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Tuesday, April 24


X5gon: Cross Modal, Cross Cultural, Cross Lingual, Cross Domain, and Cross Site Global OER Network
The proposal X5gon stands for easily implemented freely available innovative technology elements converging currently scattered Open Educational Resources (OER) available in various modalities across Europe and the globe. X5gon combines content understanding, user modelling quality assurance methods and tools to boost a homogenous network of (OER) sites and provides users (teachers, learners) with a common learning experience. X5gon deploys open technologies for recommendation, learning analytics and learning personalisation services that works across various OER sites, independent of languages, modalities, scientific domains, and socio-cultural contexts. It develops services OER media convergence including full courses, course materials, modules, textbooks, videos, tests, software, related events, tools, materials, techniques used to support access to knowledge.

Fivefold solutions are offered to OER sites:
• Cross-modal: technologies for multimodal content understanding;
• Cross-site: technologies to transparently accompany and analyse users across sites;
• Cross-domain: technologies for cross domain content analytics;
• Cross-language: technologies for cross lingual content recommendation;
• Cross-cultural: technologies for cross cultural learning personalisation.

X5gon collects and index OER resources, track data of users progress and feed an analytics engine driven by state-of-the-art machine learning, improve recommendations via user understanding and match with knowledge resources of all types.

The project will create three services X5oerfeed, X5analytics and X5recommend and run a series of pilot case studies that enable the measurement of the broader goals of delivering a useful and enjoyable educational experience to learners in different domains, at different levels and from different cultures. Two exploitation scenarios are planned: (i) free use of services for OER, (ii) commercial exploitation of the multimodal, big data, real-time analytics pipeline.

avatar for Davor Orlic

Davor Orlic

COO, Knowledge 4 All Foundation
AI in education, Machine Translation in developing countries, Open Education, UNESCO Chair in OER

Tuesday April 24, 2018 10:45 - 11:10
Commissie 3


Use of IDeRBlog as an Essential Input for Open Education
The language of your youth is very lively, dynamic, sometimes short-lived and unpredictable. Therefore, today many pupils struggle with the acquisition of the German language. Although, correct spelling is considered as very prestigious, most of our students consider spelling instructions often as boring and formal. The modern way of life with Computers, tables and other mobile devices are offering new possibilities to face this problematic area and support our youth. Modern media devices are highly attractive for children and widely used. Digital Media is determining our lives and the aim should be gaining more expertise in using them and the advantages it offers. So, how can we use the possibilities of the digital age for improving the orthographic competences of our children? To find a way the project IDeRBlog – acronym of German: “Individuell Differenziert Rechtschreiben mit Blogs”, which means translated “Individually differentiated spelling with blogs” – has been started. In the framework of the project we created a platform for pupils of German speaking countries between the ages of eight and twelve. There the children can freely write, correct and publish their text in a blog. In addition, numerous online and offline exercises as well as worksheets are offered. The aim of this article is to present die possibilities of combining a platform for orthographic analysis and the offer of additional Open Educational Resources to individually exercise the problematic areas identified by the platform. The working process with the platform is shown as well as the offerings of Open Educational Resources as addition to train orthographic skills. Furthermore, the concept introduces the idea of OER to the broader audience, namely the teachers, students and parents.

SLIDES: https://www.slideshare.net/mebner/orthography-training-with-iderblog-an-open-educational-resources-practice


Hugo Adolph

LPM Saarland

Lena Ankner

Albert-Weisgerber School St. Ingbert

Christian Aspalter

University College of Teacher Education Vienna

Susanne Biermeier

Albert-Weisgerber School St. Ingbert

Mike Cormann

School of Raeren

Martin Ebner

Graz University of Technology

Markus Ebner

Graz University of Technology

Konstanze Edtstadler

University College of Teacher Education Steiermark

Sandra Ernst

School of Raeren

Sonja Gabriel

University College of Teacher Education Vienna/Krems

Gabriele Goor

School of Raeren

Michael Gros

LPM Saarland

Anneliese Hupperts

School of Raeren

Kathrin Irmag

Albert-Weisgerber School St. Ingbert

Susanne Martich

University College of Teacher Education Vienna

Nina Steinhauer

LPM Saarland

Behnam Taraghi

Graz University of Technology

Marianne Ullmann

University College of Teacher Education Vienna

Martina Wintschnig

University College of Teacher Education Vienna/Krems

Tuesday April 24, 2018 11:10 - 11:35
Commissie 3


The role of AI and Machine Learning in shaping the future of open education
Nearly everyone comes into contact with AI and machine learning technologies on a daily basis. Ranging from the way that Netflix uses our TV-watching habits to provide recommendations, to the sometime comedic auto corrections our smartphones make while sending text messages. The technologies that make these interactions possible can also be used to take on some of the greatest challenges facing open education. Once realized, these technologies will change how schools and experts pursue open education.

