EADTU2011 Turkey

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Quality improvement of the use of OER in higher education - challenges and

consequences

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We are …

Alastair CreelmanLinnaeus Universityalastair.creelman@lnu.se

Ebba OssiannilssonLund University

ebba.ossiannilsson@ced.lu.se

Lokal_Profil CC-BY-SA-2.5 www.creativecommons.org/licenses/by-sa/2.5 via Wikimedia Commons

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Kanwar, Balasubramanian and Umar (2010) defines OER as:

 ”The phenomenon of OER is an empowerment process, facilitated by technology in which various types of stakeholders are able to interact, collaborate, create and use materials and pedagogic practices, that are freely available, for enhancing access, reducing costs and improving the quality of education and learning at all levels”.

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Wikimedia Commons

iTunes U

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Extended learning environmentsStretched learning (Kroksmark, 2011)

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• Sharing as default

• National policies meet grassroots enthusiasm

Open educational practices and cultures

CC Some rights reserved by Shahram Sharif

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We don’t compete with content

Context is king

Sharing facilitates new teacher role

Culture of sharing

cc. sonyaf.blogg.se

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CC by krissen. 5213463465_ebb19ed107.jpg

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Changing roles

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The role of the student

The role of the teacher

The role of the university

The role of the course

The role of degree/cerification

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"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker

Rethinking international university education and beyond 

http://pixdaus.com

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QualityNetworking, collaboration, connectivism,

building bridges

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Personalised learning means ensuring that individual

differences are acknowledged

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Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

Rethinking international university education and beyond 

Learn anything, anywhere…if you know howSome rights reserved by Spree2010

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The future of learning is Open

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Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

STAKEHOLDERSGovernments, Higher educational providersTeaching staffStudent bodiesQuality assurance/accreditation bodies and academic recognition bodies(UNESCO-COL 2011a p.13).

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BenchmarkingSelf evaluation for quality enhancement

benchmark-careers.com

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...is a technique, method, process, activity, incentive, or reward which conventional wisdom regards as more effective at delivering a particular outcome than any other technique, method, process, etc. when applied to a particular condition or circumstance

Benchmarking is an exemplar-driven teleological process operating within an organization [sic] with the objective of intentionally changing an existing state of affairs into a superior state of affairs. (Moriarty, 2008, p. 30).

…the ´locus´ of benchmarking lies between the current and desirable states of affairs and contributes to the transformation processes that realise these improvements. (Moriarty and Smallman, 2009, p. 484)

citybenchmarkingdata.com

ifi.se

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E.P.M. Smoyer, L.A. Taplin, and R.S. Berns, ...art-si.org

Ben

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Benchmarking of OER

to identify success factors for the use and reuse of OER

how social aspects really work and how they contribute to the success of OER activity generally.

identify communities of practiceidentify stakeholdersidentify approaches in the use of

OER develop best practice and

cultivate cultures in the use of OER

identify the process towards OEP and OEC

Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

Future of learning in 2020-2030Learning objectives will focus on competences rather than knowledge

Learning will be more tailored to the needs of individuals

Learning will be more active and connected to real life. Technologies will be an integral part of

learning and lifeTeachers will become lifelong learners themselves Education needs to change to respond

to the needs of the economy and society

ICT are creating and impacting change in learning, but more knowledge is needed.

Teachers need to be encouraged to be part of implementing the change

Organizational change is required to allow and encourage innovation in education.

Ala-Mutka, Redecker, Punie, Ferrari, Cachia and Centeno (2011). IPTS. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679

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Key competences 2025/2030

• The present eight Key competences 2006 to be reached 2010.…and the future

• Environment; nature, sustainability• Problem-solving; analysing, critizing, KISS• Identity; self confindence, self-esteem, keep independece• Flexibility to change, openess to change, adapting to change, stress management (IPTS, 2010)

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Bild: Wikimedia Commons, Push the button, CC BY SA

The door isopen …

PracticeCultureBusiness modelsEtc.

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L U N D U N I V E R S I T Y

LINNEAUS UNIVERSITY

DO IT YOURSELF UNIVIERSITY

OER UNIVERSITY etc….

THE BADGE MOVEMENT

…and/or

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Teacher’s role

University’s role

Student’s role

Assessment

Policies andstrategies Informal

learning

IPR

Examination

Collaborativelearning

Publication

??????

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FootprintsW:www.lu.se, www.oulu.fiE:Ebba.Ossiannilsson@ced.lu.seE:Ebba.Ossiannilsson@oulu.fiFB:Ebba OssiannilssonT:@EbbaOssianPhone: +4670995448S:http://www.slideshare.net/EbbaOssiann

Ebba Ossiannilsson, Lund University, SE