Ettekanne Tallinna Tehnikaülikoolis, 6. november 2020.

1. E-õppe ja avatud
hariduse lahendused
Tallinna Ülikoolis
Hans Põldoja

2. Hans Põldoja
õppejuht, haridustehnoloogia dotsent
Tallinna Ülikool, Digitehnoloogiate instituut
Haridus:
Aalto University, School of Arts, Design and Architecture (2016)
Tallinna Pedagoogikaülikool (2003)
hans.poldoja@tlu.ee
http://www.hanspoldoja.net

3. Kuidas muuta õppimist
õppijakesksemaks ja avatumaks?

4. Millest juttu tuleb
• Mis on avatud haridus?
• Avatud õpikeskkondade kasutamine TLÜs
• Digitaalsed õpimärgid ja personaalsed õpiteed
• Avatud õppeinfosüsteem DigiÕIS

5. Mis on avatud haridus?

7. https://creativecommons.org

8. (Plourde, 2013)

9. Avatud hariduse liikumine
• 2001 — Creative Commons
• 2002 — UNESCO võtab kasutusele avatud õppematerjalide (Open
Educational Resources, OER) mõiste
• 2008 — Kaplinna avatud hariduse deklaratsioon
• 2012 — Pariisi OER maailmakongress ja deklaratsioon
• 2017 — Ljubljana OER maailmakongress ja tegevuskava
• 2019 — UNESCO Recommendation on OER

10. https://en.unesco.org/themes/building-knowledge-societies/oer

11. Laiem vaade avatud haridusele
• Avatud õppematerjalid
• Avatud kursused (MOOCid jms)
• Avatud õpikeskkonnad
• Õppimise ja hindamise personaliseerimine
• Avaandmed ja õpianalüütika
• Institutsionaalsetest raamidest väljapoole mõtlemine

12. Põldoja H., & Laanpere M. (2020). Open
Educational Resources in Estonia. R. Huang, D. Liu,
A. Tlili, Y. Gao, & R. Koper (toim), Current State of
Open Educational Resources in the “Belt and Road”
Countries. Lecture Notes in Educational Technology
(lk 35–47). Springer. https://doi.org/
10.1007/978-981-15-3040-1_3
hans.poldoja@tlu.ee
Chapter 3
Open Educational Resources in Estonia
Hans Põldoja and Mart Laanpere
1 Case Overview
Estonia is a small country situated in Northern Europe. With a population of 1.3 mil-
lion people, it is one of the smallest countries in the European Union. Despite having
a turbulent history with various rulers, Estonia has maintained its cultural traditions
and language. The Estonian educational system consists of general education, voca-
tional education and higher education. General education is divided into pre-school,
basic and upper-secondary education. Various studies have recognized the quality of
Estonian education, for example the most recent PISA study showed that the Esto-
nian basic education is among the best in Europe and in the world (OECD, 2016).
Most important developments in the area of education are guided by the Lifelong
Learning Strategy for 2014–2020 (MER, 2014), which lists five strategic goals: (1) a
change in the approach to learning; (2) competent and motivated teachers and school
leadership; (3) the concordance of lifelong learning opportunities with the needs of
the labor market; (4) a digital turn in education; and (5) equal opportunities and
increased participation in lifelong learning.
H. Põldoja (B) · M. Laanpere
School of Digital Technologies, Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia
e-mail: hans.poldoja@tlu.ee
URL: http://www.hanspoldoja.net
M. Laanpere
e-mail: mart.laanpere@tlu.ee
URL: http://www.mart.laanpere.eu
© Springer Nature Singapore Pte Ltd. 2020
R. Huang et al. (eds.), Current State of Open Educational Resources
in the “Belt and Road” Countries, Lecture Notes in Educational Technology,
https://doi.org/10.1007/978-981-15-3040-1_3
35

13. Avatud õpikeskkonnad

14. https://opikeskkonnad.wordpress.com

15. https://oppematerjalid.wordpress.com

16. Ajaveebipõhise kursuse formaat
• Kursuse ajaveeb
• Õppijate personaalsed ajaveebid
• Erinevad Veeb 2.0 vahendid (SlideShare, YouTube, Twitter, …)
• Ülesanded kursuse ajaveebis
• Õppijate kodutööd postitustena personaalsetes ajaveebides
• Suhtlus kommentaaride kaudu
• Teema kokkuvõtted kursuse ajaveebis