For the past three years, Penn State University has been experimenting with a broad range of AI and machine learning technologies that help address some of the greatest challenges facing the exploration, creation, adoption, and sharing of open educational resources. This session will explore practical examples while initiating a new conversation within the community around the opportunities and implications of using smart tools to advance how open educational materials are created and accessed by students.


Kyle Bowen

Director, Education Technology Services, The Pennsylvania State University
avatar for Jennifer Sparrow

Jennifer Sparrow

Senior Director of Teaching and Learning with Technology, The Pennsylvania State University
Jennifer Sparrow is the Senior Director for Teaching and Learning with Technology where she leads a dynamic team of more than 95 learning innovators. Teaching and Learning with Technology collaborates across the entire institution to transform teaching and learning in positive and... Read More →

Tuesday April 24, 2018 11:35 - 12:00
Commissie 3


A Qualitative Study of Open Educational Practice using Jupyter Notebooks
Research efforts in the last decade have focused on the effect on student outcomes from using Open Educational Resources (OER). We are interested in whether (some) OER may also influence students in their attitudes and capacities for collaboration, community involvement, and open practices. The aim of our study is to discover how a new OER medium, Jupyter Notebooks, may (or may not) impact attitudes of undergraduate engineering majors toward sharing and openness.

In this context, we describe ‘openness’ as a culture that supports making your code, data, and other resources available to others, inviting collaboration. All of the resources accessed by students throughout the course are CC-BY, but what makes the functionality of Jupyter notebooks different from a standard open textbook is the ability for students to play with and deploy code in the platform. This is an exploratory study, listening to student voices to see if, when given the opportunity to use the legal permissions associated with the open content (e.g., copying and pasting lines of code, developing their own notebooks), they interact with the content in new ways, and if/how they choose to share their work.

This study takes a look at 52 sophomore-level students in Professor Barba’s Fall 2017 Engineering Computations Course at the George Washington University to answer the question: how might the utilization of technology that enables students to exercise the different open permissions (Jupyter Notebooks), affect learners’ attitudes toward sharing and create a change in culture toward openness?
Throughout the semester, learners are given a variety of opportunities to work together and share their work/resources with peers and forming their own PLN (personal learning network). We will review the learners’ participation in Slack channels (PLN), and their new attitudes toward sharing at the end of the semester through group and individual interview discussions.


Lorena Barba

George Washington University

Tara Lifland

Education Design Lab

Tuesday April 24, 2018 12:00 - 12:25
Commissie 3


A smart journey through OER
Despite the increasing amount of open educational resources (OER), their adoption by teachers remains low. One of the reasons is that it is challenging and very time consuming to find reliable, relevant and qualitative OER.
Library staff do find their way in the jungle of OER, and through the use of new technologies, they can guide teachers in finding their way to OER and integration of OER in education. Currently, as a pilot, the TU Delft Library, VU and WUR (as members of the OOO library group) developed several techniques and tools to support and simplify OER searching. During an interactive discussion we would like to share the possibilities and findings of these and, in addition, we would like to investigate whether there is a need to scale up such processes for higher education. The discussion will help us mapping the needs of the OER searchers and will contribute to the development of future and running projects like “SURFsharekit” the portal created by SURFnet.


