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Practices [clear filter]
Tuesday, April 24


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.

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 →

Peter Smith

University of Maryland University College

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


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.


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


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.

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 →

Iain MacLaren

National University of Ireland, Galway

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


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.


Lieke Buiks

Fontys University of Applied Sciences

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
Thursday, April 26


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.

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


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.

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


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.


Ajay Kumar Singh

Tata Institute of Social Sciences

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