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AJOQI. Greenland - Teacher Education

I am so exited, and honored!

I have been invited to take part and contribute in a new interesting and exiting project with Greenland, and Ole Thorleifsen. The project aims to plan and start a teachers’ education for pedagogical untrained teachers in Greenland. These teachers are employed in the schools in Greenland, and many of them have been educators for years, and they have participated in numerous government/university arranged courses, but they haven’t obtained any certificate which gives them a status as a teacher with the benefits as a trained teacher. The goal with this prospect is to design a teachers’ education to these educators, so they can study two subjects besides pedagogy/didactics through three years and through their study, they have exams in the subjects and if they pass all the requirements in the curriculum, they can get a certificate as a trained teacher. The project is funded by Institute of Learning at the University of Greenland.

The project will be in three parts:

  • Distant education frame – will be designed in close collaboration with the municipal school administrations, Institute of learning and the Education Agency.
  • ICT framework and modify Open Educational Resources – the group is: Ebba Ossiannilsson, Lund, Sweden; Kati Clement, Jyäskylä, Finland; Jan Pawlowski, Essen, Germany, Thuridur Johannesdottir, University of Iceland, and Ole Thorleifsen, Nuuk, Greenland. The work will be assessed by a subject based clearinghouse with participants from the University of Greenland.
  • Curriculum -there will be established a group to write a curriculum for the education.

Information about the Greenlandic school system

The first discussion with the project team, took place in Copenhagen 26 February 2018. A fruitful and graet meeting with a very professional and enthusiastic team, led by Ole Thorleifsen. After information about the conditons and context, a lively discussion within the team took place. We were rather quick and efficient, mixed with a lot of fun and joy,  drawing up the schedule and the coming work within the project. I think we are the very best team to fulfil such interesting mission and tasks we have ahead. The first meeting in Greenland will be held in April 16-17 2018.

The Project became coined AJOQI, after the greenlandic word for the projects activities. 

Greenland (GreenlandicKalaallit Nunaatpronounced [kalaːɬit nunaːt]DanishGrønlandpronounced [ˈɡʁɶnˌlanˀ]) is an autonomous constituent country within the Kingdom of Denmark between the Arctic and Atlantic Oceans, east of the Canadian Arctic Archipelago. Though physiographically a part of the continent of North America, Greenland has been politically and culturally associated with Europe (specifically Norway and Denmark, the colonial powers, as well as the nearby island of Iceland) for more than a millennium.[9] The majority of its residents are Inuit, whose ancestors began migrating from the Canadian mainland in the 13th century, gradually settling across the island. Greenland is the world's largest island.

CC OER Policy Registry has moved to the OER World Map

Creative Commons OER Policy Registryis currently moved to the OER World Map. The registry allows anybody to easily share, update, and browse open education policies and legislation. It also hosts supporting policy resources such as case studies and guides.

Adding open policies as a new layer to the OER World Map enables open advocates and policymakers to get a more complete picture of all open education activities in a particular country or region.

How Open Educational Resources can Help OGP Initiatives

I was happy and delighted to contribute to this Blogpost for Open Government PartnershipThis post is a portion of the original Creative Commons blog post. Read it here.

Currently we face both a swell of support for open educational resources (OER) and devastating upheaval of our traditional education systems. Resulting from the COVID-19 pandemic, over 1.5 billion youth are out of school, countless teachers and parents are pivoting to online teaching and education systems face immense financial strain. While OER are not a magic cure for the current education crisis, there are opportunities to work with open education efforts to build greater resiliency within our learning ecosystems and also support open government efforts. 

Open educational resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to retain, use, change and share the works with others. OER are one facet of open education, or efforts to make education more affordable, accessible and effective–providing unfettered access to learning to as many people as possible. Open education involves open practices, open policies and open educational resources.

Today, we have a stronger need and the established international frameworks to use OER to fuel our education efforts and collective commitments. This pandemic highlights the effects closing access to information and communication has on communities; conversely it demonstrates how essential open practices (free sharing of information, unfettered access to education materials) are to our collective human security. 

Now more than ever, governments recognize the potential of OER–and the opportunity to partner under international frameworks that support open education goals. In November 2019, UNESCO unanimously passed the UNESCO Open Educational Resources (OER) Recommendation to advance the construction of open, inclusive and participatory knowledge societies and established a Dynamic Coalition of government, civil society and private sector experts connected to support the recommendations. The OER Recommendation dovetails with SDG4efforts, emphasizing that open education can support “inclusive and equitable quality education” and “lifelong learning opportunities for all.”

How can you get involved? 

  • Open education networks have provided outreach–offering “how to” webinars, support for emotional wellbeing, and lists of open resources for use. View this wikipedia article section collecting just a few of the resources and responses. 
  • Join the Creative Commons open education listserv or Slack community or discuss opportunities for engagement in open education efforts with This email address is being protected from spambots. You need JavaScript enabled to view it.; or open data and open source efforts with This email address is being protected from spambots. You need JavaScript enabled to view it.