18. https://kristelopib.wordpress.com

19. Ajaveebipõhiste kursuste
disainiprobleemid
• Kuidas luua ja säilitada kogukonnatunnet?
• Kuidas kavandada õppematerjale ja -tegevusi?
• Kuidas jälgida osalemist ja suhtlust?
• Kuidas anda tagasisidet?
(Väljataga, Põldoja, & Laanpere, 2011)

20. Väljataga, T., Põldoja, H., Laanpere, M. (2011).
Open Online Courses: Responding to Design
Challenges. In H. Ruokamo, M. Eriksson, L. Pekkala,
& H. Vuojärvi (Eds.), Proceedings of the 4th
International Network-Based Education 2011
Conference The Social Media in the Middle of
Nowhere (pp. 68–75). Rovaniemi: University of
Lapland.
Proceedings of the NBE 2011
68
Open Online Courses: Responding to Design Challenges
Terje Väljataga
terje.valjataga@tlu.ee
http://terjevaljataga.eu
Hans Põldoja
hans.poldoja@tlu.ee
http://www.hanspoldoja.net
Mart Laanpere
mart.laanpere@tlu.ee
Tallinn University
Centre for Educational Technology
Narva road 25, 10120 Tallinn, Estonia
Tel: +372 6409 355, Fax: +372 6409 355
Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a
wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and
innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of
openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an
important dimension to consider. Although open online course design solves many educational problems and challenges, at the same
time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing
and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and
demonstrated.
Keywords: open online course model, open educational resources, pedagogical design, multiple
case study
1 Introduction
The concept of openness has multiple interpretations and dimensions in the context of higher education. Among
others, it has been used by proponents of open classroom approach in 1970-ties and by distance education
enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems
and challenges, for instance, to improve access to existing study programmes and attract more (or better)
students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In
general, openness in education is attributed to a barrier-free access to education in terms of time, affordability
and admission requirements being freely available through the Internet.
A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which
provides free access to a wide range of educational resources and online courses. OER and its importance has
been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education
can be improved by making educational assets visible and accessible and by harnessing the collective wisdom
of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008).
The notion of openness in education is clearly triggered by the opportunities technological development offers.
In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new
culture of creating and sharing open content in online communities. It has been possible due to the blurred line
between producers and consumers of content allowing shifted attention from access to information toward
access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are
educators who are exploring ways to expand the notion of openness in education beyond public sharing of
educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow
our collections of educational tools and resources and miss the transformative and innovative opportunities
“openness” can offer. One of the emerging practices in this direction is the open online course model.

21. Kogukonnatunde loomine
• Enesetutvustused
• Personaalse õpikeskkonna kujundamine
• Õpilepingud
• Kontaktpäevad

22. Õpiülesannete kavandamine
• Ülesannetes on ühendatud teoreetiline ja praktiline pool
• Ülesanded suunavad reflekteerima
• Ülesanded võimaldavad igal õppijal pakkuda välja oma
originaalse lahenduse

24. http://opikopivingrid.blogspot.com/2010/11/opivorgustikud.html

27. Kursuse õppematerjalide avaldamine
• WordPress — õppejõu konspekt
• SlideShare — esitlused
• YouTube — videod
• Twitter — viited uudistele jms lühiteated
• Mendeley — artiklite viited
• Google Drive — materjalid, mida autoriõiguste tõttu ei saa avalikult
jagada (nt skanneeritud raamatupeatükid)

28. https://www.youtube.com/playlist?list=PL-kzXm9etxhiaqfnDRN8qZFV7CPgPA96P

30. Põldoja, H., Duval, E., & Leinonen, T. (2016). Design
and evaluation of an online tool for open learning
with blogs. Australasian Journal of Educational
Technology, 32(2), 64–81. http://dx.doi.org/
10.14742/ajet.2450
A stralasian Jo rnal of Ed cational Technolog , 2016, 32(2).
64
De ign and e al a ion of an online ool fo open lea ning
i h blog
Han P ld ja
, E
E ik D al
K L , B
Teem Lein nen
A , F
B - - ,
, . H
.
F
: , ,
, - . Ed Feedr
. I ,
10 . Ed Feedr
.
- .
In od c ion
B , ,
, .
, H (2010)
. O
.
A
. A ;
. R .
(R ) Atom
. A blogosphere.
.
(O , 2003;
& J , 2004). H (2010) :
( ) , ( ) , ( ) , ( )
, ( ) , ( ) .
K (2008) -
, ,
, , - , . P
(C , 2009; E & , 2008). B
, , ,
(C , 2013). B
, , ,
(G & D , 2012).
.

