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Practices [clear filter]
Tuesday, April 24
 

10:45

Female Role Models in STEM: A Survey of MIT OCW's Video Resources
While women have made substantial gains in positions of responsibility in many walks of life, their numbers still lag as STEM researchers and instructors. There is evidence that recruitment and retention of women in STEM improves as women become accustomed to seeing other women in STEM roles. So the question presents itself: How might OER help girls and women take interest and persevere in STEM fields? I will argue that video can make a powerful contribution to this mission and that seeing women in charge of a classroom, expressing their fascination with their chosen field of study, and discussing their research can have a positive impact on younger women contemplating career options. Over the years MIT OpenCourseWare (OCW) has amassed a substantial video library of lectures, recitations, interviews, and presentations. Overall, there are more than 4,000 video files on the site. The great majority of these are in STEM subjects. This portfolio now includes significant numbers of videos featuring women in STEM roles, with women instructors teaching their subjects, expressing excitement about their work, and reflecting on their careers. OCW also has videos of female students giving presentations on their STEM course projects, working productively in teams, and offering their reflections on their experience in STEM classes. My presentation will survey the kinds of OCW video resources (lecture, interview, etc.), the subject areas in which women appear in video (biology, chemistry, etc.), and the different roles of the participants (professor, TA, student). A brief video sampler will show some of these women in action. The presentation will then be followed by a discussion of the value of these videos in encouraging women to pursue STEM careers, what new kinds of video resources might be created to enhance such an effort, and how resources like these might best be shared.

Speakers
JP

Joseph Pickett

Publication Director, Massachusetts Institute of Technology



Tuesday April 24, 2018 10:45 - 11:10
Senaatszaal

10:45

Open Educational Resources: the learning model and sustainability strategy matter
In 2015 - 2016, our university completed the initial stage of an initiative to provide students with Open Educational Resources - course materials available online at no cost to students - through the implementation of OERs across the undergraduate and graduate curriculum. In the initial implementation, we sought to expand access, reduce costs and improve flexibility for students—objectives that have been achieved. Students in 2016 did not have to spend $19 million USD that they would have had to spend previously, and had access to all the learning resources needed with a click of a mouse. Our focus in this presentation, however, will be on how we plan to meet the challenges of sustainability, and better integrate our approach to OERs with our learning model.

Speakers
avatar for Kara Van Dam

Kara Van Dam

Vice Provost and Dean, University of Maryland University College
With over 15 years of experience in academic affairs, curricular and program design, development, and quantitative data-driven assessment, I have led enterprise-wide initiatives at adult-serving universities to harness the power of experiential and competency-based learning to achieve... Read More →
PS

Peter Smith

University of Maryland University College



Tuesday April 24, 2018 10:45 - 11:10
Classroom 1

10:45

Building a Culture of Open Pedagogy from the Platform Up
New York City College of Technology (City Tech) is one of 24 colleges comprising the City University of New York (CUNY), the United States' largest urban public higher education institution legislatively mandated as the "vehicle for the upward mobility of the disadvantaged in the City of New York." Fulfilling this mission is vital to the success of City Tech students and requires the provision of easy, consistent access to course materials across digital platforms. Panelists will trace how City Tech has been at the vanguard of transforming teaching and learning through the foundation of two significant open pedagogy initiatives on its campus. In 2011, City Tech launched the OpenLab, an open-source platform where students, faculty, and staff meet to learn and share ideas, providing opportunities for the entire college and the public to connect and collaborate. This can be difficult to achieve at an urban commuter campus. In 2014, City Tech established an OER professional development program to reconceptualize course materials and lower textbook costs for students. These two initiatives are especially noteworthy given their rooting in local needs: both have been conceived and implemented for and by the City Tech community.

Panelists include the Coordinator of the OER professional development program, the Co-Director of the OpenLab, and two faculty fellows in our OER professional development program. We represent distinct disciplines (Library, English, Biology, and Social Sciences) and offer unique interdisciplinary perspectives and approaches to open education. Critical to our institution’s shift to open pedagogy is our commitment to fostering learning communities across the college, including faculty communities of practice not bound by rank, department, or disciplinary silos. Panelists will share how their work, individually and collectively, has strengthened City Tech’s commitment to open pedagogy and has laid the groundwork for significant cultural change across the college.

Speakers
avatar for Amanda Almond

Amanda Almond

Assistant Professor, City University of New York
Intersectional feminist researcher and educator.
avatar for Jill Belli

Jill Belli

Assistant Professor of English; Co-Director of the OpenLab, City University of New York (CUNY)
CC

Cailean Cooney

City University of New York
JS

Jeremy Seto

City University of New York


Tuesday April 24, 2018 10:45 - 11:35
Commissie 2

11:10

10 years EduCamps, 6 years OERcamps - Transforming Education through Open Conference Formats
SLIDES joeran.de/oeglobalbarcamps/

Barcamps represent an unconference format with a common theme but without pre-planned programme. The session schedule is designed collaboratively at the beginning of each (un-)conference day. In Germany there are several barcamps in the field of education. Two of them will be highlighted from the position of members of their organising teams. “Educamps” on digital media in education started in 2008 and have since taken place 21 times. “OERcamps” on Open Educational Resources started in 2012 and have since taken place 9 times.
A recent review of OER-related activities in Germany on behalf of UNESCO (Orr, Neumann, Muuß-Merholz 2017, 8) found: “Since OER activities are mostly driven bottom-up, there has been a need for sharing questions, experiences and materials between players, who have been isolated in their own institutions. These players found opportunities for sharing in cross-sector events and communities. Especially the barcamp/unconference format turned out to fit tremendously well developing a strong German OER community. Indeed, Germany so far has seen a remarkably strong cross-sector community with common interest in OER.”
Barcamps open up new and contemporary formats for learning based on openness, sharing, personal meaning, participation and equality. They are the appropriate format of education for a time in which we are depending on not only transferring fixed knowledge but also co-creating new knowledge. Barcamps are about sharing, discussing, negotiating solutions for a world in change. Barcamps are one way of transforming education through open approaches from bottom-up.
Barcamps are not only a real best practice of open pedagogy and open educational practices. They are also the source of collective development and use of open educational materials. The documentation with collaboratively text documents, blogging, podcasts etc. are mostly shared under a CC BY licence. The organisers also provide templates for documentation and planning under CC BY.

Speakers
BF

Blanche Fabri

ZLL21 – Zentralstelle für Lehren und Lernen im 21. Jahrhundert
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).