This post was written in collaboration with Jan GondolEbba OssiannilssonKarolina Szczepaniak and Spencer Ellis.

Featured Photo by Allison Shelly/The Verbatium Agency for American Education: Images of Teachers and Students in Action, licensed CC BY-NC 4.0

1110 Vermont Ave NW Suite 500 Washington D.C. 20005 www.opengovpartnership.org @opengovpart

 
OGP is excited to launch Open Response + Open Recovery, a new campaign to ensure open gov values are forefront as we move through COVID-19 response and recovery. 
Have a resource, webinar, or article you'd like to promote through the campaign? Drop us an email at This email address is being protected from spambots. You need JavaScript enabled to view it. or tag OGP on social media.

ICDE Lillehammer conference on February 11-13 February 2019

The ICDE OER Advocacy Committeewhich I am leading will organize a Symposium during the ICDE Lillehammer conference on February 11-13 February 2019 on OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning(Panel), (3E).

It is well recognized that Open Educational Resources (OER) serves as a catalyst for lifelong learning (LLL), and Continuous Professional Development (CPD). OER can make significant contributions to the United Nation, UNESCO Sustainability Goals (SDG), especially number 4 on education, with its key pillars of access, equity, equality, quality, and inclusion.

The speed of digitalization is constantly challenging and affecting the ways we work. These challenges require new skills and competencies which again has led to an increasing focus on and demand for lifelong learning by society. Almost 300 delegates from 35 countries are ready to learn more, share experiences and discuss the future of lifelong learning for employability at the conference.

Interview with CHAT GPT on OER and its implementation and challenges by Ebba Ossiannilsson (Chair ICDE OER Advocacy Committee)

As the Chair of the International Council for Open, and Distance Education (ICDE), OER (Open Educational Resources) Committee OERAC, Ebba Ossiannilsson, Professor, Dr, Sweden, interviews CHAT GPT about OER, its implementation, and challenges. The OER Advocacy Committee (OERAC) works towards increasing global recognition of Open Educational Resources (OER) and provides policy support for the uptake, use, and reuse of OER. The text is not edited.

image.pngOER officiaL

ChatGPT is an artificial intelligence chatbot developed by OpenAI and launched in November 2022. It is built on top of OpenAI’s GPT-3 family of large language models and has been fine-tuned using both supervised and reinforcement learning techniques. What is Chat GPT, see a video here

Chat gpt2Chatgpt

Ebba Ossiannilsson: What do you know about ICDE OER Advocacy Committee?

CHAT GPT:  The ICDE OER (Open Educational Resources) Advocacy Committee is a committee established by the International Council for Open and Distance Education (ICDE). The ICDE is a global membership organization that works to promote open, flexible, and distance education, including the use of open educational resources.

The OER Advocacy Committee is responsible for promoting the use of OER within the ICDE community and beyond. This includes advocating for the adoption of open educational resources in educational institutions and promoting the use of OER in policies and practices related to education.

The committee is made up of individuals who are passionate about open education and who have expertise in areas related to OER, such as policy development, technology, and pedagogy. The committee works closely with other organizations and initiatives that promote open education, including the Open Education Consortium, Creative Commons, and UNESCO.

The committee's activities include developing guidelines and resources for OER adoption, organizing events and webinars to raise awareness of OER, and promoting the use of OER in various educational contexts. Through its advocacy efforts, the committee aims to increase access to high-quality education and promote lifelong learning opportunities for all.

Ebba Ossiannilsson: What are open educational resources?

CHAT GPT: Open Educational Resources (OER) refers to any type of educational content, resources, or tools that are freely accessible and openly licensed for use, re-use, adaptation, and sharing. This means that OER can be used by anyone, anywhere, without any restriction or cost, and can be modified and customized to suit individual needs.

OER includes a wide range of materials, including textbooks, multimedia content, lecture notes, lesson plans, quizzes, and more. They are typically made available under Creative Commons licenses, which provide legal permission to use, share, and modify the content as long as attribution is given to the original author.

The goal of OER is to provide equitable access to high-quality educational materials and resources for learners around the world, especially those who might not have access to traditional educational resources due to geographic, financial, or other barriers. OER can also help to reduce the cost of education by providing students with free or low-cost alternatives to expensive textbooks and other materials.

Ebba Ossiannilsson: How to define OER?

CHAT GPT: OER stands for "Open Educational Resources." It refers to any educational material or resource that is openly licensed, freely accessible, and can be used, modified, and shared by educators and learners worldwide.

OER can include a wide variety of materials such as textbooks, videos, images, lectures, quizzes, and more, which are typically available online and free of charge. These resources are designed to support teaching and learning, research, and other educational activities.

