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Institutionalizing [clear filter]
Tuesday, April 24


Open Educational Practices in Kyrgyzstan: Connecting Partners and Programs
Independent, democratic, and post-Soviet, Kyrgyzstan is in the midst of multiple changes that involve its cultural identity, economic incentive structure, government, and laws, all of which have an impact on the country’s educational systems and educational practices. In addition to national and local initiatives, multiple international entities, including other countries, multinational corporations, private individuals, and international non-governmental agencies are and have been involved in initiatives involving education in Kyrgyzstan. These initiatives are meant to address disruption in the funding of school, libraries, educator professional development, and educational infrastructure as well as the ageing and replacement of Soviet-era curriculum materials in response to Kyrgyzstan's independent status after the 1991 dissolution of the Soviet Union.
Following the nationwide initiative on promoting OER launched in 2014, education practitioners in school and University levels have begun exploring open pedagogy and OER projects. Successful implementation of open educational resources requires coordination among different partners. Partnership should be cherished at all levels, whether across a single institutions, as well as among institutions. Academic libraries are among most active stakeholders working towards promotion of OER in Kyrgyzstan. Building on Bekeshev and Samykbaeva’s 2017 OE Global presentation, this presentation will highlight current developments, a university open education pilot project, and recent research regarding copyright, open educational practices and open education resources in Kyrgyzstan.
The presentation will also include descriptions of partnerships, projects, pilots, and national-level faculty survey results intended to determine the level of awareness and practice of Open Educational Practices, OER, and Copyright-related decisions. Potential areas of further focus and recommendations for increasing the adoption of open education practices will also be addressed. The presentation features an academic Library Director, Author of Kyrgyz Copyright law and law faculty member, and two librarians: a Fulbright Specialist on OER and an Electronic Resources librarian.


Zhanylai Keldibekova

American University of Central Asia

Aisuluu Namasbek Kyzy

American University of Central Asia
avatar for Anita Walz

Anita Walz

Assistant Dir of Open Ed & ScholComm Librarian, Virginia Tech
Anita Walz is the Assistant Director for Open Education and Scholarly Communication Librarian at Virginia Tech. She works with faculty, administrators, and staff on local, state, national and international levels to inspire faculty to choose, adapt, and create learning resources which... Read More →

Tuesday April 24, 2018 11:35 - 12:00
Commissie 2


“Multi-mode learning” - A sustainable approach to opening up higher education
Although building an open course is not necessarily very costly, it does require a modest investment of time or money to create and maintain and thus can be difficult either for an individual academic or for an institution to justify. However, if a course is developed using low-cost techniques and used by an institution for delivery to multiple audiences, in different modes simultaneously, it may not only cover the costs of development immediately it may help to reduce costs, improve quality of learning and improve access to learners who previously could not gain access. This presentation will briefly describe low-cost production methods for MOOCs identified in the EU funded LoCoMoTion project and describe how these can be used within an institution to simultaneously serve campus learners, distance learners, free online learners and competency-based learners.


Brian Mulligan

Institute of Technology Sligo

Tuesday April 24, 2018 14:25 - 14:50
Classroom 12


Transforming Our Own Practice: Reflecting on Transformative Learning Processes and Open Education
My proposal for an Action Lab is to create a space for participants to learn about transformative learning theory, a relevant theory of adult education, and reflect on their own process of learning about Open Education. Transformative learning theory, as developed by Jack Mezirow, proposes that adult learners undergo a process of acquiring new knowledge which causes them to critically examine their core beliefs, assumptions, and values. This process begins with experiencing a disorienting dilemma in which a discrepancy is exposed between what they have always assumed to be true and what they have just experienced, heard, or read. This development is followed by recognizing others share this discontent, planning a course of action, acquiring knowledge to implement one’s plans, and provisional experimentation of this new role, building confidence, and reintegrating this new perspective in one’s life. (Mezirow, 2000, p. 22) By reflecting on one’s own process of transformation, participants can think critically about ways to encourage others to adopt Open Educational practices.
As the theme of the Conference is Transforming Education Through Open Approaches, it seems particularly relevant for Open Education advocates to engage in self-reflection about transformation through Open Approaches. Too often, we forget that educators are adult learners. Adult educational learning theories are relevant for faculty, administrators, technologists, librarians, and any others. During this session, participants will learn about transformative learning theory; reflect on a transformative learning experience that they have undergone, either personally or professionally; analyze their own process of incorporating Open Education in their practice; share their process in small groups and discuss if or how it fits with transformative learning theory; and brainstorm ways transformative learning theory could help mainstream openness.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.


