Determining the Quality of Open Educational Resources - A State of the Art Re...Ulf-Daniel Ehlers
This document discusses quality in open education and open educational resources (OER). It presents three models for how open education may be used: as a substitute for traditional education, to enrich traditional education, or to provide lifelong learning opportunities. The document then examines how views of quality have shifted from a focus on OER resources themselves to the educational practices that utilize those resources. Quality is now seen as dependent on practices rather than just the resources alone. The document advocates for the "practice view" of quality in open education.
The document discusses a second meeting held by UNESCO in Paris from May 10-11, 2010. It refers to impressions from a previous meeting and identifies a potential "cultural" barrier to open educational practices (OEP). It also presents OEP as analogous to an orbit, encompassing everything surrounding open educational resources (OER).
The document outlines an open educational practices (OEP) quality guide developed by the Open Educational Quality Initiative. The guide provides a three-step approach for organizations to develop and implement OEP strategies. It includes positioning the organization within the OEP landscape, creating a vision and strategy for openness, and promoting OEP. Key areas covered are strategies, policies, barriers and success factors, tools, skills development, and governance models. The full guide can be downloaded from the listed websites.
Charlotte Perkins Gilman was a famous American writer born in 1860 who focused on women's rights. She is best known for her short story "The Yellow Wallpaper" about a woman driven to madness by domestic confinement and her nonfiction book "Women and Economics" which brought her worldwide acclaim. Gilman was a prolific writer who published over 1000 works and was a leading feminist voice through her magazine "The Forerunner" which had over 1500 subscribers. She advocated for women's equality and euthanasia, ending her own life in 1935 with an overdose of chloroform.
Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.
The document presents theorems and proofs in Boolean algebra. It begins by listing 4 axioms, then presents 8 theorems involving a single variable. It continues with theorems involving two or more variables, including commutative, associative, distributive, absorption, combination, and DeMorgan's theorems. An example proof is then shown to prove the equality of two Boolean expressions.
This document discusses open educational resources (OER) and open educational practices (OEP). It provides examples of major OER initiatives and describes how OEP builds upon OER by focusing on open learning architectures, learning as construction and sharing, quality improvement, and changing educational cultures. The Open Educational Quality Initiative is presented, which aims to promote quality, innovation and consideration of how OER supports educational practices. The initiative involves several organizations and will develop case studies, a quality guide, and tools to support OEP dimensions like strategies, skills development, and governance.
Determining the Quality of Open Educational Resources - A State of the Art Re...Ulf-Daniel Ehlers
This document discusses quality in open education and open educational resources (OER). It presents three models for how open education may be used: as a substitute for traditional education, to enrich traditional education, or to provide lifelong learning opportunities. The document then examines how views of quality have shifted from a focus on OER resources themselves to the educational practices that utilize those resources. Quality is now seen as dependent on practices rather than just the resources alone. The document advocates for the "practice view" of quality in open education.
The document discusses a second meeting held by UNESCO in Paris from May 10-11, 2010. It refers to impressions from a previous meeting and identifies a potential "cultural" barrier to open educational practices (OEP). It also presents OEP as analogous to an orbit, encompassing everything surrounding open educational resources (OER).
The document outlines an open educational practices (OEP) quality guide developed by the Open Educational Quality Initiative. The guide provides a three-step approach for organizations to develop and implement OEP strategies. It includes positioning the organization within the OEP landscape, creating a vision and strategy for openness, and promoting OEP. Key areas covered are strategies, policies, barriers and success factors, tools, skills development, and governance models. The full guide can be downloaded from the listed websites.
Charlotte Perkins Gilman was a famous American writer born in 1860 who focused on women's rights. She is best known for her short story "The Yellow Wallpaper" about a woman driven to madness by domestic confinement and her nonfiction book "Women and Economics" which brought her worldwide acclaim. Gilman was a prolific writer who published over 1000 works and was a leading feminist voice through her magazine "The Forerunner" which had over 1500 subscribers. She advocated for women's equality and euthanasia, ending her own life in 1935 with an overdose of chloroform.
Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.
The document presents theorems and proofs in Boolean algebra. It begins by listing 4 axioms, then presents 8 theorems involving a single variable. It continues with theorems involving two or more variables, including commutative, associative, distributive, absorption, combination, and DeMorgan's theorems. An example proof is then shown to prove the equality of two Boolean expressions.
This document discusses open educational resources (OER) and open educational practices (OEP). It provides examples of major OER initiatives and describes how OEP builds upon OER by focusing on open learning architectures, learning as construction and sharing, quality improvement, and changing educational cultures. The Open Educational Quality Initiative is presented, which aims to promote quality, innovation and consideration of how OER supports educational practices. The initiative involves several organizations and will develop case studies, a quality guide, and tools to support OEP dimensions like strategies, skills development, and governance.
Vortrag auf der didacta 2017
Open Educational Resources (OER) bzw. freie Bildungsmaterialien bieten innovative, interaktive und individuelle Möglichkeiten für Bildung in der digitalen Welt. Seit November 2016 entsteht beim Deutschen Bildungsserver am DIPF die BMBF-geförderte Informationsstelle OERinfo zur Vernetzung und Verbreitung von OER. Der Vortrag handelt davon, wie OERinfo für Sie aktuelle Entwicklungen und Best Practice-Beispiele medial aufbereitet und einen Überblick über zentrale OER-Netzwerke schafft.
DIPF: www.dipf.de
Informationsstelle OERinfo: http://open-educational-resources.de/
Was sind die großen Fragen im Bildungsbereich und welchen Beitrag kann OER da...Dominic Orr
Präsentation auf der OPEN!2015 in Stuttgart, Konferenz für digitale Innovation. Thema ist die neue OECD-Studie zu open educational resources (http://dx.doi.org/10.1787/9789264247543-en), die am 1.12.2015 veröffentlicht wurde.
Open Education - warum soll man in freie Bildung investieren?FESD GKr
Urheberrechtsregelungen insbesondere im deutschsprachigen Raum erlauben im Regelfall nicht augenscheinlich freie Materialien im Internet zum Zwecke des Unterrichts einzusetzen.
Prof. Dr. Ulf-Daniel Ehlers from the Baden-Württemberg Cooperative State University presented on the need to transform higher education to prepare students with future skills. He argued that today's graduates often lack suitable skills for job requirements. A thought experiment showed how the world of work has changed, requiring constant learning throughout life. Ehlers proposed that higher education needs to shift from knowledge transmission to developing skills like creativity, autonomy, and systems thinking. Universities must become reflection laboratories that enable self-organized, cooperative, and problem-oriented learning. The digital transformation and massification of higher education require rethinking traditional models to create open, personalized, and learner-generated educational experiences.
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Vortrag auf der didacta 2017
Open Educational Resources (OER) bzw. freie Bildungsmaterialien bieten innovative, interaktive und individuelle Möglichkeiten für Bildung in der digitalen Welt. Seit November 2016 entsteht beim Deutschen Bildungsserver am DIPF die BMBF-geförderte Informationsstelle OERinfo zur Vernetzung und Verbreitung von OER. Der Vortrag handelt davon, wie OERinfo für Sie aktuelle Entwicklungen und Best Practice-Beispiele medial aufbereitet und einen Überblick über zentrale OER-Netzwerke schafft.
DIPF: www.dipf.de
Informationsstelle OERinfo: http://open-educational-resources.de/
Was sind die großen Fragen im Bildungsbereich und welchen Beitrag kann OER da...Dominic Orr
Präsentation auf der OPEN!2015 in Stuttgart, Konferenz für digitale Innovation. Thema ist die neue OECD-Studie zu open educational resources (http://dx.doi.org/10.1787/9789264247543-en), die am 1.12.2015 veröffentlicht wurde.
Open Education - warum soll man in freie Bildung investieren?FESD GKr
Urheberrechtsregelungen insbesondere im deutschsprachigen Raum erlauben im Regelfall nicht augenscheinlich freie Materialien im Internet zum Zwecke des Unterrichts einzusetzen.