The openness of OER enables educators to customize and tailor the resources to their needs, improving the quality of education and reducing costs. In addition, OER can facilitate collaboration among educators and learners worldwide, fostering a global community of knowledge sharing and learning.

Ebba Ossiannilsson: What are Creative Commons?

CHAT GPT: Creative Commons is a non-profit organization that provides free, easy-to-use copyright licenses that allow creators to share their work more openly and flexibly. The licenses offered by Creative Commons enable creators to give the public permission to use, share, and adapt their work, under certain conditions specified in the license.

Creative Commons licenses are designed to promote the sharing and reuse of creative works, while giving creators control over how their work is used and attributed. These licenses are used by millions of creators and institutions around the world, including educators, artists, musicians, photographers, and more.

There are six main Creative Commons licenses, each with different conditions for use. These licenses are based on a combination of four basic conditions that can be applied to work: Attribution (BY), share-alike (SA), non-commercial (NC), and no-derivatives (ND). Creators can choose which license to apply to their work, depending on their needs and preferences.

Overall, Creative Commons plays an important role in promoting a more open, accessible, and collaborative culture of creativity and knowledge sharing.

Ebba Ossiannilsson: Why open educational resources

Chat GPT: Open Educational Resources (OER) are important for several reasons:

  1. Affordability: OER are free and openly licensed, which means that anyone can access, use, and share them without any cost. This makes education more accessible and affordable, especially for those who cannot afford traditional textbooks or other educational materials.
  2. Flexibility: OER can be modified, adapted, and customized to fit the needs of different learners, teachers, and educational institutions. This flexibility allows for more personalized and engaging learning experiences.
  3. Collaboration: OER foster collaboration and sharing among educators and learners, as well as across different institutions and countries. This sharing of resources and knowledge can lead to improved teaching and learning outcomes.
  4. Quality: OER can be of high quality, created by experts in their respective fields, and undergo rigorous peer review and editing processes.
  5. Innovation: OER can also encourage innovation in education, as educators and learners are free to experiment with new and creative teaching and learning methods.

Overall, OER can contribute to a more equitable and inclusive education system, where everyone has access to high-quality educational resources and opportunities, regardless of their background or financial status.

Ebba Ossiannilsson: What are the driving forces behind OER?

CHAT GPT: OER, or Open Educational Resources, are educational materials that are freely available to anyone with internet access. There are several driving forces behind the development and growth of OER:

  1. Cost: One of the main driving forces behind OER is the high cost of traditional educational resources, such as textbooks, which can be prohibitively expensive for many students. OER can provide students with free or low-cost access to high-quality educational materials.
  2. Access: Another driving force behind OER is the desire to increase access to education for all learners, regardless of their socio-economic status, geographic location, or other factors that might limit their access to traditional educational resources.
  3. Collaboration: OER often involves collaboration among educators, content creators, and learners, as well as the sharing of knowledge and resources across different institutions and regions. This collaboration can help to build stronger and more connected educational communities.
  4. Innovation: OER can be used to promote innovative teaching and learning practices, such as blended learning, gamification, and personalized learning. OER can also be used to experiment with new teaching methods, technologies, and pedagogical approaches.
  5. Flexibility: OER provides educators with greater flexibility to adapt and modify educational resources to meet the specific needs of their learners. This can help to create a more customized and engaging learning experience for students.

Overall, the driving forces behind OER are centered around making education more accessible, affordable, and inclusive, while also promoting collaboration, innovation, and flexibility in teaching and learning.

Ebba Ossiannilsson: How is OER related to human rights, social justice, sustainability goals, equity, equality, inclusion, and diversity?

CHAT GPT: 

1. Human Rights: Access to education is a fundamental human right. OER can help to promote this right by providing free and open access to educational materials to people who may not have access to traditional educational resources due to economic, geographic, or other barriers.

2. Social Justice: OER can contribute to social justice by providing access to educational resources that can help to reduce educational inequalities. OER can help to address systemic issues that limit access to education for marginalized communities, such as low-income families, refugees, and people with disabilities.

3. Sustainability Goals: OER can promote sustainability goals by providing access to educational resources that can help to build knowledge and awareness of sustainability issues. OER can support the development of sustainable practices, such as renewable energy and conservation, by providing educational resources that promote understanding and engagement.

4. Equity: OER can promote equity by providing educational resources that are accessible to all learners, regardless of their socio-economic status or geographic location. OER can help to level the playing field and reduce educational disparities.

5. Equality: OER can contribute to equality by providing educational resources that promote equal opportunities for learning. OER can help to address issues related to discrimination and bias by providing diverse and inclusive resources that reflect the experiences and perspectives of diverse communities.

6. Inclusion: OER can promote inclusion by providing educational resources that are accessible to learners with disabilities, and that are culturally and linguistically appropriate. OER can help to promote inclusive learning environments that support the diverse needs of all learners.

