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Policies [clear filter]
Tuesday, April 24


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


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


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