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Tuesday, April 24


Cape Town +10: Ten directions to move Open Education forward
The Cape Town Open Education Declaration was launched ten years ago, helping to ignite global momentum around the open education movement. To celebrate and reflect on our progress over the past decade, a group of open education activists met in Cape Town before last year's Open Education Global Conference in March 2017. The meeting identified ten key themes for the movement to focus on over the next decade, and together we produced a collaboratively written document highlighting opportunities to move open education forward.

This discussion will explore the ten themes identified in the Cape Town Declaration tenth anniversary process, and how they relate to open education advocacy and practice around the globe. The goal is to promote dialogue across contexts, and participants will walk away with concrete ideas for moving open education forward.

The session will begin with a brief introduction to the Cape Town Declaration and process for selecting the ten themes, then proceed to a set of short talks by conference participants from different contexts each reflecting on a specific theme and suggesting a concrete action step that can be taken. The remainder of the time will be opened up to allow audience members to share reflections and action steps of their own based on the themes, both verbally and by sharing on social media using the hashtag #CPT10.

avatar for Alek Tarkowski

Alek Tarkowski

President, Centrum Cyfrowe Foundation
I am the founder and president of Centrum Cyfrowe, a think-and-do-tank building a digital civic society in Poland. In 2004, I co-founded Creative Commons Poland and since then am one of the coordinators of the project. Since 2015, I have been actively involved and have served as... Read More →

Tuesday April 24, 2018 11:35 - 12:25


Impact of International Organizations on Governmental OER Policies
This presentation will report on findings from a PhD research study entitled: Impact of International Organizations on Governmental OER Policies. It is registered at the Open University Netherlands under the Global OER Graduate Network (GO-GN). The primary objective of this research is to explore how International Organizations (IOs) are influencing governments around the world in their OER policy approaches and with what impact. 

The following three main research questions are central to the study:

1. What OER policy instruments can be identified as being used by different IOs?
2. What impact do IO OER policy instruments have on provincial, state and national governmental OER policies?
3. What recommendations, if implemented, would lead to IO OER policy instruments more effectively supporting governmental OER policies?

OER policy instruments at the level of International Organizations (IOs) are defined, within the context of this research, as instruments or courses of action by IOs, that can directly or indirectly contribute to the development or support of governmental OER policies. 

The research methodology includes, amongst other approaches, interviews with representatives from International Organizations and interviews with governmental representatives in different countries. 

International organizations in the study include Intergovernmental organizations (IGOs) International nongovernmental organizations (INGOs), and Foundations.

The aim of this presentation is to present results from interviews with 11 International Organizations (European Commission, Commonwealth of Learning, OECD, UNESCO, Creative Commons, Open Education Consortium, OER Asia, OER Africa, Hewlett Foundation, Shuttleworth Foundation and the Open Society Foundations) on how they influence governmental OER policies and the observed or perceived effectiveness of their actions.

This research is supported by the William and Flora Hewlett Foundation

avatar for Igor Lesko

Igor Lesko

Director of Operations, Open Education Consortium
Open Education, Open Policy

Tuesday April 24, 2018 12:00 - 12:25
Commissie 2


Transforming higher education in Australia through Open Educational Practices policies
Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national higher education targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies, as well as frameworks and guidelines available as an attempt to provide a solid foundation for the case of an OEP national policy for higher education in Australia. The authors will also discuss the efforts made so far to drive OEP policy development and suggest a way forward for OEP policy in Australia higher education.


Carina Bossu

University of Tasmania
avatar for Adrian Stagg

Adrian Stagg

Manager (Open Educational Practice), University of Southern Queensland

Tuesday April 24, 2018 17:00 - 17:25
Commissie 3
Wednesday, April 25


UNESCO OER Policy Update
What will the international policy agenda on OER look like in the following years? The UNESCO OER Recommendation to be adopted in November 2019 builds on the Ljubljana OER Action Plan which was the product of an global open consultation process - 6 regional consultations, open online consultation, live debate during the 2nd World OER Congress with some 500 stakeholders from more than 100 countries and 14 Ministers of Education or Higher Education.