Sylivia Moes

Vrije Universiteit Amsterdam
avatar for Marijn Post

Marijn Post

Hogeschool Arnhem Nijmegen/ Wageningen UR
At the moment I am an advisor in ICT and Learning at the HAN university for applied sciences but until oktober 2019 I worked as an information specialist at WUR-Library. I am an expert in open learning materials, copyrights, and implementing ICT to improve education. At the moment... Read More →
avatar for Hilde Van Wijngaarden

Hilde Van Wijngaarden

Library Director, Vrije Universiteit Amsterdam
OER librarians

Nicole Will

Delft University of Technology

Tuesday April 24, 2018 14:25 - 15:40
Commissie 1


Collaborative OpenCourseWare Authoring: The SlideWiki Platform
A major obstacle to increase the efficiency, effectiveness and quality of education in Europe is the lack of widely available, accessible, multilingual, timely, engaging and high-quality educational material (i.e. OpenCourseWare). The creation of comprehensive OpenCourseWare (OCW) is tedious, time-consuming and expensive with the effect that often courseware employed by teachers, instructors and professors is incomplete, outdated, inaccessible to those with disabilities and dull. With the open-source SlideWiki platform, the effort of the creation, translation and evolution of highly-structured remixable OCW can be widely shared (i.e. crowdsourced). Similarly to Wikipedia for encyclopaedic content, SlideWiki allows to collaboratively create comprehensive OCW (curricula, slide presentations, self-assessment tests, illustrations etc.) online in a crowdsourcing manner.

avatar for Alexander Mikroyannidis

Alexander Mikroyannidis

The Open University
I have more than 10 years of research experience in the field of Technology-Enhanced Learning (TEL) and specifically in personalised learning, self-regulated learning, inquiry-based learning, open educational resources and rich interactive learning materials with applications in teaching... Read More →

Tuesday April 24, 2018 16:10 - 17:25
Commissie 1
Wednesday, April 25


When do teachers share OER? When it is easy and useful for themselves and others.
Teachers who share online homemade teaching materials such as worksheets, presentations or bundles as an Open Educational Resource (OER) also share knowledge and experience through their teaching material. Successful adoption of OER among teachers requires a large and varied supply of OER, which presupposes that teachers are not only users but also distributors of OER.

In 2016, Bram Faems investigated what influences the sharing intention of 1335 teachers that are members of OER network KlasCement. Since 1998 teachers have shared concrete teaching materials (K-12) on KlasCement which is now part of the Department of Education and Training. This year some 95 000 teachers logged on at the site at least once and they shared almost 50 000 teaching resources (in total).

But what makes them share and what inhibits them to do so?

Both system and characteristics of the teacher are important
Faems discovered that both the teacher's ideas about the online system and the characteristics of the teacher itself are important. For teachers, the system where they find other people's teaching materials should be usable for their educational situation. It also must be easy to use.
But especially the altruism of the teacher is decisive: those who enjoy helping others are more inclined to share online learning resources. However, it is also important that teachers also perceive themselves as being able to make valuable learning resources.

Obstacles for sharing
The research shows that teachers also experience obstacles to sharing. First and foremost, they indicate that they do not have enough time to put homemade material online. Also, limited computer skills hinder some teachers to share. Finally, the complex and strict copyright legislation is proving to be a stumbling block.

avatar for Bram Faems

Bram Faems

Head user experience, KlasCement, Ministerie van Onderwijs en Vorming
Master in Instructional and Educational Sciences and currently head of user experience at KlasCement.net. There I research and design ways to make it possible for teachers to share knowledge.

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


OER World Map Action Lab
The OER World Map Action Lab is a chance to meet the OER World Map team and discuss your ideas with us, ask us, what you would like to know about the project or even start hacking together immediately. Invited are OER World Map country champions, partners, user and everyone who is interested in the project. The OE Global Conference offers a perfect environment for a regular meeting of our global community. If possible, we would like to turn this activity into a regular event.


Jan Neumann

Head of Legal Affairs & Organization, Hochschulbibliothekszentrum des Landes NRW

Wednesday April 25, 2018 10:45 - 12:00
Commissie 4


Good learning in less time
One out of three professionals experience high pressure in their work. Together with the constantly changing world of education, where student numbers increase vastly and opportunities of online education are almost endless, the creativity of our teachers are pushed to a new level. How do we let students experience the matter without logistic problems or taking up too much time from our coaches, mentors and teachers? How do we assess our students effectively, without loss in quality?

As a TU Delft Education-Fellow my focus is on the field of effective learning. Most literature is written about increasing the effect in learning practices, though, less is written about how to do this in a more efficient way. In general, three types of literature can be found within this field: (i) literature about Getting Things Done; (ii) literature introducing organizational approaches like Lean into education; and (iii) literature giving teachers tips and tricks on how to teach more effectively and/or efficiently. Unfortunately, literature in the latter group is scarce for the higher-education field and mainly focuses on primary and secondary schools.