Tuesday April 24, 2018 11:10 - 11:35
Classroom 1

11:10

The ORCHID project: Open Research Champions for Women’s Empowerment in Development Contexts
Digital inclusion can contribute to women’s empowerment via the expansion of choice and capability (Gurumurthy and Chami, 2014). More specifically, OER and OEP have the potential to increase the scale of digital inclusion’s impact on women’s empowerment by opening access to resources, communities and peer support and, through open licensing, allowing resources to be freely adapted for diverse contexts and needs (Perryman and de los Arcos, 2015). However, despite the transformative potential of ICTs, OER and OEP for marginalised women there remain substantial barriers to women’s participation in the digital world in the global south (World Wide Web Foundation, 2015). In addition, there is a paucity of female researchers in the developing world and research on women’s needs tends to be conducted on, rather than with those women.

The ORCHID (Open Research Champions for women’s empowerment In Development contexts) project is designed to help remove some of the barriers to women’s digital inclusion. Still in the planning stage, the project involves 80 female ‘Research Champions’ – aspiring researchers from the global south – receiving Masters-level distance learning research training, mentoring by experienced female academics, skills and career development, and support in conducting community-based research into marginalised women’s needs in their home countries. Partners from several global south nations, including members of the Virtual University for Small States of the Commonwealth (VUSSC), will support these Research Champions, in addition to collaboratively developing open courses in women’s empowerment-related research and joining the mentors and research champions in a global community of practice with peer support and advocacy functions.

The ORCHID project has not yet gained funding. However, in sharing the project plans with the OE Global community we hope to enrich those plans, build interest in ORCHID, attract potential collaborators and mentors, and explore ways of giving the project pre-funding momentum.

Speakers
avatar for Leigh-Anne Perryman

Leigh-Anne Perryman

Qualification Director, Masters in Online & Distance Education, The Open University
I'm passionate about open education, about social justice, about redressing the imbalance between the world's most and least privileged people, about teaching and learning, about openness and about women's empowerment.


Tuesday April 24, 2018 11:10 - 11:35
Senaatszaal

11:35

Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically, and from a critical perspective. The study aims to provide a useful synthesis for open education researchers and practitioners.

Speakers
avatar for Catherine Cronin

Catherine Cronin

open educator; educational developer, National University of Ireland, Galway
Hi, I'm Catherine Cronin - open educator, open researcher, and educational developer at NUI Galway (now settled in Ireland, but originally from New York City). My work focuses on open education, digital identity, and digital & network literacies. I recently completed my PhD in the... Read More →
IM

Iain MacLaren

National University of Ireland, Galway



Tuesday April 24, 2018 11:35 - 12:00
Classroom 1

12:00

Open academic e-textbooks for STEM - lesson learnt
In this presentation authors will draw a reflective picture from 4 years of development open academic e-textbooks for STEM subjects at AGH University of Science and Technology. Focusing on the numbers - 14 e-textbooks built from 500 modules, 12 K users monthly, 806 users daily, gives some insight into the impact on academic community. However, four-year span of the project’s development and maintenance have required to redefine some of the primary assumptions.. In order to receive feedback from the users a short survey among academics and students will be carried out, to learnt on the use and prospects of the service. The main findings will be discussed in the presentation.

The authors will describe selected challenges with the focus on a technology, usability and openness and will explain the rationale behind each corresponding area. Firstly, the modular structure of the e-textbooks will be outlined to reflect technical effectiveness and usability of the platform. Secondly, the consequences of the 7 different formats will be discussed. Thirdly, the internal rules for writing the e-textbooks (grammar of the content) will be presented. Finally, the general attitudes of the academic teachers to the content development will be discussed.

The authors will share AGH UST’s findings and reflection upon testing how students and academic use e-textbook project and to which level primary assumptions met the actual needs of the users.

Speakers
KG

Karolina Grodecka

AGH University of Science and Technology
JK

Jan Kusiak

AGH University of Science and Technology



Tuesday April 24, 2018 12:00 - 12:25
Classroom 1

14:25

An Award for Open Educational Resources – an innovative approach to defining quality in OER
SLIDES: joeran.de/oeglobalawards/

To promote the efforts of practioners in the field OER to a wider public, the German OER-Award has been granted for the first time as part of the OER-Festival in February 2016. Elected by a jury of OER experts, there was not only an OER-Award in several educational field, but also in special domains. The second OER-Awards will have been granted in November 2017 following the collaboratively-designed process to identify deserving nominees and winners.
The presentation describes the short history of the German OER-Awards including changes that has been made for the second edition. Next to best practices also the challenges will be discussed. Finally, we will welcome your feedback to improve the process for the 3rd edition of our OER-Awards.

Speakers
avatar for Anja Lorenz

Anja Lorenz

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



Tuesday April 24, 2018 14:25 - 14:50
FvHasselt

14:25

VideoLectures.Net: Bridging Open Education policy and the needs of the job market
The state-of-the-art in business, technology, industry and scientific breakthroughs are disseminated through a rich network of numerous yearly global conferences. However, only a tiny fraction of the interested scientific community has access to this knowledge, which exacerbates both an intellectual and development gap among those talented individuals with and without access. VideoLectures.Net is making up-to-date knowledge available to everyone, regardless of their ability to attend expensive scientific events from all disciplines. This includes video recording the top scientific events world-wide, translating the content into major world languages (through automatic subtitling), and making the content available freely to anyone with an internet connection. With the repository of over 23,000 peer-reviewed lectures, collected from over 1000 events, and presented by over 15,000 authors, VideoLectures.Net generates every day attention of over 5000 unique visitors from academia and industry. This generates every day an average attention span equivalent to a conference with 2500 attendees.
Videos, enhanced by machine translations and transcriptions enable the overcoming of the language barrier and are making quality educational content available to everyone in many world languages.
The repository has been a use case in several projects, resulting in solutions to support the growth of Open Access and ensure it is sustainable in the long term and is recognized as a best practice case in a national initiative Opening up Slovenia, connecting stakeholders from many sectors in achieving the main goal, which is to follow as closely as possible and go beyond the European Commission’s communication “Opening up Education”.
The results of research, connected to Videolectures.Net, have affected national educational policies and are connecting open education to industry by providing users with content, relevant to the current needs of the job market in specific domains of science.