Gašper Hrastelj

Deputy Secretary General, Slovenian National Commission for UNESCO

Mitja Jermol

Jozef Stefan Institute

Wednesday April 25, 2018 10:00 - 10:15


Make MOOCs count for higher education: Approaches to awarding ECTS Credits for learning in open online courses
MOOCs provided by Higher Education Institutions (HEIs) have the potential to open up education to a wider audience. By implementing appropriate quality assurance measures, they could also provide a first creditable step into the formal higher education system. Exploring the potential of credentialization and recognition of MOOCs was a major pillar of the INTEGRAL²-project (“Integration and Participation of Refugees in the Context of Digital Teaching and Learning Scenarios”) of Lübeck University of Applied Sciences, RWTH Aachen University and Kiron Open Higher Education. The partners explored possible combinations of the openness of MOOC-based learning with quality assurance and examination approaches that abide to standards of the European Higher Education Area.

Regarding quality assurance measures, Kiron has repurposed and adapted tools developed through the Bologna Process in order to explore new pathways to the recognition of prior learning. A core element are MOOC booklets (MOOklets) that connect and display all quality information needed for recognition in a comparable, standardized way.

As the university partners identified the existing exams within MOOC’s to be the most critical part in order to award legitimate credit points, the partners followed two different approaches: Module-based competence assessment (on- and offline) and MOOC-based examinations (offline). Lübeck University of Applied Sciences tested a procedure to verify learning outcomes by written and oral examinations whilst RWTH Aachen University targeted a more traditional examination approach with written and e-exams that can be taken simultaneously at different offline locations. In the follow-up project INTEGRAL+, the partners will focus on establishing a German examination network for e-assessment of MOOC-based learning.

Both efforts in the field of a firm examinations and the endorsement of recognition processes of all existing and future university partners within the Kiron network can lead to simplified admission process and can be key enablers of a successful integration via education.

Slides: Number 1 by Anja Lorenz

avatar for Sebastian Knoth

Sebastian Knoth

RWTH Aachen University
avatar for Anja Lorenz

Anja Lorenz

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

Florian Rampelt

Kiron Higher Education

Wednesday April 25, 2018 10:45 - 12:00
Commissie 1


Collaboration: The Key Ingredient for a Sustainable Open Education Movement
If you want to go fast, go alone. If you want to go far, go together. Although sharing and collaboration are among the main affordances of open licensing, open education projects in North America are still mainly supported and driven by individual organizations or institutions. While working within a single organization can permit the agile development and management of open education projects, at BCcampus we believe that an innovative and sustainable open education movement requires deliberate and active collaborations across institutions and organizations, particularly within academic disciplines. In this presentation we will showcase three examples of our efforts to foster a collaborative model for the development of open educational resources (OER). The first example involves the creation of Communities of Open Education Practitioners (COEPs) for several disciplines. Among other things, these COEPs employ the open source annotation tool Hypothes.is atop the open textbooks of their discipline to flag errors, highlight passages that require revision, and to share pedagogical resources. The second example involves a collaborative sprint model wherein a small number of practitioners are brought together for a short span of time to develop specific OER or ancillary resources. The third example involves a collaborative model of OER development (featuring co-development, peer-review, and reuse) for Canada’s first three “Zed Creds,” degree programs that carry zero textbook costs thanks to the adoption of OER. In this presentation we will share the strategies we have deployed and lessons we have learned for fostering and supporting successful collaborative OER projects.

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 Rajiv Jhangiani

Rajiv Jhangiani

Associate Vice Provost, Open Education, Kwantlen Polytechnic University

Wednesday April 25, 2018 11:35 - 12:00
Classroom 12


Digital strategy at UCLouvain : openness matters
As is the case in many universities, the Université catholique de Louvain (UCLouvain) decided to seize the opportunities offered by the coming of age of digital technologies and their attendant capabilities by formulating a digital strategy. This strategy, validated in 2015, aims to exploit digital capabilities to enhance the creation, dissemination, and diffusion of knowledge. UCLouvain choose, however, to articulate its strategy simultaneously on three areas of openness: open education, open publication, and open source.

In this paper, we first motivate the choice for openness.

We then outline the priorities that have been set in UCLouvain’s digital strategy and we highlight various axes of development by illustrating some of the results already achieved, with an emphasis on open education: the deployment of an open resources repository, the realization of MOOCs, the setting up of an open journal system, and examples of support provided to the community, for instances.

We conclude by discussing several challenges to be faced when mainstreaming openness.

