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Formal Education [clear filter]
Wednesday, April 25


The message is in the choice of medium: Building OER strategy that reflects institutional values.
Canada has a predominantly public education system which can be divided into six types of institutions: research intensive, primarily undergraduate, predominantly teaching, community colleges, polytechnic, and skills colleges. There is also no central regulatory body in Canada for academic standards and few emerging approaches for collaboration using OER, except in the provinces of Ontario and British Columbia. Given this diversity and lack of formalized structure in open resource development in the majority of the provinces, individual institutions are navigating their approach to open in a variety of ways. This research is based in the McLuhan’s principle (1964), “the medium is the message.” The approach that an institution takes to open education reflects the values of the institution. The understanding of Open is different internationally, but also nationally, depending on the mission of the institution. This paper presents a comparison/contrast of the efforts of two Canadian institutions developing open education initiatives; NorQuest College in Western Canada and Cape Breton University in the East. In both cases, these institutions’ philosophies, values and mandate are driving the encouragement and creation of open educational initiatives. The NorQuest example will present the development of a three phase OER strategy which will eventually lead to full institutional adoption of open practices. In this case, OER objectives help meet the needs of students facing significant challenges in the traditional Canadian education system. In the CBU case, the mission of relationship building and service to the community is the driving force behind OER development. From our work, the implications for continued development towards sustainable OER implementation include: institutional goal setting, alignment of goals with institutional values and objectives; creating space to test for scale and cost, and reflection on implementation.


Robert Lawson

Instructional Designer, NorQuest College

Kathy Snow

Cape Breton University

Wednesday April 25, 2018 16:30 - 16:55
Commissie 2


Integrating on-campus and professional education with the help of MOOCs or other types of virtual classrooms
Lifelong learning (LLL) is high on the political agenda of many governments. It is seen as a requirement to remain competitive, as a way to respond to fast technological changes, and as an instrument for enhancing social inclusion.

Institutes for higher education are expected to play an important role in this respect. However, the main focus of most traditional institutes for Higher Education is still on providing traditional forms of education (lectures, workshop, seminars) to students enrolled in Bachelor or Master programmes.

A specific approach might be to integrate on-campus and LLL by means of virtual classrooms. This might even lead to a win-win situation: students learn from professionals and vice-versa.

In this panel discussion, we will share the experiences (including stumble blocks) in this respect from a number of Dutch innovation projects that all use virtual classroom practices. These projects all form part of the Dutch subsidy scheme ‘Open and online education’ from the Dutch ministry of education and SURF but use different approaches like:
- a MOOC for cooperation between students and professionals;
- Web-lectures which are also promoted for professionals (like legal experts and doctors);
- Open Research /joint assignments;
- Offering on-campus courses also simultaneously in an online format
- Knowledge clips and bites which will be made available to the public at large via YouTube and other online channels.

The 4 presentations from the panel will each last a few minutes, each describing lessons learned (2-3 slides). After that, the participants will discuss in various groups specific approaches, challenges and opportunities when it comes to integrating on-campus education and professionals from an institutional and employers’ perspective.
Participants will use sticky notes. These will be shortly summarized by the chair.


Ning Ding

Hanze University of Applied Sciences Groningen

Bastiaan van der Klis

UMC Utrecht / Utrecht University
avatar for Joost Groot Kormelink

Joost Groot Kormelink

Coordinator Open & Online Education, Delft University of Technology
Responsible for policies and portfolio management open & online education faculty of Technology Policy and Management. Initiator OpenCourseware at TU Delft.Strong interest in online education for developing countries (because of working experience in various universities in Afric... Read More →
avatar for Otto Spijkers

Otto Spijkers

Utrecht University
Otto Spijkers is Lecturer of Public International Law at Utrecht University, Senior Research Associate with the Netherlands Institute for the Law of the Sea (NILOS), and researcher with the Utrecht Centre for Water, Oceans and Sustainability Law (UCWOSL). He is a member of the Committee... Read More →

Wednesday April 25, 2018 16:55 - 17:45
Commissie 2
Thursday, April 26


Global virtual exchange: transforming formal education
Worldwide there are thousands of MOOCs available. Millions of learners can use these MOOCs from all ages, countries and different backgrounds. Delft University of Technology offers 68 MOOCs on the edX platform and already attracted more than 1.5 million learners and these numbers are growing rapidly. Our regular on campus students were not benefitting enough from these MOOCs.
Two years ago our Vice-President Education & Operations Anka Mulder raised the question with our partner universities. Wouldn’t it be great if our students could use the wide variety of MOOC offerings in their on campus degree? A vision emerged: virtual exchange of online courses. In Europe we have an elaborate system for offline exchange but virtual exchange is still a novelty.
In 2016 TU Delft partnered up with leading universities around the world, such as University of Queensland, EPFL, and Hong Kong university of Science and Technology, to launch the new initiative: Credits for MOOCs – Virtual exchange. A three-years pilot to explore the possibilities of virtual exchange. There were several challenges to overcome before we could start, ranging from organising exams, dealing with different time zones, different academic calendars and embedding each other’s MOOCs in our regular process of credit recognition (rethinking education). In 2017 the first students participated in this initiative. The aim of this presentation is to share with you our lessons learned, overcoming barriers and how we are gradually transforming education within our universities by incorporating informal education.

avatar for Marinke Sussenbach

Marinke Sussenbach

Manager Education & Student Affairs, Global Alliance Virtual Credit Exchange
Marinke has a wide ranging policy experience in the educational sector in a highly political national and European environment. She has a background in managing, organizing, conceptualizing, developing, coordinating and implementing national policies, subsidy schemes and laws. Her... Read More →

