, economical and last but not least quality assurance aspect of open education. More specifically, the experts can support you in questions related to open licenses, platform hosting, accreditation, target group identification, educational and didactical approach and questions of deployment and support. The approach followed by the experts is based on European values like diversity in terms of culture and language and openness.
This webinar was organised by the Erasmus+ project MOONLITE. Supported by EADTU, OpenupEd, EMPOWER, UNED, Athabasca University and Linnaeus University.
By Timothy Read (UNED), Beatriz Sedano (UNED), Darco Jansen (EADTU), facilitator: Alastair Creelman (Linnaeus University)
27 February 2019
Organised by Erasmus+ project MOONLITE, empowered by EMPOWER
By Dr. Nathaniel Ostashewski (Athabasca University), Timothy Read (UNED), Darco Jansen (EADTU), moderator: Charlotte Traeger (ESCP Europe), facilitator: Alastair Creelman (Linnaeus University)
1 December 2017
Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals as SDG 4 ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4. The ambition is clear but the means to make it happen are not and a number of commentators have claimed that a power and systems thinking approach to making change happen is critical. This presentation (1) sets out the scale and scope of the SDGs; (2) reviews the potential contribution of open educational resources and practices to support the SDGs and (3) uses this framing of power and systems thinking to review the way open education activities might be fostered within tertiary education in all local, national and regional contexts in order to support the SDGs, and not just SDG 4. It will also tentatively outline a theory of change that brings together power relationships, systems thinking and open education as key components. By Andy Lane (OUUK)
12 April 2017
Europeana is Europe's main culture portal, with now about 50 million objects of Cultural Heritage, including; documents, images, videos and audio recordings. It is well known by Libraries, Museums and Archives as well as scholars for its trusted content. However, it is still underused in Education. Several factors make it an ideal tool for higher education. First of all, there is the quality: the cultural heritage objects described in Europeana come directly from the source, from the current holder, and have been digitized to high standards. Second, an ever growing part of it is available for public reuse, and openly licensed, as the European Commission pushes Cultural Heritage institutions to open up their collections. Thirdly, and this might be of growing interest, it shows Europe to its full diversity, in contrast to many current educational resources such as schoolbooks. It holds records from Central and Eastern Europe as well as those of Western Europe. Last, Europeana is transforming from a portal into a platform for reuse, educational as well as commercial. It wants to offer higher quality primary source material in a way that it can be integrated in educational apps, but also in an interactive way in online learning such as MOOCs. In this talk, we will discuss two examples from Europeana Space: creative reuse of Europeana content and the Europeana Space MOOC. By Fred Truyen, Clarissa Colangelo and Sofie Taes (KU Leuven).
Europeana portal https://www.europeana.eu/portal/en
Europeana space https://www.europeana-space.eu/
28 March 2017
OER and MOOCs can have multiple purposes and can bring a variety of returns on that investment. While there are costs associated with providing these free educational products and organizations might focus on ways to monetize the interest in their OER and MOOCs to offset those costs or provide revenue there is also non-monetary value to be gained from a variety of sources that expand the nature and range of business models for open education as both a producer and user. In this online event Andy Lane from The Open University UK, one of the EMPOWER experts and founding Director of the OUUK’s OpenLearn platform, will discuss non-monetary business models that variously involve enhancing brand awareness, extending the impact of research, enabling valorization of informal learning, encouraging partnerships between organizations, supporting capacity-building in communities and spreading the costs of developing OER. By Andy Lane (OUUK)
29 November 2016
Currently MOOC providers report high drop-out rates ranging from 90 to 95%, meaning only about 5 to 10% of the MOOC takers is receiving a certificate when they enrol in a MOOC. However, drop-out is clearly defined from the perspective of the MOOC providers. MOOC takers may have other perspectives and to understand these perspectives their behaviour regarding MOOC enrolling should be studied. MOOC takers may have many reasons why they enrol in MOOCs and why they do not finish a MOOC. We distinguish two levels of the MOOC taker’s perspective, namely the level where MOOC takers are planning to enrol in a number of MOOCs because they have a personal curriculum in mind that they wish to complete. The other level is where MOOC takers are enrolled in a single MOOC as part of completing their personal curriculum. The presentation will go more in depth about these two levels. By Karel Kreijns (OUNL)
15 December 2016
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