Speakers
MC

Mihajela Crnko

Jozef Stefan Institute



Tuesday April 24, 2018 14:25 - 14:50
Classroom 1

14:50

Fostering Open Awareness: Transformation of classroom teaching towards Open Educational Practices in Higher Education
The presentation will discuss the concept of openness as a possibility to transform standard educational practices in higher education towards Open Educational Practices. The authors see the transformation of classroom teaching towards Open Educational Practices (OEP) as a challenge that can be addressed by raising awareness towards openness of all participants within teaching and learning settings in the formal context of higher education. We argue that the implementation and promotion of Open Educational Practices within higher education necessitates a debate that goes beyond a perceived current focus on learning materials (the production of OER) alone. A change of traditional role-relationships between teachers and learners and the emergence of an open learning culture, as a crucial element of this altered relationship, to us appears to be necessary so as to realise the idea of openness and OEP in formal learning contexts. First, we want to address this transformative process with its chances and challenges via a brief introduction of our understanding of open education and OEPs in higher education. Second, we want to introduce a current example of emerging open practices taken from the German context of Hamburg Open Online University (HOOU), a collaborative project of Hamburg’s six public HEIs, as well as the Ministry of Science, Research and Equality and the Multimedia Kontor Hamburg (MMKH). As a conclusion, we then provide an outlook on further steps that ought to be taken to encourage teachers and learners in higher education towards an implementation of open Education.

Speakers
FB

Franziska Bellinger

Hamburg Centre for University Teaching and Learning (HUL); Universität Hamburg (UHH)
KM

Kerstin Mayrberger

HOOU@UHH, SynLLOER, Hamburg Centre for University Teaching and Learning (HUL); Universität Hamburg (UHH)
avatar for Nina Rüttgens

Nina Rüttgens

Universitätskolleg, HOOU@UHH; Universität Hamburg (UHH)
avatar for Tobias Steiner

Tobias Steiner

project manager, University of Hamburg, openLab, SynLLOER



Tuesday April 24, 2018 14:50 - 15:15
FvHasselt

14:50

Project Estafettes: online hands-on learning with peer feedback and peer appraisal
One of the challenges of courses in which learners have to deal with open-ended questions, i.e., for which there is no single correct answer, is that they are teacher-intensive, since closing the learning cycle requires interpretation and judgement. This issue is typically solved by having learners work in groups and/or work on a single case. However, group work engenders free-rider behavior, and by elaborating only one case, learners receive insufficient practice.

To deal with this, we have developed the online “Project Estafette” method: an assignment is divided into a number of consecutive steps, and learners conduct each step on a different case/topic, building on the prior step conducted by an anonymous predecessor. In each step, a learner has to (i) study the work which has been submitted by the predecessor, (ii) provide constructive feedback and appraise the work, (iii) improve the work, and (iv) extend it by adding their “own” step. Specifically designed rules stimulate quality and fair peer review.

Our generic, flexible ICT platform allows teachers to design estafette templates with step-wise assignments, develop cases, and operate, monitor, and evaluate estafettes. This is applicable to any type of open-ended assignment that can be divided into consecutive steps, ranging from writing an essay to developing a mathematical model.

To date, we have run 12 estafettes with groups of 200+ undergraduate students in a first-year course on systems modeling, and 2 estafettes with groups of 40+ graduate students on policy analysis methods. Compared to graduate students, first-year BSc students tend to take their review task less seriously, dislike the peer appraisal, and some resent having to build on someone else’s work. However, on the whole, learners experience it as intensive training, and recognize the learning effects of repeated application, and reflection on their own work and that of others.

Speakers
PB

Pieter Bots

Delft University of Technology
EV

Els van Daalen

Delft University of Technology



Tuesday April 24, 2018 14:50 - 15:15
Classroom 12

15:15

Changing Minds by Using Open Data
Data is becoming more and more important in society. At Fontys University of Applied Sciences, School of ICT, students get educated to master topics like data analysis, data management and so on. In many cases the data to practice upon are artificially created. Using real life data in some cases is already happening, but these are closed data sets coming from private companies. Inspired by the work of Atenas and Havemann, a study is performed to find out about the side effects of using available open governmental data sets. These side effects consists of contributing to skills like critical thinking when analyzing these data, describing social-economic and cultural patterns in the Netherlands. In the session the approach and results and lessons learned of this (currently running) study will be presented.

Speakers
ES

Erdinc Sacan

Fontys University of Applied Sciences
avatar for Robert Schuwer

Robert Schuwer

Fontys University of Applied Sciences



Tuesday April 24, 2018 15:15 - 15:40
FvHasselt

15:15

From content curation to Open Educational Practices: experiences in a medical curriculum
In a medical curriculum innovation we explored the use of OERs in the context of self directed learning. However, teachers encountered barriers in finding OERs and assessing the quality. Also they don’t have enough time to search and curate. Finally redesigning OERs into Open Educational Practices and integrating those in the curriculum is difficult. For these reasons Radboud university medical center initiated two projects: ‘content curation research’ and ‘creating OEPs for the curriculum’.

The university decided to support the teachers with new content curation services to overcome barriers to reuse OERs and move on to creating Open Educational Practices. This called for new support roles for library and educational expertise center.

A grand total of 14000 medical OERs have been curated using inclusion and exclusion criteria. The first curation round with 3rd and 4th year student workers took 750 hours. Only 19% of the curated OERs met the criteria. Reports for medical specialisms (like cardiology or neurology) were created, each with 20 to 130 OERs. A number teachers could easily crunch in the second curation round. Results are stored in a curated collection in a referatory.

Collection analysis results are surprising: 81% OERs rejected, only 5..10% could be used ‘as is’, low Creative Commons usage, (in-)completeness/low usability of metadata, OERs culturally difficult to translate.

Next step was to support teachers reusing OERs and creating Open Educational Practices. Educational consultants guide teachers through the redesign and curriculum implementation process. The adoption process from the teacher's intention to reuse to a well designed and implemented OEP is a slow and time consuming process in need of structured policy.

Other university medical centers are interested to use the referatory and implement OEPs locally. A national project is spinning off. The presentation will also explain the national approach.

Speakers
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 →


Tuesday April 24, 2018 15:15 - 15:40
Classroom 12

16:10

Collaborative design of Open Educational Practices: An Assets based approach
This paper addresses how to design open educational resources (OER) with community stakeholder groups so they can be shared with other community practitioners openly, online and repurposed for other contexts. As academics who focus on youth justice and community development engaging with community stakeholder groups to conduct research and shape curriculum development is familiar. With curriculum emerging from and through a deeper understanding of context and developed in for and through practice. The paper looks at the challenges of applying this approach to the development of OER.