Anne Hays

Asst Professor & Instruction Librarian, College of Staten Island, CUNY
I write about modes of publication--specifically zines and DIY craft.

Stacy Katz

Lehman College

Tuesday April 24, 2018 14:25 - 15:40
Commissie 4


Open Enough? Eight Factors to Consider when Transitioning from Closed to Open Resources and Courses: A Conceptual Framework
There is both a feeling of excitement and hesitation when mentioning open educational resources (OERs) to university educators. The idea of being an “open educator” and using only openly licensed teaching materials sounds noble. Such an approach has the potential to benefit students on multiple fronts. However, making the transition from closed to open resources requires a significant time investment from the instructor and requires specialized knowledge. These skills include an understanding of open licensing/copyright, accessibility standards, language and cultural considerations, anticipated support costs for the resource, digital distribution, file formats, and potential pedagogical implications. Furthermore, there are conflated definitions of “openness” in teaching - some of which do not necessarily rely on OER (Pomerantz, 2016; Pierce, 2016; Hegarty, 2015). The literature on OER is somewhat lacking as it relies heavily on institutional case studies and does not provide much guidance to educators who want to adopt or create OER. This presentation is intended primarily for university educators, although many aspects will resonate with instructional designers and librarians. We will review the literature on OER and openness in education to identify the major challenges educators face when adopting an open approach to teaching. We will also explore the various approaches to openness in education (Nasccimbeni, Fabio and Burgos, & Daniel, 2016; White & Manton, 2011). Second, drawing on the challenges and considerations identified in the literature, we will propose an eight-factor conceptual scale (Authors, 2017) for measuring openness, which will help educators understand what openness looks like for each of the OER factors. We will explore what the implications of “absolute openness” are and how some approaches to openness can negatively impact student learning. Participants will leave this presentation with practical knowledge that will prepare them when transitioning to OER for their teaching.

avatar for Erik Christiansen

Erik Christiansen

Assistant Professor/Librarian, Mount Royal University
Erik G. Christiansen is an Assistant Professor/Librarian at Mount Royal University in Calgary, Alberta. His research interests include open pedagogy, open education resources policy, education technology, and web accessibility and usability for libraries. Previously, he worked as... Read More →

Michael McNally

University of Alberta
Michael B. McNally is an Assistant Professor at the School of Library and Information Studies at the University of Alberta. His research interests include intellectual property and its alternatives including open educational resources, user-generated content, radio spectrum management... Read More →

Tuesday April 24, 2018 16:10 - 16:35
Classroom 12
Wednesday, April 25


Helping institutions with the institutionalization of OER: an online policy making tool
SURF, together with a group of experts, recently developed an online roadmap for developing policy for OER in Dutch higher education. The tool will help higher education institutions to draft a clear policy on publishing and reusing OER, either at faculty or at institutional level. Developing a good policy is complex because it involves many different aspects and there are many barriers to get started with OER. The tool helps to take all the necessary steps and provides numerous suggestions for possible policy choices, based on a variety of sources.

Online Roadmap Policy for Open Learning Materials
During this presentation we will give a demo of this tool, which can be found online at http://beleidopenleermaterialen.surf.nl. (The tool itself is in Dutch).
We will explain how the tool has been established, in close cooperation with experts from higher education institutions, and what the starting points were. The tool contains many open sources, primarily fitting the Dutch circumstances, but also international sources are included.

Current users of the tool will be present at this session and share their first experiences with the tool.
During the presentation we will talk with the audience about:
• Their advice on how such a tool can best be used in an institution and whether additional support is necessary;
• Other tools to support policy makers in policy development; which are available?
• Additional resources that can help institutions to set up policies.

avatar for Lieke Rensink

Lieke Rensink

Projectleader OER, SURF

Wednesday April 25, 2018 10:45 - 11:10
Commissie 3


Understanding the continuum open practice: a conceptual model for practitioner and institutional support of OEP
Early open educational practice (OEP) research and projects uncritically promoted openness as a ideological societal good contrasted against traditional educational systems predicated on economies of scarcity, and systemic inequality in access to, and participation with, formal education. Open educational resource (OER) production – often beginning with 'legacy content' - privileged original authoring over reuse, positioning initial engagement with openness from familiar practices. As an understanding of the complexities of openness matured – and continues to do so – policy and strategy need to be informed by the lived experience of open practitioners, and the inherent challenges explicitly articulated. Whilst the barriers and enablers of OEP have focused researcher effort, and have a degree of consistency globally, nuance and context are almost entirely absent in the literature.

