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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


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