The paper draws on a partnership between five European Institutions of Higher Education and a range of community stakeholder groups. Through these we have developed ten case studies that investigate a range of different assets based approaches. Through what we term Collaborative Open Educational Resources (COERs) the partnership will develop these ten case studies into a suite of OER which will speak to community workers, who are interested in implementing assets based approaches to community participation, in a wide range of different contexts. Assets are contextual and vary across time and space. We argue that they are negotiated in that one can not decide what an asset is or how it might operate in a given context without engaging in deliberative discussion within that context.

Our approach is to work with each locale to make the tacit knowledge within practice explicit, the assets are surfaced so one can unpick wider lessons from the local or national contextual factors. Here the question of open relates to pedagogic practice, of using established disciplinary approaches to opening up content, while also being mindful of and open to use practices beyond the original context.

Speakers
RM

Ronald McIntyre

The Open University
GM

Gary McKenna

University of the West of Scotland
avatar for Kate Miller

Kate Miller

University of the West of Scotland



Tuesday April 24, 2018 16:10 - 16:35
Commissie 2

16:35

Didactical Challenges for an Open Online Course to Inform Future Students ICT
To provide future students with a good picture of the programs offered by Fontys University of Applied Sciences, School of ICT in the Netherlands, various activities are organized, such as open days where interested high school students can experience examples of lessons, supplying information to study counselors and interviews with prospect students to find out about their motivation. Despite these activities, the dropout in the first year of the program is too high. Over the period 2010-2015, 29% of the first year at FICT left the program prematurely. Current research shows that starting with a wrong picture of the study is a major cause of failure. To overcome this problem, an open online self-study course is being developed. By taking this course, prospect students can create a more realistic picture of a study at FICT and the competencies that are required. The course will be part of the total package of information activities. The biggest challenge for this course was to mimic the didactical model used at Fontys, of which learning agency for students and group work are important elements. The course will be published in January 2018. In our presentation we will elaborate on the design of the course, the challenges we were facing and the first experiences with the course.

Speakers
LB

Lieke Buiks

Fontys University of Applied Sciences
LD

Lennart de Graaf

Fontys University of Applied Sciences
avatar for Robert Schuwer

Robert Schuwer

Fontys University of Applied Sciences


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

17:00

Quality OER at Scale in India: The Curriculum, Interactive Tools and Platforms of the Connected Learning Initiative
The Connected Learning Initiative (CLIx) is a collaboration between the Tata Trusts (Mumbai, India), Massachusetts Institute of Technology (MIT, Cambridge, Massachusetts, USA) and Tata Institute of Social Sciences (TISS, Mumbai, India). CLIx improves the professional and academic prospects of high school students from underserved communities in India through developing and delivering active-learning, open educational resources (curriculum and tools) and open source platforms in mathematics, science and English across. CLIx provides high school students from underserved communities opportunities for participation in quality education offerings at scale through the meaningful integration of technology with contemporary pedagogy.

CLIx is in approximately 460 schools, with 30,000 students and 3,300 teachers in 8th and 9th Standards in Rajasthan, Telangana, Chhattisgarh and Mizoram in India. Students and classes in CLIx schools are taking OER in topics such as Beginner and Elementary English, Geometry, Health and Disease, and Motion. CLIx includes a teacher professional development effort that leverages both face-to-face and digital/virtual opportunities to provide support and engagement for teaching with contemporary (open) pedagogical approaches (OEP). And CLIx has a significant technology development effort building interactive tools and open source platforms.

CLIx is at the same time an experiment in developing a contemporary curriculum, built on OER and OEP that can sustainably transform Indian secondary education; building capacity with educators, organizations, schools and states to support these activities; and a large scale implementation of OER and OEP. 

This session will discuss the challenges from an open education perspective with developing and implementing an OER curriculum and open source software. And will explore the tensions between strong philosophical beliefs about OER and open source, the practicalities of capacity at all levels and implementation realities.

Speakers
avatar for Brandon Muramatsu

Brandon Muramatsu

Associate Director, Projects, MIT



Tuesday April 24, 2018 17:00 - 17:25
Commissie 2
 
Wednesday, April 25
 

10:45

OER translation project as a semi-formal educational program in High school in Japan
In Japan OpenCourseWare has been distributed since its launching in 2005 as simultaneous project of six major universities. In 2006 JOCW was established as one of first regional OCW organization and it grew up as a nation-wide consortium with twenty-two universities as its peak time. Nowadays it shrank to sixteen universities but member universities still continue to open up their lecture contents. Most of those contents have been provided in Japanese but those seem to be not enough for self-learning materials in terms of richness. On other hand huge amount of OER contents are provided from various universities all over the world. Most of them are distributed in mostly in English. For ordinal Japanese learners it is very difficult to learn subjects in English. In case of MIT OCW, many courses have been distributed in various languages after translation under support of translation affiliate organizations. In Japan we established the non-profit organization, named Asuka Academy in order to distribute world quality OER after translation to Japanese by volunteer translators in 2014. So far we have distributed fifty-four translated courses including several whole size OCW courses from MIT, UCI and TU Delft and various small chunk of educational materials from Open University of UK, MIT K12 content and AFP world academic archives.
Recently some organization have provided organizational translation support. In case of high school project Hiroo Gakuen, who is private junior and senior highschool in Tokyo launched translation project as a semi formal educational program in the school. This joint activity won the award from the minister of education, culture, science and sports in Japan as a part of e-Learning Award 2017.

Speakers
YF

Yoshimi Fukuhara

Asuka Academy
TK

Toru Kishida

Vice President, Asuka Academy



Wednesday April 25, 2018 10:45 - 11:10
Classroom 1

11:10

How a Hashtag Launched a K-12 OER Movement
Presentation: https://docs.google.com/presentation/d/1AIJNyRItOgTiyAxI4zOciP0-hYXiWkenoKyRsFrnetY/edit?usp=sharing 

In October 2015, the U.S. Department of Education launched #GoOpen, a national movement that supports states, school districts, and educators transitioning to the use of open educational resources in place of traditional instructional materials. Open educational resources, commonly referred to as OER, are teaching, learning, and research resources that reside in the public domain or have been released under a license that permits their free use, reuse, modification, and sharing with others. OER have enormous potential to increase equity in access to high-quality educational opportunities in K-12 schools. Choosing openly licensed educational materials has enabled school districts to empower teachers and reallocate curriculum funds to professional learning, infrastructure, and the transition to digital learning.