Thursday April 26, 2018 10:30 - 10:55
Classroom 1


Developing OER Degree Pathways in the US and Canada
Learn about three large-scale implementations of OER degrees in the United States and Canada. OER-based degrees provide students pathways to a degree or credential with no textbook costs. These pathways are also called “Zero-Textbook-Cost degrees” in the United States or Zed Cred in Canada. Courses in a specific program use OER as instructional materials and are aligned to provide students a clear pathway from start to finish of a program. OER pathways are gaining in popularity particularly at community colleges where registering for these courses can save students up to 25% on the cost of attendance for a 2-year degree. Students following a guided pathway complete their educational degrees more quickly resulting in less costs. Developing an OER degree builds institutional capacity for designing clearer and more efficient pathways to credentials and better connecting student learning outcomes to curriculum and pedagogy. Project directors from initiatives across the United States, in California, and in British Columbia will share updates and describe lessons learned to date.

avatar for Amanda Coolidge

Amanda Coolidge

Director Open Education, BCCampus
Amanda Coolidge is the Director of Open Education at BCcampus. She leads the BC Open Textbook Project as well as the Open Education initiatives in the province of British Columbia, Canada. The BCcampus Open Education team produces Open Educational Resources (OER) – textbooks, toolkits... Read More →
avatar for James Glapa-Grossklag

James Glapa-Grossklag

Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons
James Glapa-Grossklag is the Dean of Educational Technology, Learning Resources, and Distance Learning at College of the Canyons (California, USA). He directs the statewide CCC DECT grant and also co-coordinates Technical Assistance for the CCC Zero Textbook Cost grant program. James... Read More →
avatar for Richard Sebastian

Richard Sebastian

Director, OER Degree Initiative, Achieving the Dream
Dr. Richard Sebastian is the Director of Achieving the Dream's OER Degree Initiative, an effort to support colleges across the United States in designing degree programs using open educational resources.Before joining ATD, Richard was the Director of Teaching and Learning Technologies... Read More →

Thursday April 26, 2018 10:55 - 11:20
Classroom 1


OER Degrees: Critical Conversations for Successful Planning and Implementation
The first college degree featuring all OER materials was launched in 2013 at Tidewater Community College in the U.S. state of Virginia and named the “Z-degree” because of the zero textbook costs. Students enrolled in the “business administration Z-degree” could save 25% of the cost of earning a degree with this new program. In the last four years, it is estimated that the number of colleges and universities in the U.S. and Canada developing OER degrees has grown to over 65. For many of these institutional efforts, the access and affordability benefits of open education are the motivator for the investment of staff time and money. However, beyond developing courses using OER instead of commercially published textbooks, colleges must organize an infrastructure featuring professional development to create awareness and engagement for faculty, staff, and students; IT support; sustainability planning and policies, and articulation relationships to support all constituents in teaching and learning with OER.

This panel of college leaders will identify critical conversations in the planning process that lead to successful OER degree implementations. Rather than focusing on best practices, this panel will share lessons learned about the challenges of devising a plan to integrate OER degree pathways into institutional practices. Emphasis will focus on the five key stakeholders and how to both support and leverage their OER needs: faculty, staff, institutions, students, and external partners. Audience members will be encouraged to ask questions to guide the panel discussion.

avatar for Una Daly

Una Daly

Director, Open Education Consortium
Open Education at Community Colleges
avatar for Rajiv Jhangiani

Rajiv Jhangiani

Associate Vice Provost, Open Education, Kwantlen Polytechnic University
avatar for Quill West

Quill West

OER Project Director, Pierce College
Librarian, AdministratorI am the OER Project Director at Tacoma Community College and I believe that adopting, adapting and accessing OER empowers faculty, students and administrations to grow educational opportunities. I've been a user, a pusher, a creator and a teacher of OER. (From... Read More →
avatar for Lisa Young

Lisa Young

Faculty Director, Center for Teaching and Learning, Scottsdale Community College
I serve Scottsdale Community College as the Instructional Design and Educational Technology faculty member. I am passionate about helping our students learn whether it be through excellent instructional design, the use of educational technology to resolve and mitigate instructional... Read More →

Thursday April 26, 2018 11:20 - 12:10
Classroom 1


Using discovery learning to teach introductory programming in an online course
How to teach introductory programming? It is a question that keeps many programming teachers occupied. There are a few interesting issues. Firstly, students come in with very diverse experience, from being able to compile their own kernel to not knowing how to use a computer. Since there are no programming courses in many high school programs around the world, these two extremes gather in introductory programming courses. Secondly, we would like to avoid too much context os programming. Some students might be excited by the prospect of programming itself, but many want to use programming in their own field.

So how do we teach programming in a way to is inclusive to previous experience and varying interests? Felienne designed a flipped Python course in which students are taught basic building blocks rather than contexts and work together in mixed experience groups to work on topics they care about.

See also: http://www.felienne.com/archives/5780

avatar for Felienne Hermans

Felienne Hermans

ASSISTENT PROFESSOR, Delft University of Technology
Felienne is assistant professor at Delft University of Technology, where she makes programming for non-programmers more awesome. She built an IDE for spreadsheets in the form of smell detection, refactoring and unit testing tools for Excel, and she has researched code smells and clone... Read More →

Thursday April 26, 2018 11:45 - 12:10
Classroom 12