31. GitHub avatud õpikeskkonnana

32. https://github.com/rakenduste-programmeerimine-2020s/Raamat/wiki

33. Üliõpilastega loodud õpik

34. http://www.cs.tlu.ee/IFI6023_oppematerjal/

35. Avatud õpikeskkondade väärtus
• Avatud õpikeskkond sunnib rohkem pingutama ja loob
laiemad võimalused tagasisideks
• Avatud õpikeskkond võimaldab õppijatel enne ülikooli
sisseastumist õppetööga tutvuda
• Avatud kursused kui õppimise ja õpetamise “kokaraamat”
• Avatud õpikeskkonnad kannavad edasi algset ideed veebist
kui avatud ja hajutatud keskkonnast

36. Digitaalsed õpimärgid ja
personaalsed õpiteed

37. (Class Hack, n.d.)

38. (Mozilla Foundation, 2012-13)

39. https://www.youracclaim.com/organizations/oracle/badges

40. https://www.youracclaim.com/organizations/microsoft-certification/badges

41. Õpimärkide kasutuselevõtu põhjused
• Privaatne hindamine avatud õpikeskkonnas
• Kursust mitteametlikult läbivate õppijate tunnustamine

42. Esimene katse — 2014

43. Ülesanded
Õpiväljundid
Õpimärgid
Kirjeldada õpiobjektide
lähenemise eeliseid ja
puuduseid
Otsida repositooriumitest
metaandmete ja
litsentsitingimuste
järgi õpiobjekte
Koostada lihtsamaid
sisupakette, teste ja e-õpikuid
ning kirjeldada neid
metaandmetega
Järgida õppematerjalide
koostamisel autoriõiguse
põhimõtteid
Hinnata hindamismudeli põhjal
õppematerjali kvaliteeti
Koostada põhjalikuma
õppematerjali ühe autorvahendi
abil
Analüüsida ühe digitaalsete
õppematerjalidega seotud teema
aktuaalseid probleeme, uurimusi
ja tulevikusuundi
Põhiteadmised
õpiobjektidest ja
repositooriumidest
Põhiteadmised
õppematerjalide
autorvahenditest
Põhiteadmised
arvutipõhisest
testimisest
Põhiteadmised
õppematerjalide
uutest
tehnoloogiatest
Põhiteadmised
õppematerjalide
autoriõigustest
Põhiteadmised
õppematerjalide
kvaliteedist
Sisupaketi koostaja
Testiküsimuste
koostaja
e-Õpiku koostaja
Süvendatud
teadmised
õpiobjektidest ja
repositooriumidest
Süvendatud
teadmised
õppematerjalide
autorvahenditest
Süvendatud
teadmised
arvutipõhisest
testimisest
Süvendatud
teadmised
õppematerjalide
uutest
tehnoloogiatest
Süvendatud
teadmised
õppematerjalide
autoriõigustest
Süvendatud
teadmised
õppematerjalide
kvaliteedist
Blogimisülesanne 1 Blogimisülesanne 2 Blogimisülesanne 3 Blogimisülesanne 4 Blogimisülesanne 5 Õppematerjali
koostamise rühmatöö
Blogimisülesanne 6 Kirjanduse analüüs
Õpimärkide seosed ülesannete ja õpiväljunditega

44. Arvutipõhine
testimine
Sisupaketi
koostaja
Uued
tehnoloogiad
Õpiobjektid Autorvahendid
Testiküsimuste
koostaja
e-Õpiku
koostaja
Autoriõigus Kvaliteet
Õpiobjektid Autorvahendid Arvutipõhine
testimine
Uued
tehnoloogiad
Autoriõigus Kvaliteet
Süvendatud
teadmised ühel
õppematerjalidega
seotud teemal