This paper seeks to address the gap of nuanced practitioner experience by drawing together two conceptual models – a Continuum of Open Practice, and the Ecology of the Open Practitioner as a tool for understanding practice at the individual, institutional, and national levels. Situated in higher education experiences of openness, the model draws upon initial data from four case study sites to determine the breadth of activity and the localised norms that influence engagement with openness.

At key points during the session, participants will be asked to reflect on their contexts, and how this influences local OEP – from the practitioner, and institutional (or organisational) perspectives with particular emphasis on unearthing contextual enablers and barriers for mainstream adoption of open education. The global nature of the conference provides positive affordances by actively engaging participants, and building discussion for practical, evidence-based action.

avatar for Adrian Stagg

Adrian Stagg

Manager (Open Educational Practice), University of Southern Queensland

Wednesday April 25, 2018 10:45 - 11:10


Early Lessons Learned from a Large Scale OER Initiative at a Large Urban University System
City University of New York is the leading urban public university in the U.S. With the first college founded in New York City in 1847, the University today comprises 24 institutions. CUNY provides high-quality, accessible education for more than 275,000 degree seeking students and over 218,000 adult, continuing education and professional education students throughout New York City’s five counties. For many students at CUNY, the cost of textbooks can be prohibitively expensive. Since nearly 40% of CUNY’s students come from households with annual incomes of less than $20,000, spending an average of $1,200 per year on books and other supplies is too often an insurmountable barrier to academic success. CUNY’s Office of Library services, which supports the 32 libraries, has been concerned with textbook affordability for some years now and with the growth of the OER movement has embraced OER as the most viable solution. Recent efforts across CUNY have contributed to institutionalizing OER on a large scale across the campuses. Our involvement with the Achieving the Dream (ATD) OER Degree Initiative, a funding effort across 38 community colleges nationwide, has given us the opportunity to raise awareness. Earlier this year New York State funded the university $4 million dollars for OER and through this we are able to broaden the reach. Lessons learned from ATD including our partnership with Lumen Learning as a technical provider and mentor and participation as a research partner in a study on the project has helped shape methodology and practice. The short-term goal is to reduce costs for students and accelerate their progress through college, but an important secondary impact is to change the culture to that better connect curriculum and pedagogy to updated student learning outcomes. OER is bringing a quiet revolution of innovation in the pedagogy of higher education in the U.S.

avatar for Jean Amaral

Jean Amaral

Open Knowledge Librarian, Borough of Manhattan Community College, CUNY
avatar for Ann Fiddler

Ann Fiddler

Open Education Librarian, City University of New York

Stacy Katz

Lehman College
avatar for Kim Thanos

Kim Thanos

CEO, Lumen Learning

Wednesday April 25, 2018 10:45 - 11:35
Classroom 12


A Commons of Our Own: Accelerating OER and Open Learning College-wide
Lansing Community College is institutionalizing the use OER, OEP, and open pedagogy by building an online scholarly commons we call a “Commons of Our Own”. With a “Commons of Our Own”, LCC has been able to accelerate adoption of both OER and OEP.

Commons of Our Own re-connects the college to the community, creating a virtual equivalent of the campus including social interaction. It reinvigorates the institution’s mission.

Transformative college education involves more than a structured curriculum of courses and classes, checking off outcomes. Learning inside the classroom has always been only a part of a good college education. The campus or commons experiences are as important as the classroom. Students at community colleges often don’t live on campus. They increasingly live their lives in digital connected devices or take online classes. There is a vast digital no-man’s land between the closed online LMS classroom and the social media where they live. Students miss the transformative opportunities the physical campus provides to share, create, and connect.

The Commons of Our Own concept builds on our Open Learn Lab, a Domains of One’s Own effort, the first at any community college. It connects classroom experiences with the broader open world of the Web and the public community. OpenLCC.net consists of the many individual voices of the students, faculty, staff, and others in the LCC community. It is hundreds of websites created by them and grouped as: Share, Learn, Create, and Connect.

Phase I taught us “it”, meaning a domains of one’s own effort, was worthwhile, we just couldn’t enunciate what “it” was or where “it” fit in the college. We couldn’t, that is, until we discovered and formulated the concept of a Commons of Our Own.