#GoOpen was launched on October 29, 2015 at the Open Education Symposium, an event that brought together district and state leaders, nonprofits, foundations, and private sector companies. The #GoOpen Exchange in February 2016 officially launched the #GoOpen State work and expanded local work to 40 committed districts. In March 2017, the GoOpen Exchange brought more than 100 district and state leaders, researchers, nonprofits, and educational technology companies together to share best practices, learn, collaborate, and design prototypes of future work.

#GoOpen is a hashtag that launched a movement. It has gained momentum largely in part to a groundswell of OER champions in over 100 districts and 20 states, as well as nonprofits, foundations, and private sector companies. This session will share the #GoOpen story and its continued growth through the development of a thriving community of practice to ensure sustainability and scalability that can impact change in K-12 education.

Speakers
avatar for Kristina Ishmael

Kristina Ishmael

Sr. Program Mgr, Education Policy, New America
Kristina Ishmael is an educator, learner, thought leader, advocate, and agent of change. After her work in the classroom and at the state, she found herself in the nation’s capital working on education policy around instructional materials in the perfect culmination of her commitment... Read More →


Wednesday April 25, 2018 11:10 - 11:35
Classroom 1

11:35

Opening the curriculum through Open Educational Practices: International Experience
This session presents a student-led international open learning initiative that was then integrated into the university curriculum as a credit-bearing class, and disseminated to the wider community as an eBook. It began with a link facilitating OE enhanced classroom-based teaching between a university music class in England and a high school English class in California. The high school teacher extended an invitation to the university students to meet their high school collaborators, and this became a major international trip that sat completely outside the course curriculum. Five students worked together to organise and fund the trip from the UK to California to lead workshops and perform music with a variety of teachers and students in both formal and informal learning settings. The project was then formally integrated into the university music curriculum as a credit-bearing class, retaining all of the openness of the original initiative, except for the financial uncertainty.

Students can apply to the International Experience module in their final year of study and the small group on the module then work collaboratively to design their curriculum, planning the details of their trip, from travel logistics to their musical interactions. The environment created is one of co-learning, where students are engaged in heutagogy, the highest levels of autonomous learning. The assessed reflective journal encourages students to detail their learning process and engage with deeper learning. Every cohort is completely different.

The original trip was completely documented, and the entire process was written as an eBook. This includes 10,000 words of student-authored content, and depicts the entire journey in order to serve as a model for other students and educators. The eBook was published without DRM.

Speakers
LR

Laura Ritchie

University of Chichester



Wednesday April 25, 2018 11:35 - 12:00
Classroom 1

12:00

Exploring K-12 Open Educational Practice (OEP) by Developing Networked Learning in Grade 10 Building Futures
Open educational practice (OEP) in an emerging approach to learning and teaching within K-12 learning environments that is becoming more established in higher education. As K-12 pedagogical practices shift from instructivist to constructivist designs, there is growing evidence that OEPs encourage access to learning for all, support collaboration with other learners in formal and informal learning environments, and that OEP pedagogical designs invite individual learners’ voices and choices in learning. However, while practices are emerging and there is growing support for research that examines K-12 open educational practice, this area is currently underexplored. Using a design based research perspective, this research will examine a grade 10 Building Futures program by implementing an open educational practice framework to support student learning. This study builds from an analysis of existing research on developing open learning practice in K-12 learning environments, describes and evaluates OEP in an existing grade 10 Building Futures classroom, and evaluates the impact of OEP in a grade 10 learning environment to inform broader K-12 OEP design principles.

Speakers

slides pdf

Wednesday April 25, 2018 12:00 - 12:25
Classroom 1

12:25

Open Education with MOOCs about programming for kids
Programming is considered as an essential skill in the 21st century. Visual programming languages and age-appropriate development environments allow an easy entry into this field. Nevertheless, it is very challenging to bring those skills in a very short time frame to schools and to the school children itself. Therefore, Graz University of Technology started a Massive Open Online Course named “Learning to code: Programming with Pocket Code” aiming to allow children and teenagers to learn essential programming skills just online within 5 weeks. Of course, teachers can also use the course to acquire knowledge or improve their coding skills. Each single learning content has been defined as Open Educational Resource (OER), allowing the reuse in different learning scenarios and school classrooms.

In this research work, the MOOC is presented with reference to the course structure and the creation of age-appropriate content. First conclusions can be drawn from the behaviour of the learners and their results, which are discussed in this work. Additionally, follow-up projects showed the reuse of the open content in an open learning scenario and how other educators use the course. It can be concluded, that opening educational content helps to train multipliers in a fast and effective way.

Speakers
ME

Martin Ebner

Graz University of Technology
MG

Maria Grandl

Graz University of Technology
SJ

Stefan Janisch

Graz University of Technology
WS

Wolfgang Slany

Graz University of Technology



Wednesday April 25, 2018 12:25 - 12:50
Classroom 1

14:45

The Open Faculty Patchbook: A Community Quilt of Pedagogy
The Open Faculty Patchbook is a community ‘patchwork’ of teaching skills and experiences. Each ‘patch’ has been written by a professor in higher education and is focused on one particular pedagogical skill. Together, these patches create a how-to-teach manual for higher education that is openly licensed and available to anyone. As mentioned, each chapter covers one pedagogical skill. We began our search for pedagogical skills to cover with the University of Michigan’s High Leverage Practices, but the scope of the patchwork does not end there. It is dictated by those who want to contribute their skill.
The faculty member who authors a chapter offers their take on it. They describe their learners and learning environment and how they deploy or use the skill in that space. It includes instruction on how to use the skill situated in a real example. There is a suggested template, but faculty members who sign up to co-author the book can take it from there.
In August 2017, the first manual was published, focused mostly on in-class instructional skills. Many of the patches, however, or transferable to online teaching. We are now ready to focus on other things like digital pedagogy as well as an entire separate patchbook focussing on the stories of how learners learn. In this session, we will showcase the work already done, and solicit the help of the participants in creating the next iterations of The Patchbook. Including The Open Learner Patchbook.
This whole idea has been inspired by an amazing project by Robin De Rosa: The Open Anthology of Earlier American Literature and the benefits of open educational practices.