7. Diversity: OER can promote diversity by providing educational resources that reflect the diversity of learners and communities. OER can help to promote cultural awareness and understanding and can support the development of intercultural competence.

Ebba Ossiannilsson: Who is the leading organization behind OER?

CHAT GPT The term "OER" refers to "Open Educational Resources," which are openly licensed educational materials that can be used and shared for free. There is no single organization that can be credited as the leading organization behind OER, as the concept of OER emerged from a collaborative effort of many organizations, educators, and individuals who believe in the importance of freely accessible education.

However, there are a number of organizations that have played a significant role in promoting and advancing the use of OER, including the Open Education Consortium, Creative Commons, UNESCO, and the OER Foundation, among others. These organizations have worked to develop and promote policies, tools, and resources that support the creation, adoption, and use of OER around the world.

Ebba Ossiannilsson: What are the challenges with OER?

CHAT GPT: While Open Educational Resources (OER) have many benefits, there are also several challenges that can arise in their creation, adoption, and use. Here are some of the main challenges:

  1. Quality Control: One of the biggest challenges with OER is ensuring their quality. Because anyone can create and share OER, there is a risk that some resources may not be accurate, up-to-date, or effective for learning.
  2. Intellectual Property: Another challenge is managing intellectual property rights, as OER often involve the use of Creative Commons licenses, which can be difficult to navigate and enforce.
  3. Sustainability: The long-term sustainability of OER initiatives can also be a challenge, as it can be difficult to secure funding and support for OER projects and to ensure that resources remain available and up-to-date over time.
  4. Technical Infrastructure: Implementing OER often requires technical infrastructure, such as open source software, platforms, or tools. However, many institutions may lack the resources or expertise to set up and maintain these systems.
  5. Awareness and Adoption: Finally, raising awareness and encouraging adoption of OER can be a challenge, as many educators and students may be unfamiliar with the concept or may be hesitant to use open resources instead of traditional textbooks or materials.

Overall, these challenges highlight the need for ongoing collaboration and support from multiple stakeholders, including educators, policymakers, funders, and technical experts, in order to fully realize the potential of OER for improving access to high-quality education for all.

Ebba Ossiannilsson: What is the way forward with OER?

CHAT GPT: The way forward with OER (Open Educational Resources) involves several key steps:

  1. Increased awareness and adoption: There are a need for increased awareness of OER and its benefits among educators, learners, and policymakers. Educators need to be trained on how to create and use OER effectively, and learners need to be educated on how to find, access, and use OER for their learning.
  2. OER policies and funding: Policymakers need to develop and implement policies that support the creation, use, and dissemination of OER. This includes funding for the creation of high-quality OER, and incentives for educators to adopt and adapt OER in their teaching.
  3. Collaborative approaches: OER can be created collaboratively by educators, learners, and other stakeholders, which can lead to the creation of high-quality resources that meet the needs of diverse learners.
  4. Sustainability: To ensure the long-term sustainability of OER, it is important to develop a viable business model that supports the creation and maintenance of OER, while ensuring that they remain accessible to learners.
  5. Continued research and evaluation: Research on the impact of OER on teaching and learning is crucial to understanding its effectiveness and improving its implementation. Continuous evaluation and improvement of OER are also important to ensure that they remain relevant and effective.

Overall, the way forward with OER involves a concerted effort from educators, learners, policymakers, and other stakeholders to create, promote, and sustain the use of OER as a means of improving access to education and enhancing the quality of learning outcomes.

Ebba Ossiannilsson: Are there any problems with the implementation of OER

CHAT GPT: Yes, there can be several problems with the implementation of Open Educational Resources (OER), including:

  1. Technical issues: Using OER requires access to reliable internet and appropriate technology infrastructure, which may not be available in all regions or schools.
  2. Quality control: While there is a wealth of OER available, there may be variations in quality, accuracy, and appropriateness for different levels of learners.
  3. Copyright issues: OER rely on open licenses that allow users to copy, share, and adapt materials. However, navigating copyright laws can be complex, and there may be restrictions on the use of some materials.
  4. Limited support: Unlike commercial materials that often come with support and training, OER users may not have access to the same level of support, leading to difficulty in using and adapting materials.
  5. Lack of awareness: There may be limited awareness of OER, which can make it difficult to integrate them into teaching and learning practices.
  6. Sustainability: While OER can be a cost-effective alternative to traditional educational materials, developing and maintaining high-quality resources requires time, effort, and funding, which may not always be available in the long term.
  7. Cultural and linguistic appropriateness: OER may not always be culturally and linguistically appropriate for diverse learners, which can lead to marginalization and exclusion.

It is important to recognize these challenges and work to address them in order to fully realize the potential of OER in enhancing access to education and improving learning outcomes.