Wednesday April 25, 2018 11:10 - 11:35
Commissie 3


Lost in transition: digital resources and university strategies
With universities becoming more and more reliant on technology, it is important for higher education leaders to harness the potential of digital resources in order to find a strategy for change.
Leveraging a MOOC and CC licenses to raise awareness of open resources as a strategic factor for universities: the presentation takes the cue from the D-TRANSFORM MOOC to share some reflections on the role of open education in promoting cultures of change and innovation.

Presentation available also on SlideShare at https://www.slideshare.net/giannatelli/lost-in-transition-digital-resources-and-university-strategies/giannatelli/lost-in-transition-digital-resources-and-university-strategies

avatar for Paola Corti

Paola Corti

Project Manager, Politecnico di Milano
Paola Corti works as Project Manager and instructional designer at METID (Metodi E Tecnologie Innovative per la Didattica – Innovative Methods and Technologies for Learning), the teaching and learning innovation unit of Politecnico di Milano (Italy). METID supports teachers in adopting... Read More →
avatar for Ada Giannatelli

Ada Giannatelli

Project manager and instructional designer, Politecnico di Milano - METID
Ada Giannatelli is digital learning project manager at METID, the unit of Politecnico di Milano (Italy) devoted to teaching and learning innovation. She has nearly 20 years experience as an instructional designer, with a primary focus on EU-funded projects. Ada curated the content... Read More →

Susanna Sancassani

Managing Director METID, Politecnico di Milano

Wednesday April 25, 2018 11:35 - 12:00
Commissie 3


From the Ground Up: How Faculty OER Initiatives Set the Stage for Impact Across SUNY
Faculty-led OER course initiatives have met great success across the State University of New York (SUNY) system. These initiatives are forming the background of institutional OER programs across our community colleges, liberal arts and technical colleges, and research universities. SUNY has recognized the need for system-wide structures to span the gaps and partner individual campuses and faculty with just-in-time support needs. In this panel, faculty members from four SUNY colleges will demonstrate the value of faculty leadership as local programs take shape and grow. They will also speak to the importance of having a system institution like SUNY OER Services who can respond to their needs and see across campuses to share resources and best practices. Finally, this panel will address the importance of well-timed financial support from government initiatives, and how that can be most meaningfully applied to spur adoption and student success. The New York State Excelsior Scholarship budget funding of $4 million dollars to SUNY OER has greatly impacted our program growth, and is making the OER conversation mainstream across our state.

avatar for Alexis Clifton

Alexis Clifton

Senior Instructional Support Specialist, SUNY Geneseo
In my role with the State University of New York (SUNY), I help our 64 colleges and universities establish, support, and expand their OER programs. I'm a passionate advocate for making higher education more accessible, more affordable, and more meaningful for both students and faculty... Read More →

William Pelz

Herkimer County Community College

Wednesday April 25, 2018 12:00 - 12:50
Commissie 3


CC Certificates: Educators, Librarians, Government
Slides  (CC BY)

Creative Commons launched the CC Certificates for Educators, Librarians and Government (https://certificates.creativecommons.org) two weeks ago at the 2018 CC Summit in Toronto. The CC certificates were developed in response to the increased use of CC licenses globally and the corresponding need to help educators, librarians and government staff acquire Commons expertise. The CC certificates are designed to provide both the basics of using CC licenses and the particular expertise and guidance that educators, librarians, and government staff need when advancing open content, practices and policy in their respective spaces.

This session will provide an overview of each of the certificates, details on how and why to take the CC Certificates, how to become a certified trailer of CC Certificates, and how the CC BY licensed OER can be downloaded and remixed for other purposes. Additional phases of the project will also be discussed and feedback collected.

avatar for Cable Green

Cable Green

Director of Open Education, Creative Commons
Cable works with the global open education community to leverage open licensing, open content, and open policies to significantly improve access to quality, affordable, education and research resources so everyone in the world can attain all the education they desire. His career is... Read More →

Wednesday April 25, 2018 14:45 - 15:10


The adoption accelerator workshop to support reuse of open educational resources within Higher Education Institutes
Although many good open educational resources are available worldwide, the shift to actual reuse OER in existing Higher Education curricula is still limited and only slowly gaining momentum. In other words: adoption by teachers, support staff and management can use a helping hand.