45. Õpimärkide kaalud
• Põhiteadmiste õpimärgid — 10 punkti
• Õppematerjali koostamise õpimärgid — 20 punkti
• Kirjanduse analüüsi õpimärk — 20 punkti

46. Põldoja, H., & Laanpere, M. (2014). Exploring the
Potential of Open Badges in Blog-Based University
Courses. Y. Cao, T. Väljataga, J. K. T. Tang, H.
Leung, & M. Laanpere (toim), New Horizons in Web
Based Learning (Vol. 8699, lk 172–178). Cham:
Springer. http://doi.org/
10.1007/978-3-319-13296-9_19
Exploring the Potential of Open Badges
in Blog-Based University Courses
Hans Põldoja(&)
and Mart Laanpere
Institute of Informatics, Tallinn University, Tallinn, Estonia
{hans.poldoja,mart.laanpere}@tlu.ee
Abstract. Recent developments with personal learning environments and open
online courses have led educators to experiment with opening up their formal
higher education courses. In these courses, the online learning activities take
place in open learning environments based on various Web 2.0 tools such as
blogs. Although this type of courses have a number of pedagogical benefits, they
also raise issues related to private grading of students’ works and recognizing
the learning of informal participants. This paper presents our exploratory study
on addressing these issues by introducing open badges to master’s level course
that takes place in a blog-based learning environment. Students’ perspectives on
using open badges were evaluated through focus group interviews. The results
of the study indicate, that badges could have a potential in formal higher edu-
cation, if they are used more widely and provide an explicit choice of personal
learning paths for learners.
Keywords: Open badges Á Assessment Á Blog-based courses
1 Introduction
One of the recent trends in education is the blending of formal and informal learning.
This is supported by introducing social media, personal learning environments and
various open educational practices to formal higher education [1, 2]. Students can
enrich their learning experience by using open educational resources from other uni-
versities and taking part in Massive Open Online Courses.
In many cases, such developments have led university lecturers and professors to
increase the degree of openness in their courses. One approach is to move online
learning activities to open learning environments that are based on social media and
Web 2.0 tools such as blogs. The use of blogs in online courses provides a number of
pedagogical benefits such as motivating learners, enhancing the development and
expression of ideas, fostering interaction, collaboration and group work, inviting
feedback from other learners, and enriching the learning environment [3]. The use of
blog-based learning environments also allows educators to open up their course for
informal participants or members of professional communities who are not officially
enrolled to the course.
Open blog-based courses in formal higher education raise also a number of issues
that are not present in traditional courses. For example, blog-based learning environ-
ments typically lack special features that support private feedback and grading of
© Springer International Publishing Switzerland 2014
Y. Cao et al. (Eds.): ICWL 2014 Workshops, LNCS 8699, pp. 172–178, 2014.
DOI: 10.1007/978-3-319-13296-9_19

47. Teine katse — 2015

49. Õpimärkide kaalud
• Põhiteadmiste õpimärgid — 10 punkti
• Õppematerjali koostamise õpimärgid — 20 punkti
• Kirjanduse analüüsi õpimärk — 20 punkti
• Kuldõpimärgid — 15 ja 30 punkti

51. Kolmas katse — 2016

53. Õpimärkide kaalud
• Põhiteadmised … — 10 punkti
• Põhiteadmised … kuldõpimärk — 15 punkti
• Põhiteadmised … poolik õpimärk — 5 punkti
• Uurija — 36 punkti
• Õppematerjali koostaja — 24 punkti
• Valgustaja — 10 punkti
• Vikipeedia artikli autor — 12 punkti

54. Erinevad õpiteed

55. Uurija
• 6 blogimisülesannet — 60 punkti
• Kirjanduse analüüsi koostamine — 36 punkti
• Kokku 96 punkti (hinne A)
• Töömaht 76 tundi

56. Praktik
• 6 blogimisülesannet — 60 punkti
• Õppematerjali koostamine — 24 punkti
• Kokku 84 punkti (hinne B)
• Töömaht 66 tundi

57. Mitteblogija
• Kirjanduse analüüsi koostamine — 36 punkti
• Õppematerjali koostamine — 24 punkti
• Esitlus kontakttunnis — 10 punkti
• Vikipeedia artikkel — 12 punkti
• Kokku 82 punkti (hinne B)
• Töömaht 79 tundi