Ebba Ossiannilsson: How is the UNESCO OER Recommendation implemented worldwide so far?

CHAT GPT: The UNESCO OER Recommendation was adopted in November 2019, and since then, efforts have been made worldwide to implement its principles and recommendations. Here are some examples of how the Recommendation has been implemented in different regions of the world:

  1. Europe: The European Commission launched the European OER Award in 2020 to recognize outstanding achievements in the field of open education. The award aims to promote the use of OER in formal and non-formal education and to encourage the development of high-quality open educational resources.
  2. Asia: In 2020, the Government of India launched the National Digital Education Architecture (NDEAR) initiative, which aims to provide a comprehensive digital infrastructure for the education sector in India. As part of the initiative, the government plans to develop and promote OER to support online and blended learning.
  3. Africa: In 2020, the African Union launched the Continental Education Strategy for Africa (CESA 16-25), which includes a focus on open and distance learning and the use of OER. The strategy aims to improve access to quality education for all African citizens and to support the development of human capital on the continent.
  4. Americas: In 2021, the Organization of American States (OAS) launched a project called "Open Education for Latin America and the Caribbean" to promote the use of OER in the region. The project includes the development of a repository of OER, the organization of capacity-building activities, and the establishment of partnerships between educational institutions in the region.

Overall, the implementation of the UNESCO OER Recommendation is still in its early stages, and much work remains to be done to ensure that OER are widely available and used to support education around the world. However, these examples demonstrate that there is a growing awareness of the potential of OER and a commitment to promoting their use at national, regional, and international levels.

Ebba Ossiannilsson: What is the way forward for implementing OER globally to each SDG education for all?

CHAT GPT: Implementing Open Educational Resources (OER) globally to reach the Sustainable Development Goal (SDG) of Education for All requires a multi-pronged approach that addresses various challenges. Here are some ways forward:

  1. Raising Awareness: A significant number of educators and policymakers worldwide are unaware of OER and its potential to increase access to education. Therefore, raising awareness about OER and its benefits is crucial. It could be through workshops, training programs, seminars, and conferences that will reach educators and policymakers.
  2. Establishing Policies: Policies that promote OER development, adaptation, and dissemination can accelerate their uptake. Governments and educational institutions should adopt OER policies that incentivize the creation of OER, provide guidelines for their use, and encourage educators to incorporate them into their teaching.
  3. Creating OER: OER creation is fundamental to achieving Education for All. Educators, content creators, and subject matter experts should collaborate to develop high-quality, accessible, and relevant OER. Creative Commons and other open licenses should be used to facilitate sharing and adaptation.
  4. Capacity Building: Capacity building is essential to promote the use of OER. Educators need training and support to create, adapt, and use OER effectively. Training programs on OER should be integrated into teacher training and professional development programs.
  5. Infrastructure and Technology: Adequate technological infrastructure is vital for the dissemination of OER. Governments should invest in improving internet connectivity and providing access to hardware and software. Innovative technology tools and platforms that support the development and sharing of OER should be adopted.
  6. Collaborative Partnerships: Collaboration between governments, educational institutions, civil society organizations, and the private sector can accelerate the development and dissemination of OER. Collaboration can facilitate the sharing of knowledge, resources, and expertise, and promote the use of OER.

In summary, achieving the SDG of Education for All through the implementation of OER requires a coordinated effort from different stakeholders. Raising awareness, establishing policies, creating OER, building capacity, investing in infrastructure and technology, and fostering collaborative partnerships are crucial steps forward.

Ebba Ossiannilsson: What are the challenges for the ICDE OER Advocacy Committee related to advocating and implementing of the UNESCO OER Recommendation?

CHAT GPT: The UNESCO OER Recommendation, which was adopted in 2019, provides a framework for governments, institutions, and other stakeholders to promote and use open educational resources. However, there are several challenges that the ICDE OER Advocacy Committee may face in advocating for and implementing the UNESCO OER Recommendation:

  1. Lack of awareness and understanding: One of the biggest challenges is the lack of awareness and understanding of what OER is and its potential benefits. Many educators and policymakers are not familiar with the concept of OER or do not fully understand how it can be used to enhance teaching and learning.
  2. Limited resources: Another challenge is the limited resources available to promote and implement OER. This includes funding, staff time, and technical infrastructure. Without adequate resources, it may be difficult to raise awareness of OER and implement it effectively.
  3. Resistance to change: Some stakeholders may be resistant to change and may not see the value in using OER. This could be due to concerns around quality, intellectual property rights, or cultural barriers.
  4. Lack of policy support: Although the UNESCO OER Recommendation provides a framework for governments and institutions to promote and use OER, there may be a lack of policy support at the national and institutional level. This could make it difficult to integrate OER into educational policies and practices.
  5. Technical barriers: There may be technical barriers to implementing OER, such as a lack of technical expertise or infrastructure. Without the necessary technical support, it may be difficult to effectively use and share OER.

