Here, I will discuss topics, and current trends on open, online, flexible and technology enabled/enhanced learning (OOFAT), including Massive Open Online Courses (MOOC), Open Educational resourses (OER), Open Educational Practice (OEP, and Open Educational Culture (OEC). In addition I will discuss current trends and news related to quality, innovation, serendipity, rhizome learning, agility, and leadership.
Over 200 delegates (mainly leaders and senior managers) from all over the globe were represented from over 55 countries during two days. The topics were on:
Setting the scene: How Open Education unveils in different regions of the world, leadership approaches. The Open Education leadership challenges: Policy, Quality, Digitalization, Transformation and Sustaining educational offerings. Open Education strategies for break through achievements, designing a roadmap. How can collaboration increase impact from Open Education? Leading Open Education - Best practice cases. Open Education as a catalyst for innovation. Students voice for open education. I want to start up Open Education, what are the pathways and stepping stones. The collaborative roadmap for achieving more.
Me and Tina Bohlin, SIS at ISO/TC 176; Ponta Delgada, Azores
As part of the ISO/TC 176 work this year, a task force had been established to explore the future concepts that are needed to take into account for the next round of revisions on standards such as ISO 9000 and ISO 9001, due to the emerging global challenges, trends and fast-moving changes in the global environments impact on the used standards over the coming years.
I have been invited by the Swedish National Commission for UNESCO, Ministry of Education and Research to give my view and arguments to the Swedish Government on the UNESCO suggestions for recommendations on Open Educational Resources (OER), which has been sent out to all member organizations. I am excited and honored. The Swedish Association for Distance Education (SADE) has in addition been asked, to give answers and suggestions for the answers to the Swedish Government. Today, I have drafted both replies.
From ICDE OERAC (OER Advocacy Committee) which I am charing (read more below on ICDE OERAC) we earlier answered on the pre-consultation for this current recommendations. In both my replies, both as an expert and an expert from SADE I will answer in the name of Chair of OERAC.See also my post on LinkedIn for ICDE OERAC
The recommendations have been discussed after several years of discussion, conferences, and summits. In autumn 2017 UNESCO decided that there are needs:
“to reinforce international collaboration in the field of Open Educational Resources (OER)” and that “a recommendation could be an essential tool to strengthen the implementation of national and international legislation, policies and strategies in this field, as well as to enhance international cooperation on the use of Open Educational Resources (OER) in support of Sustainable Development Goal 4 ‘Education’.
The Recommendation conclude three main standpoints
1. Based on the present study, it is clear that a Recommendation on International Collaboration on Open Educational Resources is both desirable and feasible. Such a new UNESCO normative instrument is desirable because education is diversifying rapidly in all parts of the world while at the same time the usage, creation, and availability of Open Educational Resources have become global as well as regional.
2. The advantage of a Recommendation is that it is flexible and meant to allow for contextualization. However, a framework for Open Educational Resources delivery for international cooperation towards further and extended capacity building is missing and a Recommendation should build on decades of work in developing and implementing Open Educational Resources related policies and actions.
3. It will rely on tools developed over the years that have helped to deliver Open Educational Resources criteria and procedures. The events, documents, and surveys conducted presented in this study clearly demonstrated that a majority of those most familiar with Open Educational Resources firmly support the move to a standard-setting
The Interim report Promoting online training opportunities for the workforce in Europe (2017-2019) was published 30 October 2018. The report of this new European initiative has been prepared for the Executive Agency for Small and Medium-sized Enterprises (EASME) and the Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs (DG GROW) of the European Commission.
The work was carried out by PwC, EDEN (the European Distance and E-learning Network) and Espace Mendès France, together with an expert group. I have been involved as an expert and evaluator in the project, which is a very interesting and promising initiative. The report gives a deep overview of the field and addresses a number of recommendations.
Based on extensive desk-research, in-depth interviews with stakeholders and policymakers, two expert workshops and an online survey disseminated among practitioners and industry professionals all over Europe, the main barriers for European SMEs to adopt new online solutions were identified. The most prominent barriers proved to be related to a general lack of enterprise learning strategy, as well as a lack of awareness of relevant online training solutions by employers and employees. The key measures at the EU and national levels that were suggested for tackling the abovementioned barriers refer to developing better coordination and mechanisms that would offer information on the opportunities and benefits of online training solutions for SMEs, good practice examples, as well as an opportunity to share experiences with trusted third parties and peers. It is also necessary to strengthen communities of practice for enterprises engaged or considering engaging in online training, where good practices and experiences can be exchanged by enterprises themselves.
One of the key conclusions is that existing policies and programmes have been mainly supply-oriented and mostly led by the academic sector, while there is now a clear need for more demand-based and industry-led initiatives. The latter implies initiatives aiming at providing enterprises and SMEs with much better solutions, information, and guidance and at increasing their interest, benefits, and motivation to use new and relevant online training platforms.
This year EDEN was proudly hosting the third year of the European Distance Learning Week (EDLW) in cooperation with the United States Distance Learning Association (USDLA), which was holding its National Distance Learning Week (NDLW) in parallel with the EDEN event. During EDLW, daily online webinars and panel sessions of expert scholars and practitioners were presented with a variety of cutting-edge open and online learning topics, from innovations in design to open educational research. For NDLW events, see the USDLA web page: https://www.usdla.org/2018-ndlw-2018/
Each day during the EDLW, a webinar was presented with interesting themes and professional presenters. See the themes and the recordings as below. I myself hosted a webinar on the 8 November 2018 on Considerations for Quality Assurance of e-Learning Provision. In addition, I moderated and presented myself. The webinar was in three parts.
The webinar had some 50 registered participants and it was a lively discussion on quality considerations and how EDEN can contribute both internal and external to the changing quality agenda in the changing learning landscape in the 21st century and how the use of TEL can facilitate and promote educational access, equity, and quality around the world, which are the Sustainability Goals related to education (SDG4). The ENQA Quality considerations are based on the ENQA European Standards and Guidelines and the European Association of Distance Teaching University (EADTU) Excellence Associates in Quality and the SEQUENT (Supporting Quality in E-learning European Networks) project.