Speakers
avatar for Terry Greene

Terry Greene

Program Manager, eCampusOntario
Terry is a Program Manager at eCampusOntario, on secondment from Fleming College, where he is a Learning Technology Specialist. He holds a B.Ed. in Elementary Education from the University of Alberta and a M.Sc. in Instructional Design & Technology from the University of North Dakota... Read More →
JH

Jenni Hayman

Arizona State University


Wednesday April 25, 2018 14:45 - 15:10
Commissie 2

15:10

MOOCs with a purpose in Southeast Asia
The COMPETEN-SEA project is a Capacity Building in Higher Education (CBHE) project funded by the Erasmus+ program of the European Commission. The main objective of the COMPETEN-SEA project is to enable best South-East Asian Universities to develop a new kind of accessible, affordable, high quality and effective educational services to various groups of population now excluded from traditional educational outreach. The MOOC technology was chosen as the tool most promising and suitable for the region with its particular characteristics (growing population dispersed across thousands of islands and separated by thousands of kilometres, extremely high growth of ICT penetration enabling modern ICT-based education, world-class academic staff in best local Universities, etc.). The first attempts to develop local MOOCs confirm the demand and impact, as well as the challenge. The European capacities, technologies and experiences can and shall help to meet those technological and pedagogical challenges faced by local Universities. During the panel, the project members will report on progress towards the development of open courses for these stakeholders taking into account the national policy environments of the participating countries in Southeast Asia. A special focus will be given to the challenge of reaching remote communities with open technologies and open content.

Moderators
Speakers
PB

Poline Bala

University Malaysia Sarawak, Malaysia
avatar for Achmad Basuki

Achmad Basuki

Senior Lecturer, Universitas Brawijaya
He is a senior lecturer at Faculty of Computer Science, Universitas Brawijaya. He is also the director of Information and Communication Unit, Universitas Brawijaya, with the tasks to empower the University with ICT in all aspects. He is also actively coordinating Indonesia Research... Read More →
NK

Narayanan Kulathuramajyer

University Malaysia Sarawak, Malaysia
avatar for Alwin Melkie Sambul

Alwin Melkie Sambul

Lecturer, Universitas Sam Ratulangi, Indonesia
AW

Armin Weinberger

Saarland University, Germany


Wednesday April 25, 2018 15:10 - 16:00
Commissie 2

16:30

Reimagining Education in the Arab World
Launched in 2014 by the Queen Rania Foundation for Education and Development, Edraak provides free, high-quality online and blended education to Arabic speakers across the region. It is the first Arabic instance of the OpenEdX platform developed by Harvard and MIT.

Edraak currently reaches over a million and a half registered Arabic-speaking learners from across the region, including disadvantaged youth in Gaza, Syria, and Iraq. Through various collaborations with education partners and subject matter experts, Edraak continues to enrich educational Arabic digital content and OERs. Edraak leverages its technology to scale dissemination of this content as part of its efforts to revolutionize delivery and access to education across the MENA region in order to enable Arab society to fulfill its potential.

Edraak is interested in being part of the Open Education Global 2018 Conference and presenting successful models and lessons learned in three main tracks. Innovation through opening traditional practices: localizing MOOCs to the Arab world. Open educational practices/open pedagogy: collaborating with Google.org to create an online learning platform for Arabic OERs targeting K-12 students and their educators across the MENA region. Lastly, connecting open education to formal education: bridging the gap between higher education institutions in Jordan and allowing them to create, adapt and license accredited online courses for their learners.

Edraak will leverage its expertise over the past three years in disrupting education in the Arab world to present actionable insights with conference audience. The objectives of Edraak’s participation are showcasing successful models for creating and licensing open educational content, highlighting best practices for localization and contextualization of high quality content created by the world’s leading educational institutions and finally inspiring conversations around the accreditation and standardization of OERs in the MENA region.

Speakers
avatar for Shahed Atieh

Shahed Atieh

Course Manager, Edraak
Topics of Interest: Learning, EdTech, Cross-Cultural Learning, Content Localization, Instructional Design, OERs, Learning Communities, Social Learning, Gamification, Online Learning Behaviors, Pedagogies, and FOOD :)I am continuing to progress my passion for education and learning... Read More →
SY

Shireen Yacoub

Edraak.org/Queen Rania Foundation



Wednesday April 25, 2018 16:30 - 16:55
Classroom 12

16:30

OER in Low-Resource Contexts: Supporting our Teachers in Pedagogy and Instruction
Learning Equality has developed an education technology platform, Kolibri, which is comprised of an offline repository of quality open educational resources (OER), tools to support content curation and pedagogy, and an integrated learning management system. To help bridge the digital divide and promote equity, Kolibri is designed to support educational practices in low-resource and offline settings and to be used by teachers of all experience levels. Through the use of Kolibri, teachers around the world have increased access to quality instructional materials and, with them, the opportunity to improve teaching and learning practices in the classroom.To support teachers with a wide range of skill and experiences, Learning Equality is developing a teacher toolkit with training materials and resources to be used in parallel with the Kolibri platform. This toolkit is intended to guide administrators and educators in their pathway for integrating Kolibri into daily instruction using blended learning models. Teachers, especially those in low-resource settings, face a multitude of challenges in their path to delivering effective lessons. Beyond traditional challenges of limited or no formal teacher training, constraints in these contexts also include limitations within a school or district around particular teaching practices, being pulled into numerous commitments at school beyond just teaching, and many others. Learning Equality is committed to designing and building its open-source tools in a collaborative and inclusive way. This session aims to engage participants around exploring how open educational practices can be fostered, while being realistic about the challenges and opportunities presented by working in low-resource and low-income environments. In this session, we plan to facilitate a design thinking activity to brainstorm a set of guidelines necessary for improving teaching and learning outcomes, through the use, alignment, and modification of open educational resources.

Speakers
avatar for Navya Akkinepally

Navya Akkinepally

Regional Lead - South Asia and Training, Learning Equality
Passionate about working towards educational equity.
LD

Laura Danforth

Learning Equality
avatar for Richard Tibbles

Richard Tibbles

Product Lead, Learning Equality
Bringing open educational resources to the 65% of the world that do not have Internet access, and the even greater proportion of the world's population whose access to these materials is limited by poor connections and limited bandwidth. Kolibri is a platform for accessing digital... Read More →



Wednesday April 25, 2018 16:30 - 17:45
Commissie 1

16:55

Sharing experiences of creating blended courses with third party video materials
The purpose of the panel discussion is to open the floor to all attendees to hear and share experiences, as teachers, of creating blended/flipped courses where the video material was not created by themselves. We will start the panel discussion with short statements, yes/no answers, to help break the ice. 

