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.
The European project Technology Innnovation in Blended Learning (TIBL) held its first techer training event in Seville, Spain 9-13 May 2018. The project coordinator hosted the event. All parnters were represented and some had several participants as it was a teacher traing event.
Partners in the project are:
The applicant SAFA Coordinator ( Seville) is an important Spanish school foundation focusing on school and vocational education, Coordinator Carlos Guerrero Herrero Dirección Central SAFA Departamento de Formación Profesional
EFQBL is a VET and trainers education organisation Austria Wiener Neustadt
DigiLab from the University La Sapienza Rome Italy
University of Aveiro south of Porto Portugal are specialised in innovation in technology enhanced training and the related pedagogy.
Swedish Association Distance Education SADE is a specialist in Distance Learning and quality enhancement frameworks.
The main intellectual outcomes (IO) for the projct were of course in focus
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’.
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
In this live presentation, from DigitalEd moderated by Professor, Dr. Ebba Ossiannilsson, you’ll hear how a formative preparatory course with extensive materials and tests in a web-based environment improved pass rates for incoming first-year mathematics students in Sweden, and ultimately set them on a track to greater success in their pending paths of study.
Dr. Jonathan Watkins, from the University of Birmingham, will take you through a journey through their instance of the Möbius platform. Explore how Möbius promotes learning through active processing and dynamic testing, facilitates evidence-based optimization of learning, and supports an ecosystem of asset creation and sharing.