Our aim is to share our experience and to open a fruitful discussion with other institutions having similar concerns.

avatar for Yves Deville

Yves Deville

Professor, UCLouvain
Yves Deville is professor at the Louvain School of Engineering at the Université catholique de Louvain (UCLouvain).  He is member of the ICTEAM research Institute (Institute for Information and Communication Technologies, Electronics and Applied Mathematics).  His domains of expertise... Read More →
avatar for Christine Jacqmot

Christine Jacqmot

Université catholique de Louvain (UCLouvain)

Wednesday April 25, 2018 12:00 - 12:25
Classroom 12


Using Open Education for an Innovative International Cooperation at governmental level
Since 2014, the Mexican government and a network of 9 Mexican universities has been inspired by the French model of 8 digital universities covering all thematics of French higher Education http://univ-numerique.fr/. The Mexican Project CODAES (Communautés numériques d’apprentissage dans l’enseignement supérieur, « Comunidades digitales de Aprentizaje en la Educacion superior ») was born, which has the objective of lauching an ambitious collaboration on OER.

Each thematic is supported by one "traditional" university. There are also transversal thematics such as « international », « indexation » ou « digital skills and competences ».

Since 2016, 3 seminaires have taken place in Paris, Lorraine and Grenoble and in Guadalajara.

The aim of the presentation is to present the deliverable of these collaboration, that are all open to public, in particular in :

- environnement and sustainable developpement : translation into Spanish of a collection of 6 MOOC (UVED/Yucatan),
- Digital skills and competences (PIX - Guadalaja),
- indexation of OER (LOM/MLR) (national working group CNED Poitiers, Colima),
- basic sciences (Unisciel Bordeaux/Guanajuato),
- médecine : developement of studies on geriatrics (UPMC/Nuevo Leon).


Perrine de Coetlogon

Ministère de l'enseignement supérieur et de la recherche

Sophie Jequier

Université de Bordeaux

Wednesday April 25, 2018 12:25 - 12:50
Classroom 12


Going Open in Europe: Leveraging open education to enhance teaching and learning in the digital age
Open education is an increasingly important part of how educational institutions deliver their public mission and commit to increased quality and effective education, at the same time envisaging social inclusion and equal opportunities. Open education practices provide paths for education institutions to be more accountable to society, and modernise education by embracing the use of digital technologies, as well as promoting transparent strategies and distributed leadership at various levels. ‘Going open’ is a process for all involved: institutions, learners and society. It depends on creating both digital and non-digital opportunities to make education more collaborative, more transparent, and more inclusive.

In this presentation Andreia will provide a summary of the findings of the two JRC newest reports on open education, with focus on policies in Europe.
She will also provide an overview of how opening up teaching, learning and research practices, as well as embracing open learning recognition, have been contributing to create an open education ecosystem.

avatar for Andreia Inamorato

Andreia Inamorato

European Commission, Joint Research Centre (JRC)

Wednesday April 25, 2018 13:50 - 14:35


TU Delft Open: From Policy to Practice
Since the start of TU Delft OpenCourseWare as a small pilot project in 2007, 10 years ago, the TU Delft open policy has seen a strong development through open education, open research, open software, open science and open valorization.

In these 10 years we have published 200 OpenCourseWare courses, 68 openMOOCs, many videos on iTunesU. We started multiple project on reuse of OER in blended courses, produced open textbooks and many more.

Around the same time as OpenCourseWare the library started with promoting open access publishing. In 2016 44% of peer reviewed articles of TU Delft staff was open access. In 2016 this resulted in an open access policy that states that Open Access publishing is mandatory for all (co)authors at TU Delft.

In 2017 TU Delft incorporated Openness as a core value into its long term strategy via the TU Delft Strategic Framework 2018-2024 and institutional educational vision. This marks the adolescence of openness in our university, and acts as an important lever to fully mainstream openness in all departments and fields of our university.

During our presentation we will highlight the road we’ve taken so far and the lessons we learned along the way. For instance we will illustrate: how we organized our support organisation, which enabled us to mainstream the publication of educational resources institution wide. How we upscaled the initiative to maturity and bigger scale activities, resulting in the establishment of the Delft Extension School and incorporation of openness in institution wide policy. How the open approaches taken since 2007 has had an impact on TU Delft Campus education and on a global society

And we will share how we have been and are planning to operationalize openness towards open mindsets and open approaches in the primary processes of our university.

avatar for Martijn Ouwehand

Martijn Ouwehand

Delft University of Technology
avatar for Willem van Valkenburg

Willem van Valkenburg

President Open Education Consortium, Delft University of Technology
President of the Board of Open Education Consortium.

