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Practices [clear filter]
Tuesday, April 24


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.


Mihajela Crnko

Jozef Stefan Institute

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


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.


Pieter Bots

Delft University of Technology

Els van Daalen

Delft University of Technology

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


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.


Ronald McIntyre

The Open University

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


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.

avatar for Brandon Muramatsu

Brandon Muramatsu

Associate Director, Projects, MIT

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