58. Põldoja, H., Jürgens, P., & Laanpere, M. (2016).
Design Patterns for Badge Systems in Higher
Education. M. Spaniol, M. Temperini, D.K.W. Chiu,
I. Marenzi, & U. Nanni (toim), Advances in Web-
Based Learning — ICWL 2016 (Vol. 10013, lk 40–
49). Cham: Springer. http://dx.doi.org/
10.1007/978-3-319-47440-3_5
Design Patterns for Badge Systems in Higher Education
Hans Põldoja
(✉)
, Pirje Jürgens, and Mart Laanpere
Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia
{hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee
Abstract. Open Badges as a method for assessment and recognition of learning
originates from the context of informal learning. Thus, it cannot be introduced
into formal higher education without reconsidering the existing assessment
processes.This paper presentsexperiencesfrom three years of using Open Badges
in a master level course. In each iteration, the badge system was revised based on
learners’ feedback. Special attention was given to supporting learners with
different learning styles. To summarize our findings, this paper proposes a set of
design patterns for developing badge systems in higher education. While the
learning styles proved to be useful as generic design guidelines for separating two
alternative learning pathways for the course, more research is needed on advanced
learning-style-based learning pathways.
Keywords: Open Badges · Assessment · Higher education
1 Introduction
Open Badges (OB’s) is a web technology for recognizing and verifying knowledge,
competencies or involvements gained in online or offline settings. In a basic sense,
badges are digital images that contain embedded information about the accomplish‐
ments. The development of the Open Badges technology started in 2010, when a group
of open education activists came up with the initial concept during the Mozilla Drumbeat
Festival. Inspired by the use of digital badges in gaming and various social apps, they
proposed that badges could be used for verifying learning. The technical specification
of the Open Badges Infrastructure (OBI) was developed together with the Mozilla
Foundation and released in 2012. While digital badges are typically used within a single
environment, OBI was developed as an open standard that allows people to collect
badges from different issuers. The initial scenarios about using open badges focused on
informal learning contexts [1]. However, in recent years there have been a number of
studies about using badges in schools [2, 3] and in higher education [4–6].
Introducing open badges to formal higher education courses provides an opportunity
to reconsider the existing assessment procedures. Recent research on open badges has
proposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] see
badges as motivators for behavior, pedagogical tools for promoting particular learning
activities, and credentials for recognizing learning achievements. While Jovanovic and
Devedzic [8] identify similar roles for open badges, they discuss additional benefits such
as supporting alternative forms of assessment (e.g. peer-assessment), providing learners
© Springer International Publishing AG 2016
D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016.
DOI: 10.1007/978-3-319-47440-3_5

60. Näide õpimärkidest infootsingu ja
andmekaeve kursusel

61. Basic Knowledge Badges Skill-based Badges
Advanced Knowledge Badges

62. Väljakutsed tulevikuks
• Terve õppekava katmine õpimärkidega
• Õpimärkide kasutamine õppekava läbivate teemade
hindamiseks
• Õppijate kaasamine õpimärkide disainimisse ja
väljaandmisesse
• Personaalsete õpiteede kavandamine, visualiseerimine ja
õpianalüütika

63. Avatud õppeinfosüsteem
DigiÕIS

64. Õppeinfosüsteem
• Õppekavad ja ainekaardid
• Kursused, kursustele registreerumine ja õppetulemused
• Kursuste tagasiside
• Üliõpilaste andmed
• Õppelepingud ja arved
• Avaldused ja dokumendid

65. Mis sellest infost võiks olla avatud?

66. http://dti.tlu.ee/digiois/

67. Eesmärgid
• Õppetöö korraldusega seotud info avalikuks tegemine
õppejõududele, üliõpilastele ja teistele huvitatud osapooltele
• Õppetöö korralduse ja juhendamise parandamine info
kättesaadavuse läbi
• Otsustusprotsesside parandamine ja laiema grupi kaasamine
tänu info kättesaadavusele

74. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
Tallinna Ülikool
Digitehnoloogiate instituut
https://www.slideshare.net/hanspoldoja
http://www.hanspoldoja.net