Wednesday April 25, 2018 15:10 - 15:35


Technical Vocational Education and Training: the ‘dark continent’ in OER
Commissioned by UNESCO, a study has been executed with the aim to understand better the potentialities of OER for Technical Vocational Education and Training (TVET) and to provide Member States and UNESCO, in particular UNESCO-UNEVOC, with recommendations to support the creation and use of OER in TVET. The study was intended to fill the gap both on mapping the landscape of the use of OER and open practices in the field of TVET as well as on policy recommendations to support Member States' efforts in promoting and developing OER.

The study used a mixed methods approach, consisting of a literature review, a survey and semi-structured interviews. The main result from this study is that the general opinion of the usefulness of OER for TVET is not in line with actual programs for adoption of OER. Main causes for this are a low image of TVET at policy level and specific characteristics of TVET teachers/trainers and learners.

In the presentation we will elaborate on this study.

avatar for Ben Janssen

Ben Janssen

Director, OpenEd Consult / Fontys Universitity of Applied Sciences
Besides my research work for the UNESCO Chair on OER at Fontys University of Applied Science in Eindhoven (NL) (UNESCO-Chair-OER.htm), I am the founder and director of OpenEd Consult, a not-for profit research and consultancy firm in the field of open education (http://www.openedconsult.nl/en)Prior... Read More →
avatar for Robert Schuwer

Robert Schuwer

Fontys University of Applied Sciences

Wednesday April 25, 2018 15:35 - 16:00


German OER Practices and Policy – from Bottom-up to Top-down Initiatives

slides: joeran.de/oeglobalgermany/

Germany has been a laggard to the OER world in many ways, but is picking up speed through policies and practices focussed on bridging the gap between bottom-up (grassroot) initiatives and top-down policies and regulations. This submission will present the current state of the art in Germany, where a lot of attention is being placed on mainstreaming good practice and train-the-trainer initiatives. One of the developments, which are expected to have a huge impact on the future of OER in Germany, is the implementation of a national strategy for digital education, which has been partly developed, but is currently awaiting the constitution of the new German government for final decisions and launching. The authors present their review of developments until now and their assessment of the next steps.

avatar for Jöran Muuß-Merholz

Jöran Muuß-Merholz

Founder, J&K
Trying to connect the world of education and the digital world. Writing white papers on OER in Germany (school is already done, now it comes to higher education).

Jan Neumann

Head of Legal Affairs & Organization, Hochschulbibliothekszentrum des Landes NRW

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


Open by Default- from Commitment to Action with Open Education Policy
The Second OER World Congress, held in September 2017 in Ljubljana, Slovenia called on the open education community and governments to move from commitment to action. The “Ljubljana OER Action Plan 2017” is the outcome document of the 2nd World OER Congress and is based on the outputs of the Regional Consultations, a global online consultation of the document in the months leading up to the Congress, and the deliberations of the 2nd World OER Congress. This Action Plan identifies concrete actions to mainstream OER to achieve SDG 4 on Quality Education. The OER Action Plan focuses on five areas for government action and suggests that developing supportive policy environments is one of five areas to OER to reach its full transformative potential for supporting the realization of SDG 4. OER needs to be more integrally a part of educational policies. Join speaker, Amanda Coolidge (BCcampus), as she walks participants through the development of an open policy. This session will share global open educational policies, introduce participants to components of an open education policy, and share best practices for implementation of an open education policy.

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 →

Wednesday April 25, 2018 16:30 - 17:45
Commissie 4


French policy for Open Education at the crossroads
French policy for open education is the result of a combination of centralized and grassroots approaches.

The Ministry of Higher Education has, for the past seventeen years, co-funded the development of OERs, through several initiatives: “digital campuses”, “regional digital universities” and “thematic digital universities”.
At the same time, it is the scientific experts in the various academic fields and universities who validated these resources, based on their scientific content and excellence.

The result: a global repository with over 40,000 educational resources, mostly in open access, sometimes, in medicine or law, available through specific licensing.
Despite this achievement, no French Open University has emerged and Open Education policy in France is now at a juncture: it must move beyond the production and open access to educational resources, and address larger societal objectives, in line with the UN’s SDG 4 on Quality Education for all. The two current top priorities target different audiences, in an apparent contradiction, though.

The first one focuses on existing universities; policy makers support their radical digital transformation, to maintain their competitiveness on global markets, and emphasize competencies and skills for a diverse student body that mixes experiences at work and at universities throughout their life. While academic research remains at the core of the production of knowledge, it does not guarantee excellence in the learning experience of students.