To overcome these challenges, the ICDE OER Advocacy Committee may need to engage in targeted advocacy efforts, develop resources and tools to support OER adoption, and work closely with stakeholders to build support for OER. They may also need to collaborate with other organizations and initiatives to leverage resources and expertise.

Ebba Ossiannilsson: Any last words and or comments on OER and its mainstreaming and implementation?

CHAT GPT: As an AI language model, I don't have personal opinions or beliefs, but I can provide you with some information and insights on OER and its mainstreaming and implementation.

Open Educational Resources (OER) have the potential to revolutionize the way education is delivered and accessed worldwide. OER is the practice of making educational materials freely available for anyone to use, reuse, and adapt without legal or financial restrictions. OER can be textbooks, videos, course materials, software, or any other resources that support learning and teaching.

The mainstreaming and implementation of OER can benefit both educators and learners by providing access to high-quality educational materials at no cost. OER can also promote innovation in teaching and learning by encouraging the creation and sharing of new educational resources. Moreover, OER can be used to address educational inequalities by providing access to educational resources to underserved populations, including learners in low-income countries or regions.

To mainstream and implement OER, there are several steps that need to be taken. These include raising awareness about OER among educators and policymakers, developing policies and guidelines to support the use and creation of OER, creating a supportive infrastructure for the creation and sharing of OER, providing training and support to educators to use and create OER, and integrating OER into educational programs and curricula.

In conclusion, OER has the potential to transform education by making high-quality educational resources freely available to all. Mainstreaming and implementing OER requires a concerted effort from policymakers, educators, and other stakeholders to create a supportive ecosystem that enables the creation and sharing of OER.

CHAT GPT. Interview by Ebba Ossiannilsson, Sweden

 

 

 

 

OERcamp.global 2021 – an Unconference on OER 9-11 December 2021

OERcamp.global took place in a format called ‘BarCamp’. This unconference format invited everyone to contribute to the programme. It’s an open and participatory event, made of user-generated workshop events. The opening session of OERcamp.global started on 9 December 2021 at 1 pm UTC. We had 48 hours of sessions and plenary hours so that everyone could choose the time of the day (or night) to participate in the event. OERcamp.global comprised 114 sessions from 186 speakers. 79 sessions and 11 keynotes have been recorded. There were 1089 registrations from 87 different countries. The session hosts provide videos, slides, etc. via Sched. Videos from the keynote talks are published on this playlist on YouTube

Read also another post I wrote about #OERcamp partly published by ICDE. See slides here from the keynote session.

During the OERcamp I had two sessions, one keynote on OER-a a new social contract for learning throughout the lifespan. See also the presentation at SlideShare. I also presented the ICDE ENCORE+ and the ICDE Francophone project (LIDAfr)

My other session was with Christian Stracke and Ramesh Sharma on A Global Study on Macro, Meso, and Micro aspects of Open Education due to the COVID-19. See the recording here OERCampGlobal-A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19 and the slides here

Why an OERcamp.global?

Let’s celebrate OER! Let’s share our knowledge, experience, and resources! Let’s get to know each other, as individuals, as organizations, globally! Let’s talk about our projects, our aims, our hopes, and also about our doubts and challenges.

OER is all about sharing – and why should we stop at geographical borders? We gathered for a 48-hour unconference with practitioners, activists, scientists, OER, and novices from around the globe. 

All areas from the UNESCO OER Recommendation was covered during the OERcamp Global 2021

Open Education Leadership 2018, Paris, France

The Open Education Leadership Summit 2018 on 3-4 December 2018 in Paris, hosted by Le Conservatoire des Arts et Métiers (CNAM).

I took part in the Summit as Chair and Ambassador of the ICDE OER Advocacy Committee.  Several of us from the ICDE OER Advocacy Committee participated, and some of us traveled further to OEB18 Shaping the Future to present a Symposium on Roadmaps for Open Education Leadership.

The Open Education Leadership Summit 2018 was organized in collaboration with International Council for Open and Distance Education, ICDE, Open Education Consortium, OEC and the French Ministry for Higher Education and Research (MESR).

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. 

Open Educational Resources (OER) Recommendation-Consultation

I have recently been involved as expert in two important international consultations. One was about the UNESCO open call and consultation on Open Educational Resources (OER) Recommendation. From the ICDE OER Advocacy Committee, which I Chair, and in collaboration wiht the ICDE Chairs in OERwe replied to the Consultation. 

Although, the text is very promising and very good, the area of quality related issues are not especially addressed, which we emphasized and gave suggestions  for.