Prof. Dr. Ulf-Daniel Ehlers from the Baden-Württemberg Cooperative State University presented on the need to transform higher education to prepare students with future skills. He argued that today's graduates often lack suitable skills for job requirements. A thought experiment showed how the world of work has changed, requiring constant learning throughout life. Ehlers proposed that higher education needs to shift from knowledge transmission to developing skills like creativity, autonomy, and systems thinking. Universities must become reflection laboratories that enable self-organized, cooperative, and problem-oriented learning. The digital transformation and massification of higher education require rethinking traditional models to create open, personalized, and learner-generated educational experiences.
1. The document discusses the digital turn in higher education, focusing on how digital technologies can enable pedagogical, curricular and organizational innovation rather than just "technofying" education.
2. It argues that successful digitalization of teaching and learning relies on collaboration and that digital technologies change both virtual and physical learning spaces.
3. The document raises several unsolved challenges around issues like openness, blending digital and non-digital approaches, and how the digital turn will impact the future of higher education.
This document discusses innovation, quality, and leadership in higher education. It begins with introducing the panel members and describing the format of the discussion. The document then questions why quality is still an ongoing topic of discussion. It presents a model of quality frameworks evolving from experimentation to integration to sustainability as digital transformation occurs. The document emphasizes that quality is increasingly becoming a leadership issue focused on developing a quality culture rather than just quality assurance. It also discusses developing individual and organizational competencies. Finally, it prompts attendees to share examples of good leadership practices for quality digital transformation and discuss the role of leadership in those examples.
Changing Cultures in Higher Education (Uni Cambridge)Ulf-Daniel Ehlers
This document discusses changing cultures in higher education and moving towards future learning. It covers topics such as open education, lifelong learning, individualized and flexible learning models, and how digital technologies are impacting higher education. It advocates shifting from solely providing open resources to recognizing and supporting open education practices.
Changing Cultures in Higher Education - Moving Ahead to Future LearningUlf-Daniel Ehlers
Have you ever wondered why universities still educate tomorrow's managers with yesterday's tools? Our contemporary higher education landscape is facing rapid technological advancements and the promises of the web to foster a new mode of knowledge creation and collaborative learning among students around the world.
We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. However, the promises of ICT and e-learning have not effectively innovated universities. Little progress has been made and resources invested into ICT adoption are frequently spent without a clear definition of objectives and change strategies. The future of learning is taking place now - and yet courses in universities are stalled in a pedagogical model oftransmitting knowledge rather than constructing solutions, following educational approaches which have been put into place centuries ago and still largely dominate teaching and learning in academia.
The document discusses digitalization at DHBW, the Duale Hochschule Baden-Württemberg. It outlines how DHBW is approaching digitalization in teaching and learning by bridging learning locations, guidance in practical phases, blended learning, and teacher training. Examples of e-learning projects at DHBW include simulation training, online math pre-courses, an online entrepreneurship program, and virtual labs. DHBW aims to use digital tools to support its cooperative education model between academic learning and workplace training without replacing teachers or in-person interaction.
This document discusses the evolution of e-learning from E-Learning 1.0 to E-Learning 2.0 and the implications for quality. It notes that E-Learning 1.0 focused on distribution through learning management systems, while E-Learning 2.0 emphasizes collaboration, reflection, and user-generated content. Quality assessment must also evolve from evaluating formal learning to recognizing informal learning. The author proposes methods for quality assessment in E-Learning 2.0, including self-evaluation, peer assessment, and evaluation of e-portfolios. He questions how quality will be ensured in open learning environments like MOOCs that have high dropout rates and heterogeneous learners.
This document discusses the evolution of learning from exclusive education for the few to more individualized and diversified models. It explores the transition from the traditional model where education was exclusively for a select few, to the modern massification model which standardized education for the masses, to the postmodern model where higher education is more individualized and takes a "rip and mix" approach. It also discusses some of the challenges of more unstructured connected learning, including how to provide guidance in such contexts and how to recognize informal and non-formal learning achievements. The document advocates for open education practices and learner-generated learning communities to help address these challenges.