In the Dutch Special Interest Group Open Education we concluded that Higher Education needs an effective tool for accelerating and monitoring the uptake of OER reuse. This is how the adoption accelerator workshop was born. In this action lab at OE global 2018 we will guide you through the workshop setup in 90 minutes using a hands-on approach. Afterwards, we will have an interactive discussion about how to use the workshop materials in your own context. It takes a full day to run the workshop. The adoption accelerator workshop will be available under a cc-by license.

In the adoption accelerator seven themes influencing adoption are explored: basic knowledge about Open Education and OER, content curation, Open Educational Practices, setting up support services, community building, policy development, and organizational development. You learn about our curated collection of (open education) tools concerning these seven aspects of adoption. Also, the adoption accelerator uses a maturity model to map and visualize your starting situation and ambitions. A SWOT analysis is then used to discover the most plausible scenario for accelerating adoption in your situation. In the workshop, you lay the foundation for an acceleration plan to be used in your own context, so you can apply your new insights right away.

This action lab is suitable for newcomers to the world of open education and for more experienced implementers of OERs. For instance: educational consultants, librarians, policy developers, educational management, OER project managers, support staff, innovative teachers. No special advance knowledge needed although knowing the basics of open education helps.

avatar for Marjon Baas

Marjon Baas

Educational Technologist, PhD student, Saxion University of Applied Sciences
avatar for Nicolai van der Woert

Nicolai van der Woert

senior consultant, Radboud university medical center
Educationalist and Open Ed addict working for the Healthcare professions @ Radboud university medical center, the Netherlands. PhD researcher (Designing ecosystems for open education in Healthcare) and member of Global OER Graduate Network (GO-GN). Involved in the core team of the... Read More →

Wednesday April 25, 2018 14:45 - 16:00
Commissie 4


Learning how to share – a Dutch perspective on infrastructure for Open Educational Resources
In this session we share a Dutch perspective on infrastructure for open sharing and reuse of digital learning materials.

In 2015 the Dutch minister of Education formulated her ambition for OER as follows: “By 2025 all lecturers in higher education will make their teaching materials freely available so they can use each other’s digital learning materials”. Since then higher educational institutions, the Minister of Education and SURF have joint forces in the Netherlands.

One important need for lecturers is to be able to find and share high quality open educational resources more easily. Sharing must be quick and user-friendly, and the material must be easily accessible. Infrastructure that meet these criteria is not yet generally available for Dutch higher educational institutions.

SURF, the collaborative ICT organisation for Dutch education and research, has the intention to launch a national service that facilitates lecturers in higher education to share and reuse their teaching materials freely and successfully. The main goal of this national service is to unlock OER collections that are developed by Dutch higher educational institutions and improve the findability on a national level. Good metadata to support findability and compatibility with current international standards for the free exchange of data are essential in this respect. The collected metadata will be presented in a portal with search functionality.

The material should preferably be (peer)-reviewed before being published. Teacher communities can play an important role. In June 2017, the Ministry of Education launched an extension of the existing funding program Open and Online Education. Higher education institutions are invited to collaboratively build collections of qualitative outstanding digital open learning materials. There’s a special focus on teachers collaborating within domain specific and cross-institutional communities, review the quality of existing materials and complement these with new materials.


Kirsten Veelo

Projectmanager Open Leermaterialen, SURF

Wednesday April 25, 2018 15:35 - 16:00
Commissie 3
Thursday, April 26


Forging an Open Path: eCampusOntario OER Fellows
From November 2017 through November 2018 eCampusOntario has named six educators to help create awareness and increase use of OER at Ontario colleges and universities. The OER Fellows are two university instructors, two college instructors, and two professional support staff (a librarian and an educational developer). The Fellows are from six different Ontario institutions that represent regional differences in approaches to post-secondary teaching and learning. In this 60-minute panel session, the Fellows will describe their work with eCampusOntario that includes in-person workshops at various campuses, a series of webinars related to use of OER in teaching practice, blogging and other forms of social media participation, and a small-scale action research project related to their individual interest in OER for teaching and learning. They will focus on their individual journeys and interactions on their campuses, and their experiences with peers at a variety of workshops and webinars between November 2017 and April 2018. The panel will engage in dialogue with conference attendees related to their success and challenges promoting OER on campuses where awareness and use are only beginning to form.

avatar for David Porter

David Porter

CEO, eCampusOntario
A long-time advocate for the benefits of adapting new technology to deliver educational opportunities, David’s experience in the education and training fields has included working with both public and private sector organizations. * Currently, CEO of eCampusOntario.ca in Toronto... Read More →

Thursday April 26, 2018 13:40 - 14:30
Commissie 3