The Draft text for the OER Recommendations was in four parts
I. Definition and Scope

II. Aims and Objectives

III. Areas of Actions

IV. Monitoring

Of special interest can the  four areas of actions be mentioned

  1. Build the capacity of stakeholders to find, re-use, create and share OER
  2. Develop support policy
  3. Ensure inclusive and equitable access to quality OER
  4. Nurture the creation osf sustainabiliyt models for OER

The aim of the consultation was to 

In order to facilitate the online consultation process, we would like to informs you that the worldwide consultation on the drafting of the UNESCO Open Educational Resources (OER) Recommendation text is now OPEN.

The Draft Recommendation text has been prepared by a group of experts from UNESCO and experts, stakeholders, researchers and practicioners in the field of OER from all World Regions.

The OER Recommendation builds on the Ljubljana OER Action Plan (attachment) which was the product of a worldwide open consultation process - 6 Regional Consultations, open online consultation and debate during the 2nd World OER Congress held from 18 to 20 September 2017 in Ljubljana, Slovenia, with over 500 stakeholders from all regions, including 14 Ministers of Education or Higher Education.

We would like to kindly ask you to forward this open invitation to contribute to the draft of the OER Recommendation text to the responsible authorities as well as to all interested institutions in your countries.

Of course, we are looking forward also to your own active participation so that we could guarantee an inclusive approach and the development of a worldwide recognized draft recommendation text.

The text is available in English and French on:

https://www.oercongress.org/unesco-oer-recommendation/

https://www.oercongress.org/fr/recommandation-sur-les-rel/

UNESCO Draft Recommendation concerning OER 2019

An updated version of the UNESCO proposal for a recommendation for Open Educational Resources (OER), is now available. This version is based on the views of UNESCO member countries, so even from my own country Sweden, which was sent to UNESCO in January 2019. I have been involved myself as an OER expert, but also as an expert on behalf of the ICDE OER Advocacy Committee

The proposal will now be discussed at an intergovernmental expert meeting at the end of May. Thereafter, a decision to adopt a recommendation will be taken by UNESCO's general conference in November 2019. Will be of interest to follow the necessary strategies and further implementation in Sweden, but of course eve worldwide.

oer unesco

Conclusions in four points

  1. Further to 39 C/Resolution 44, and 201 EX/Decision 9, a Recommendation has been identified as the best-suited form of standard-setting instrument in this area. It has been recognized that in comparison to a Convention, a Recommendation is more flexible and will become operational more rapidly. Despite being a statement of principles, it has the potential to raise the profile of OER collaboration to a higher political level in all Member States of UNESCO. This can play an important role in stimulating the realization of the potential of OER for accessing knowledge freely, providing quality content at no cost, helping to foster equitable and inclusive teaching and learning and supporting curriculum development at all levels.
  2. Recognizing that the Ljubljana OER Action Plan is the outcome of a lengthy process of international collaboration and consensus building, the main themes of the Recommendation are drawn as a starting point from this document. Therefore, the draft Recommendation addresses five objectives: (i) Building capacity of stakeholders to create access, use, adapt and redistribute OER; (ii) Developing supportive policy; (iii) Encouraging inclusive and equitable quality OER; (iv) Nurturing the creation of sustainability models for OER; and (v) Facilitating international cooperation. 
  3. A Recommendation on OER could potentially play a strong role in supporting strategic cooperation between the Member States in OER development, to minimize unnecessary duplication in OER development investments and to develop a global pool of culturally diverse, locally relevant, gender-responsive, accessible, educational materials in multiple languages.
  4. Based on the present study, it is clear that a Recommendation on OER would provide a dynamic and effective solution for supporting an international collaboration in this area which is of utmost importance at a time when the usage, creation, and availability of OER has become an essential building block for achieving the 2030 Agenda for Sustainable Development.

UNESCO OER Recommendations

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 LinkedInfor 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’.

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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 

UNESCO rekommendationer för Open Educational Resources (OER)

UNESCO har skickat ett förslag till alla länders regeringar angående rekommendationer om implementering för Open Educational Resources (OER). Regeringskansliet i Sverige har också erhålleit den och har därför nu gått ut till berörda för att  få synpunkter. Jag är stolt och hedrad att direkt från Regeringskansliet blivit tillfrågad att yttra mig. Jag leder ICDEs OER Advocacy Committé och därigenom har vi bidragit till de skrivningar som nu föreligger i förslaget.

Från Regeringskansliet står det bl.a. i förfrågan:

Det politiska intresset från både denna och förra regeringen har dessvärre varit ganska svagt vad gäller OER.

OER är oftat licensierade med Creative Commons (CC) och definieras av UNESCO så här

Open Educational Resources (OER) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

Förslaget kommer efter flera års diskussioner inom UNESCO om behovet av  rekommendationer för OER. UNESCOs generalkonferens beslutade hösten 2017 att det finns ett behov

...to reinforce international collaboration in the field of Open Educational Resources (OER)” och att “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’”.