Then, we share ideas and experiences:
  • where do you find your open video materials; 
  • which criteria are used for their selection; 
  • at which places are they integrated into your course and for what purpose; 
  • and what have been the experiences of students using these materials?
  • We bring the discussion full-circle: how can you reduce barriers to reuse by others?

Our aim is to generate enthusiasm among teachers who want to start blending their own education, and to collectively exchange practices on the selection and use of these materials.

Participants will leave the discussion having access to a shared document (https://yint.org/video) that captures the points from the discussion: pros and cons, dos and don'ts, where to find and how to select these video materials.

The presentation and raw survey data are also available from the above link.

Speakers
WD

Wiebe Dijkstra

Delft University of Technology
SD

Sofia Dopper

Delft University of Technology
avatar for Kevin Dunn

Kevin Dunn

Delft University of Technology
avatar for Johannetta Gordijn

Johannetta Gordijn

TU-Delft, University Corporate Office, Education en Student Affairs



Wednesday April 25, 2018 16:55 - 17:45
Classroom 12
 
Thursday, April 26
 

10:30

Online learning for SMEs on business model tooling: development and evaluation.
While business model innovation is becoming mainstream in big corporations, small and medium sized enterprises (SMEs) still struggle to put it into practice. Knowledge on business model innovation in academia is rapidly increasing, and practical tools to make this knowledge accessible are becoming available too (e.g. Strategyzer, businessmakeover.eu). What is largely lacking, however, are educational resources for SMEs for learning about business model innovation and supporting tooling. Therefore, this study considers the development and evaluation of five Massive Open Online Courses (MOOCs) on business model innovation for SMEs. The MOOCs were designed adhering to six design principles. The design principles were defined based on exploratory interviews with SMEs and a literature review on e-learning for SMEs, and supported a MOOC design that should be accessible to SMEs with different (educational) backgrounds. Evaluation of the design principles was done through a combination of quantitative and qualitative analysis and showed that the MOOCS adhered to most of the design principles. This study has revealed that it is possible to transfer more complex theoretical concepts into a more practically oriented set of MOOCs by adhering to the six design principles. The design principles could be used by future researchers and practitioners who also want to make more theoretical concepts from academic research more accessible for more practically oriented learners, who sometimes have secondary education as highest level of education.

Speakers
MC

Martijn Cligge

Delft University of Technology
TH

Timber Haaker

Delft University of Technology/InnoValor
MD

Mark De Reuver

Delft University of Technology



Thursday April 26, 2018 10:30 - 10:55
Classroom 12

10:55

Leveraging OER to Earn Workforce Certifications and Demonstrate Skills Mastery in Applied Sciences
This presentation will share two case studies on the use of OER and U.S. government science resources in the applied sciences. The benefits and challenges of developing applied science courses with open educational resources from a faculty, project management, and instructional design perspective will be discussed. Student feedback on the use of these materials and sustainability plans for continuing to update and enhance courses will be shared.

• The Water Systems Technology program at College of the Canyons has been using OER in their introductory and advanced water mathematics courses for over 5 years to make their programs more affordable for students who are earning workforce certificates in the water treatment and distribution industries. Recently, the department has received a grant to develop 8 additional courses using OER in order to eliminate all textbooks costs from their program.

• For the past five years the South Mountain Community College Geoscience department has been encouraging its instructors to use government created open educational resources as the basis for their instructional materials in order to lower costs for students. Science instructors have struggled when trying to provide quality open resources for lab based classes. To address some of these challenges, the Geoscience department has begun to focus on skill based activities that demonstrate mastery of an OER tool or database.

Speakers
avatar for Una Daly

Una Daly

Director, Open Education Consortium
Open Education at Community Colleges
SP

Sian Proctor

South Mountain Community College
avatar for Lisa Young

Lisa Young

Faculty Director, Center for Teaching and Learning, Scottsdale Community College
I serve Scottsdale Community College as the Instructional Design and Educational Technology faculty member. I am passionate about helping our students learn whether it be through excellent instructional design, the use of educational technology to resolve and mitigate instructional... Read More →



Thursday April 26, 2018 10:55 - 11:20
Classroom 12

11:20

Beyond practices: Values, challenges, and tensions associated with using OEP
This study explored whether, why, how, and to what extent academic staff used OEP in one higher education institution. The study aimed to clarify factors that both encourage and inhibit the use of OEP, as well as to identify and illuminate the dimensions shared by those using OEP (‘open educators’). Data was gathered from a broad range of educators at one university in Ireland through the use of semi-structured interviews (n=19) and a survey (n=132). Using constructivist grounded theory, a model of the concept “Using OEP” was constructed showing (i) the foundational digital practices of open educators, (ii) open educators’ use of digital tools and open content, and (iii) the dimensions shared by open educators, i.e.  balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. Despite experiencing challenges and tensions, the benefits of using OEP cited by open educators in the study included improved learning design; connecting with current issues; expanding the scope of learning beyond the classroom/university; and enhancement of students’ learning. Overall, the use of OEP was found to be complex, personal, contextual, and continually negotiated. The findings suggest that research-informed, collaborative, and critical approaches to openness are required in order to support staff and students, and in particular, to ameliorate the challenges and tensions associated with enacting open educational practices in higher education.

Speakers
avatar for Catherine Cronin

Catherine Cronin

open educator; educational developer, National University of Ireland, Galway
Hi, I'm Catherine Cronin - open educator, open researcher, and educational developer at NUI Galway (now settled in Ireland, but originally from New York City). My work focuses on open education, digital identity, and digital & network literacies. I recently completed my PhD in the... Read More →



Thursday April 26, 2018 11:20 - 11:45
FvHasselt

11:45

Open Education with OER (OPEN EDUCATIONAL RESOURCES) Ecosystem
Nowadays, Information and Communication Technologies are becoming necessary in all types of organizations. That common occurrence makes it possible for people to be integrated into digital environments that require skills and constant updating. This man - technology relationship, makes the concept of Ecosystem to be adopted into educational technological field. Open education, e-learning, sharing open source or open source applications, open access research and open educational resources are becoming a worldwide trend. In this article we establish the relationship between Ecosystems, Open Education and OER (Open Educational Resources). We describe web initiatives to represent the OER Ecosystem and we present the InnovaREA model by using TAM (Technology Acceptance Model) as a basis. This proposal will be a methodological contribution what will help to improve the adaptation of the open education model through the OER ecosystem.

