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Innovation [clear filter]
Tuesday, April 24


Opening up Access for Flexible Learners: A Case Study of Going Beyond OERs
This paper reports on a five-week pre-induction socialisation MOOC designed to facilitate successful transition into Higher Education for flexible learners. In this context a broad definition is adopted of flexible learners, which includes adult learners engaged in part-time and/or online/distance education. The MOOC targets prospective flexible learners during early parts of the study life-cycle, when they are considering entry into higher education, or have just made that decision and may benefit from advice about how to effectively prepare. The MOOC has at its core a number of the Open Educational Resources (OER) developed by the Student Success Toolbox project (studentsucess.ie) and combines these digital readiness OERs with other supporting materials, e.g. additional text and video content, discussion forums, and activities, in order to deliver a comprehensive pre-induction socialisation course. The additional materials support the key messages contained in the digital readiness OERs that are at the heart of the MOOC. The key areas of focus in the MOOC are to: present information that aids in the creation of realistic expectations about flexible learning in higher education, especially around the importance of time-management; facilitate prospective learners in reflecting on their readiness for study; reduce anxiety by presenting reassuring messages; offer opportunities for socialisation with other prospective learners; equip these prospective learners with advice and tools on how to effectively prepare for study. A small pilot of the MOOC indicates that a course such as this, that uses the open educational resources developed by the student success toolbox project, can have a positive impact on prospective flexible learners.

avatar for Mark Brown

Mark Brown

Professor of Digital Learning, Dublin City University
Mark is Ireland’s first Professor of Digital Learning and Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU). He originally began his educational career as a primary teacher and now has over 25 years experience of working in Higher Education... Read More →
avatar for James Brunton

James Brunton

Programme Chair/Director, Dublin City University
James has a BA (Hons) in Applied Psychology from University College Cork and a PhD in Social/Organisational Psychology from Dublin City University. Having previously worked as a lecturer and Programme Leader for two undergraduate Social Science Degrees in Dublin Business School's... Read More →
avatar for Eamon Costello

Eamon Costello

Head of Open Education, Dublin City University

Orna Farrell

Dublin City University

Tuesday April 24, 2018 16:35 - 17:00


Designing Continuing Professional Development MOOCs to promote the adoption of OER and OEP
There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a ‘disruptive innovation’ in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL) approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, ‘“How best to design effective  MOOCs on OER and OEP for continuing professional development of practitioners?”

Link to the full paper published in Open Praxis: https://openpraxis.org/index.php/OpenPraxis/article/view/826


S.A. Ariadurai

The Open University of Sri Lanka
avatar for Shironica P. Karunanayaka

Shironica P. Karunanayaka

Dean/Faculty of Education; Professor in Educational Technology, The Open University of Sri Lanka

Som Naidu

The University of the South Pacific

J.C.N. Rajendra

The Open University of Sri Lanka

Tuesday April 24, 2018 17:00 - 17:25
Thursday, April 26


OER Maker and multipliers in continuing education
For a long time, continuing education has been dominated by a regime of intellectual property. Most learning materials have been restrictively licenced as they were seen as the (social) capital for trainers, coaches and other adult educators.

This situation led to a strong barrier for the adoption of Open Educational Resources (OER) in adult education contexts. Even though, OER offer immense potential for continuing education and even for self-employed trainers. Therefore, it is the main target of the project “OER Content-Expert” to explain basic principles and advantages of OER for this specific audience.

Funded by the German Ministry of Education and Research, it is part of the program line to develop and implement trainings to sensitize multiplicators for OER in various educational settings. In particular, it is aimed at freelancer who have no or little prior knowledge about OER. Using a blended learning scenario, learners are introduced to the idea and possibilities of OER:
Kick-off: This is for a first introduction to OER in a 3h workshop taking place at one of 20 cities in Germany.
First Online-Phase: A MOOC, lasting 8 weeks with a workload of approximately 3h/week.
Workshop: After learning the basics of OER, participants will work on an individual OER project at a workshop (2 days).
Second Online-Phase: This is intended as a preparation for the examination and for the finalisation of the individual OER-project.
Examination: A presentation of the individual OER-project is given in an online setting. An expert jury will provide feedback. The formal evaluation will, if the participant is successful, result in a certification.

At the moment (October 2017), nearly 400 participants are enrolled in the MOOC and 61 have received a certificate.

Slides: http://bit.ly/oeglobal18oerexp


Markus Deimann

Lübeck University of Applied Sciences
avatar for Anja Lorenz

Anja Lorenz

Queen of MOOC Maker, Technische Hochschule Lübeck
OER, BarCamps, Making, Podcast

Thursday April 26, 2018 13:15 - 13:40
Classroom 12


Tanzania e-Learning Platform Initiative: Enhancing Competency in Health through Technology, Education and Partnership
We are a consortium of Tanzanian and Irish organizations who, over a 5-year period, have been laying the groundwork for establishing an e-Learning platform in Tanzania. The platform will contribute to scaling up health workers’ access to CPD courses, and provide opportunities for national and international virtual mentoring and coaching. Courses will be designed to support inter-professional communication and collaboration, with a clear focus on applying new knowledge and skills in the workplace.

Why we believe we will succeed:
• Digital transformation has already started and will expand through achievement of Target 9C of the SDGs .
• An e-Learning Platform is arguably the most cost-effective and sustainable option for scaling up CPD opportunities for health workers in Tanzania.
• The e-Learning platform initiative is built on a foundation of collaboration and we are commited to strengthening our reach and increasing impact through a locally-owned solution which is open to partnering with other organizations who can use the platform infrastructure for courses based on approved knowledge products.
• We know how to develop low-cost and localized Courses/MOOCs which are relevant to health workers’ needs.
• Digital literacy and learning literacy skills building programmes will be provided to ensure health workers know how to participate effectively in a mobile learning environment as self-directed learners.
• As CPD becomes compulsory, the e-Learning platform will be set up to assist health workers comply with their obligations.

Harnessing technological advances offers transformative solutions to persisting challenges. Mobile learning provides an equitable, affordable, and sustainable way to meet professionals’ CPD needs – allowing them to acquire new knowledge and skills, and to connect with their professional community for supportive feedback and group problem-solving, regardless of their geographical location or gender.


Linda Hegarty

Koyo Digital

Brian Mulligan

Institute of Technology Sligo

Ellen Mkondya Senkoro

Benjamin Mkapa Foundation

Thursday April 26, 2018 13:40 - 14:05
Classroom 12