Förslaget om rekommendationer om OER kommer att behandlas på Unescos generalkonferens 2019.

I enlighet med Unescos stadgar måste en preliminär rapport och ett förslag på rekommendation skickas till samtliga medlemsländer med möjlighet för synpunkter i god tid innan en rekommendation kan antas. 

En rekommendation riktar sig till medlemsländerna och är ett uttryck för gemensamma ståndpunkter i en viss fråga och en uppmaning att genomföra vad som framförs i rekommendationen. Samtliga medlemsländer ska sedan rapportera om genomförandet av en rekommendation vart fjärde år till Unesco.

Jag ska lämna synpunkter på rekommendationen senast den 30 november. Sedan kommer Regeringskansliet att sammanställa samtliga inkomna synpunkter och bereda dessa innan Sveriges synpunkter skickas till Unesco i januari.

Vad menas egentligen med öppenhet?

Blogginläggets idé kommer från nätverket Mötesplats OER och är främst författat av Josefine Hellroth Larsson, Ebba Ossiannilsson och Christophe Premat.Blogposten är på svenska (The BLog is in Swedish)

 

Vi i nätverket Mötesplats OER vill se medvetenhet och handling från såväl utbildningsinstitutioner, museer och skolor som från ansvariga myndigheter och regering när det gäller att lyfta vikten av OER och hela öppenhetsrörelsen förespråkad av Unesco. Fritt (gratis) på nätet är en sak, men öppenhet något helt annat när det kommer till mänskliga rättigheter och social rättvisa. Det betyder att människor ges möjlighet att anpassa, dela och använda utbildningsmaterial utifrån sina egna behov och sammanhang.

oer unesco

OER-loggan i oförändrad version, av JonathasmelloCC BY 3.0

Unescos OER-rekommendationer

I höstas (25 november 2019) antogs Unescos rekommendationer för hur medlemsstater globalt och lokalt ska arbeta med implementeringen av OER, av nästan 200 länder. Rekommendationerna går från medvetandegörande till handling, implementering, monitorering och utvärdering. Det är fem områden som prioriteras:

  • Utveckla kunskap och kapacitet hos intressenter för att hitta, återanvända, skapa och dela OER
  • Utveckla stödjande politik
  • Tillgodose inkluderande och rättvis tillgång till OER av hög kvalitet, till alla
  • Utveckla hållbarhetsmodeller för OER
  • Underlätta internationellt samarbete (inom alla de fyra områdena ovan)

När vi frågade Regeringskansliet (den 19 maj 2020) vad de menar med “öppen”, och om det finns några krav gällande öppenhet på de institutioner som kommer få del av dessa medel, fick vi följande svar: 

När det gäller vad regeringen avser med öppen nätbaserad utbildning, så avses det som regleras i  högskoleförordningen (11 kap) och anslutande regelverk. Där framgår bl.a. att:  

– Med öppen nätbaserad utbildning avses utbildning som ges via internet och som är öppen för alla, utan förkunskapskrav.
– Öppen nätbaserad utbildning ska knyta an till och främja den utbildning eller forskning som lärosätet redan har.
– Lärosätena får anord­na prov för deltagarna, sätta betyg och utfärda utbildningsintyg.
– Den öppna nätbaserade utbildningen är avgiftsfri för deltagarna.
– Öppen nätbaserad utbildning ger inte rätt till studiemedel.

När det gäller öppna lärresurser har Sverige inte några rekommendationer för hur lärosätena kan arbeta med öppna lärresurser enligt Unescos definition. Det är dock en intressant fråga att titta vidare på och vi tackar för inspelet.

Sverige var alltså en av ungefär 200 stater som antog OER-rekommendationerna för ett halvår sedan, och i dagsläget har Utbildningsdepartementets tjänstemän ingen plan för hur lärosätena ska arbeta med frågan, utan tackar för inspelet. Eftersom Sverige var med i konsultationen inför att rekommendationerna antogs blir vi lite förvånade över responsen. Vi ser också med glädje fram emot att kunna bistå både Utbildningsdepartementet och Svenska Unescorådet på alla tänkbara sätt inför implementeringen av rekommendationerna inom en snar framtid.

 

Det handlar också om att riksdagen så sent som 2019 fastslog attSverige ska vara ett digitalt framgångsland, där “öppna data” har fått ett särskilt fokus. I förslaget kan vi läsa att Sverige halkat efter vad gäller öppna data, och att landets digitalisering bland annat hämmas för att svenska myndigheter inte prioriterar området. Så verkar onekligen vara fallet när det kommer till OER, som kan räknas in i den breda globala rörelsen för öppenhet. Där finner vi också exempelvis open access, som framförallt handlar om öppenhet kring vetenskapliga publikationer, samt de 10 områdena för öppenhet som antogs 2017 i form av Cape Town Open Education Declaration.