Speakers

Thursday April 26, 2018 11:45 - 12:10
Commissie 2

13:15

Innovative practices for sharing and promoting OER through Canvas and Blackboard
This session will cover two initiatives that promote OER through integration with different learning management systems: California Community Colleges with Canvas and Northern Virginia Community College with Blackboard.

The California Community Colleges (CCC) educate over 2 million students per year. The CCC Online Education Initiative (OEI) was developed to increase the quality of online instruction and learning, provide academic and student services inside online courses, and to develop a course exchange to assist students in completing the courses they need to earn their degrees. Within that framework, the OEI developed OER-enabled Canvas sample course shells for all of the OpenStax open textbooks, as well as a non-specific shell for any OER or commercial textbook. The shells are WCAUG 2.0 AA compliant and are aligned to the OEI design rubric developed by CCC faculty teaching online. They are shared in Canvas Commons with a Creative Commons Attribution License. The shells can assist faculty in incorporating OER and also provide an easily adopted sample course shell for faculty looking for support in technology-assisted instruction.

Northern Virginia Community College (NOVA) is one of the largest 2-year colleges in the USA. NOVA is one of the first institutions to develop a degree pathway built with open educational resources. NOVA’s OER courses embed openly licensed content into the Blackboard learning management system (LMS), and are supplemented with open access materials and free digital library resources. By integrating OER into the course design process, and utilizing the Blackboard Learning Management System to deliver course content, NOVA was able to expand OER adoption across the college. Since launching our first OER courses in 2013, NOVA students have saved nearly $4 million dollars. NOVA will share the benefits and limitations of Blackboard, and how the LMS enabled the development and expansion of OER courses at the institution.

Speakers
avatar for Barbara Illowsky

Barbara Illowsky

Chief Academic Affairs Officer, Michelson 20MM Foundation
Dr. Barbara Illowsky is Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative. In addition, she has been a mathematics and statistics professor at De Anza College, Cupertino, CA since 1989. She is currently on the Board of Directors for the... Read More →



Thursday April 26, 2018 13:15 - 13:40
Commissie 3

13:15

Autonomy & Authenticity: Open Pedagogy as a Motivator for First-Year College Students
While instructors often assume that first-year college students are not ready to make decisions about their learning or to present work to an authentic audience outside the course, giving students these opportunities early in their college experience has a motivating effect, encouraging students to challenge themselves and providing them with a persuasive answer to the question, “Why does this material matter?” Open Pedagogy provides a structure that supports students in having some autonomy around how they complete assignments and in doing work that will be publicly available to a real audience so that their efforts have a purpose beyond the goal of demonstrating their learning or proficiency of learning goals or outcomes. In this 90-minute, interactive session, participants will have the opportunity to transform a “disposable assignment” they currently use into a “renewable assignment” that will live on after the class ends and will have an audience and purpose that’s relevant to the world at large. We will also provide first-hand examples of open pedagogy assignments and the products that come forth from community college students in developmental and first-year college reading and writing classes from Clackamas Community College in Oregon, as well as examples from other disciplines, in order to show a wide range of open pedagogy options. The session will also address questions about Creative Commons licensing of student work, making judgments about quality and distribution, and providing students who are not comfortable sharing their work with alternatives.

Speakers
NR

Nicole Rosevear

Clackamas Community College
avatar for Jaime Wood

Jaime Wood

Teaching Associate, Portland State University
Jaime Wood has been an educator for over sixteen years and has been doing faculty development work for three years in Portland, Oregon, USA. She became passionate about using OERs with her students when she taught at community colleges where many of her students couldn't afford textbooks... Read More →



Thursday April 26, 2018 13:15 - 14:30
Commissie 4

13:15

Project relay workshop: experience an innovative way of working with peer feedback and peer appraisal
The project relay is aimed at providing learners with the opportunity to practice their skills through repeated application and feedback. We call it a relay because – like in athletics – learners “run” part of a race, while other learners do their part. However, a project relay is not a race, but a series of hands-on online exercises where learners have to review, and then build on, the work of others. In a relay, assignments are divided into consecutive steps. A learner conducts one step of an assignment, which is then anonymously passed on to another learner, who will review and appraise that step, and build on it to do the next step of the assignment. This next step is then passed on to the next learner, and so on. In principle, the project relay is applicable for any type of open ended assignment that can be divided into consecutive steps. A generic and flexible (open source) ICT-platform has been developed to allow instructors to run relays. To experience the relay way of working, the participants of this interactive action lab session will conduct a three-step demo relay.

 Note: a presentation on the project relay system will be delivered on the Tuesday of the conference. That presentation will focus on the background of the relay, the lessons learnt using the relay in campus education, and the integration into MOOCs. This action lab is a hands-on workshop using the relay software. It is not necessary to attend the presentation on Tuesday to take part in this workshop. The workshop participants will work in pairs. If you have a laptop, please bring it to the workshop.

Speakers
PB

Pieter Bots

Delft University of Technology
EV

Els van Daalen

Delft University of Technology



Thursday April 26, 2018 13:15 - 14:30
Commissie 1

14:05

Preparing for Open Educational Pedagogy
While most of the courses focus on the Office Suite to provide digital literacy, we designed a course for creative citizens. This is achieved through an innovative blend of constructivism, constructionism and connectionism. The course imparts the required skills for using the media to learn not the media per se but that the media is a good and potential medium for learning Science, Mathematics and language skills through making, sharing, seeking and networking.

A series of challenges are placed before students which they have to work through by collaborative doing and discovering. The students are assessed not only for the tangible outcomes but also for the process and quality of engagement. The new media in the form of a school server is very effective in exposing the invisible and implicit aspects of the process of engagement to the foreground making it amenable for assessment. The course is designed to explore and exploit this potential of the new medium so that the formative assessment becomes easy and not a problem to the teacher. Self, peer and mentor assessments are employed in the evaluation. The school-server provides a platform for the collaborative interactions to take place in the classroom. The platform also doubles up as a place for creation of a digital portfolio. The use of local language for interactions helps the learners overcome the barrier of English language as a entry for working with computers.

Currently the I2C course is being offered in over 500 government schools in 4 states in India under the CLIx project. The analysis of data from these schools provide a rich picture of the learning taking place.

Speakers
AK

Ajay Kumar Singh

Tata Institute of Social Sciences



Thursday April 26, 2018 14:05 - 14:30
Classroom 1