Open Educational Practice - Quality Guidelines for successfully using Open E...Ulf-Daniel Ehlers
The document describes the Open Educational Quality Initiative (OPAL), which aims to promote quality, innovation, and transparency in higher education through open educational practices (OEP) and resources (OER). The OPAL network includes universities and organizations from several European countries. It provides a maturity matrix to help organizations assess their adoption of OEP across areas like OER use, strategy, implementation, and skills. The document also outlines key aspects of developing an OEP vision and strategy tailored to an organization's context.
1. The Organic.Edunet Federation: ContentThe Organic.Edunet Federation: Content
for a Sustainable Worldfor a Sustainable World
Prof. Dr. Ulf-Daniel EhlersProf. Dr. Ulf-Daniel Ehlers
University of Augsburg, GermanyUniversity of Augsburg, Germany
Project Co-funded by the European CommissionProject Co-funded by the European Commission
eeContentContentplusplus programmeprogramme
4. Idee
• Ausbildung zukünftiger Professionals im
Bereich Biolandbau und Ökologie
(Nachhaltigkeitsberufe)
• Nutzug moderner Bildungsmöglichkeiten
durch E-learning
• Stärkung der Bildung im Bereich Biolandbau
und Ökologie in Hochschulen und in Schulen
• Vernetzung von vielen E-Learning
Bildungsresourcen im Bereich Biolandbau und
Ökologie
5. http://www.organic-edunet.euhttp://www.organic-edunet.eu
Das Organic.Edunet Projekt…Das Organic.Edunet Projekt…
Eine multilingualeEine multilinguale FederationFederation vonvon
BildungsdatenbankenBildungsdatenbanken
Inhalte zu biolandbau und ÖkologieInhalte zu biolandbau und Ökologie
Um Bewusstsein undUm Bewusstsein und
Ausbildungsmöglichkeiten für dieAusbildungsmöglichkeiten für die
Europäische Jugend in diesem Bereich zuEuropäische Jugend in diesem Bereich zu
fördern.fördern.
6. http://www.organic-edunet.euhttp://www.organic-edunet.eu
BackgroundBackground
Organic Agriculture (Organic Agriculture (OAOA) & Agroecology) & Agroecology
((AEAE) as alternative approaches) as alternative approaches
safer agricultural & food productssafer agricultural & food products
environmentally sound productionenvironmentally sound production
“…“…need for actions supporting the training andneed for actions supporting the training and
education ofeducation of all stakeholdersall stakeholders related to OArelated to OA…”…”
EU Action Plan for Organic Food & Farming, 2004EU Action Plan for Organic Food & Farming, 2004
8. http://www.organic-edunet.euhttp://www.organic-edunet.eu
Es geht um nicht weniger als…Es geht um nicht weniger als…
Die Konsumenten von morgen: SchülerDie Konsumenten von morgen: Schüler
sollen sich vertraut machen mit densollen sich vertraut machen mit den
Konzepten des Biolandbaus und derKonzepten des Biolandbaus und der
ÖkologieÖkologie
Die professionals von morgen:Die professionals von morgen:
Studierende sollen über Methoden desStudierende sollen über Methoden des
Biolandbaus und der Ökologie lernenBiolandbaus und der Ökologie lernen
17. Federation of Repositories
• The OENet Repository is a federation
which harvests the resources from
different portals in one search engine!
• A new “learning material collection” can
be added and is then searchable and
present in the overall portal.
18. 2010-20122010-2012
The practice to use Open EducationalThe practice to use Open Educational
Resources to improve quality andResources to improve quality and
innovation in educational scenarios.innovation in educational scenarios.
19. http://www.organic-edunet.euhttp://www.organic-edunet.eu
connect toconnect to
Need more information?Need more information?
want to get affiliated withwant to get affiliated with
Organic.EdunetOrganic.Edunet??
visit:visit: http://www.organic-edunet.euhttp://www.organic-edunet.eu
Email:Email: ulf.ehlers@googlemail.comulf.ehlers@googlemail.com