At the same time, we need to support large-scale deployments of life-long professional learning, with no explicit connection to higher education institutions: universities are no longer the only source for professional skills and competencies, or their recognition. Open badges, blockchain processes, professional experience and other innovations in learning can develop into viable alternatives to university degrees, and therefore, into fierce competitors.

Maintaining a dynamic balance between these perspectives is a major challenge for French policy makers in open education.

avatar for Jacques Dang

Jacques Dang

AUNEGE / HEC Paris / Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation

Florence Ducreau

AUNEGE / Université de Lorraine

Sophie Touzé

VetAgro Sup / Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation

Wednesday April 25, 2018 16:55 - 17:20


Towards a strategy on Open Education in France?
Since the beginning of the century, France has launched several programms on Open Education, giving access to students, teachers and all the public to more than 42 000 OER through one search engine, 9 platforms of MOOCs (and the ambitious public OpenEdX Platform FUN-MOOC) and PIX, the platform to digital skills and competences. All these resources but also all innovations are included in ONE single portal : www.sup-numerique.gouv.fr

The presentation will give a few examples of the most popular OER in France and within, in particular, the Frenchspeaking countries.


Perrine de Coetlogon

Ministère de l'enseignement supérieur et de la recherche

Sophie Touzé

VetAgro Sup / Ministère de l'Enseignement Supérieur, de la Recherche et de l'Innovation

Wednesday April 25, 2018 17:20 - 17:45
Thursday, April 26


Transforming open education through Open Government Partnership in 2018
This action lab will first briefly introduce Open Government Partnership (OGP) and its process, how it enables development of open education policies and what has been accomplished so far in countries around the world (including the latest developments).

Participants will then dive into designing specific policies (or government commitments), with a focus on international collaboration. The facilitators will introduce specific resources both for those who are new to work with the OGP as well as those who want to bring their current involvement to the next level (e.g., strategies for engaging the government and the civil society, existing international organizations and networks of civil society stakeholders, and so on).

OGP has recently become a powerful avenue for introducing open education policies and mainstreaming them. This Action Lab led by experienced OGP practitioners will equip the participants with the knowledge of the OGP process and specific steps how they can get involved, with a focus on international collaboration, which offers great potential for sharing open educational resources as well as expertise.

avatar for Jan Gondol

Jan Gondol

Switzerlab, SPARC
PhD in Library and Information Science, caring deeply about open education, open data and open source. Worked & consulted for the Government of Slovakia on the Open Government Partnership. Fan of Python (co-organizer of #PyConSK) and Django.

Thursday April 26, 2018 10:30 - 11:45
Commissie 4


Education in the Open Government Partnership commitments
The improvement of education is a recurring objective within the commitments of the countries that participate in the Open Government Partnership (OGP). There are several national commitments related to the opening of Data, Information and Education Materials as teaching and learning tools within the national plans for Open Governance. In this context, we examine how these elements are related to the OGP commitments of countries at the international level and to propose strategies for the implementation of concrete policies that support these commitments with respect to education and to citizenship education.

To achieve this objective, we will present the results of an exhaustive study on the models of education and civic education of different national OGP commitments, and based on the results of this study, we will present a diagnosis regarding how really open and sustainable these are. The results of this study allow us to present a series of strategies to promote open education (understood as those practices based on content released under open licenses that allow universal and democratic access to quality educational materials) as a tool to promote educational development amongst OGP member countries.

The strategies to be presented include the effective promotion of the use of open government data as learning and teaching tools, citizen education focused on promoting understanding of access to public information, promoting the creation and development of initiatives national and international programs that promote sustainable open education in public education systems, and finally, the proposal of open education policy development models that allow the commitments made by governments and ministries to have a practical application.

As summary: our goal is to provide to the Open Education Community practical tools that allow supporting the different countries of the region in the adoption of open education by generating policies that encourage open educational practices.

avatar for Javiera Atenas

Javiera Atenas

Data and Education Lead, OEGW - ILDA
Information Scientist with a PhD in Education and senior teaching fellow of the Higher Education Academy UK. She is the principal researcher in data and education at ILDA and co-coordinates the Open Education Working Group.@jatenas

Leo Havemann

Birkbeck, University of London

Thursday April 26, 2018 14:05 - 14:30
Classroom 12