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Practices [clear filter]
Wednesday, April 25


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.


Yoshimi Fukuhara

Asuka Academy

Toru Kishida

Vice President, Asuka Academy

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


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.

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 working in the classroom and at the state, she moved to DC to work on education policy in the perfect culmination of her commitment to make instructional materials inclusive and representative... Read More →

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


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.


Laura Ritchie

University of Chichester

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


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.


slides pdf

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


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.


Martin Ebner

Graz University of Technology

Maria Grandl

Graz University of Technology

Stefan Janisch

Graz University of Technology

Wolfgang Slany

Graz University of Technology

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