To improve teaching quality without overloading the teacher we came up with a simple idea, developing an online cookbook for engineering teachers in higher education. In this cookbook teachers can share their teaching tricks, snippets and approaches with others in the community. We have developed an accessible way of sharing these “recipes” within the teaching community in an online platform. To kick-start the online community we have developed workshops which have been successfully implemented several times at different faculties within the TU Delft. This paper will present the approach, the results of the workshops, and the online cookbook as a result, not only sharing materials but also ideas and teaching approaches.


Toine Andernach

Delft University of Technology

Bas Flipsen

Principal Educator, Delft University of Technology

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


Pioneering in open education: first experiences with cross institutional community building and sharing educational resources in math and nursing in Dutch Higher Education (flagship projects)
In 2016 the former Dutch minister of Education shared ambitions. Amongst those: in 2025 all teachers in Dutch HE share and reuse educational resources among each other. In 2017, two flagship projects were started (one around a shared educational profile of – as a start- 5 out of 17 Dutch Bachelor of Nursing universities, and one around first year mathematics interfaculty education in the 4 Dutch Technical Universities) to explore what it would take to develop a culture of sharing among cross institutional communities of teachers. The goal of the communities would be to help accelerating the adoption of open education in Dutch HE.
In the end, resources shared among the communities, plus having a stronger community will support the use and reuse of the shared educational resources among teaching staff and lead to integration of these resources in educational practice on micro level in a sustainable way. Hence, the flagship projects pave the way to transform education through open approaches.
In the proposed panel session we would like to discuss the approaches taken in both flagship projects, to inspire other institutions and learn from the input shared by our session participants. The panel consists of the project leaders and one lecturer from each institution.
We will ask input from the session participants on questions like: what is needed to build and maintain communities? What kind of activities would a community have to offer in order to help their members share their educational resources? Specifically: how can the community enhance the reuse of material developed at a certain institution across other institutions?


Annoesjka Cabo

Delft University of Technology

Wednesday April 25, 2018 12:00 - 12:50


Facilitating open textbook publishing at TU Delft: Open Textbook in a Day.
The TU Delft Library, in collaboration with other TU Delft education support services, has developed a model version of an open textbook publishing track for academic teachers, entitled “open textbook in a day”. This is an eight-hour workshop designed for university teachers to convert and publish an existing educational document into an open textbook. A pilot workshop will be executed in the first quarter of 2018.
This presentation will include an overview of the content of the workshop that is designed in the form of a learning journey. A report of the first pilot workshop is also presented, with teacher feedback and examples of the open documents that have been produced during the workshop. Lastly, we will briefly touch on possible upscaling of the process and the role that the TU Delft Library and other university libraries could possibly fulfill in open textbook publishing.

avatar for Michiel de Jong

Michiel de Jong

Open education Specialist, Delft University of Technology
It is my mission to ensure that our excellent teachers at the Delft University of Technology have all the room and support they need to use and produce open educational recources (OER). I focus on facilitating Open Textbook publishing. I make sure that prospective authors have access... Read More →

Michiel Munnik

Delft University of Technology

Wednesday April 25, 2018 15:10 - 15:35
Commissie 3
Thursday, April 26


DOER: Decentralized Distributable Disk of Offline Open Educational Resources
The presentation is about a specific way OERs are packaged and distributed to improve Internet experience in a resource constrained Indian Public Schools. We collected, curated or harvested the already curated OERs as independently installable Docker Images. We run all the Dockerized containers on a single GNU/Linux host machine along with a container, called Portainer, that could manage other containers. The result is a data center in a single TB disk. Such a disk was replicated to make more disks and distributed to schools. When we run a PC using such a disk, the machine transforms into a data center. One of the container is a feature rich platform with a workspace for collaborative learning, called Gstudio. GStudio has features for blogging, discussion forums, file sharing, creating a gallery of pictures, videos, creating and delivering online/offline courses, analytics to track the performance. As a result this infrastructure is useful not only as a consumer space but also for producers.

We have so far distributed such disks to more than 500 public schools in four different states of India. One single TB disk could contain: Wikipedia (55GB), KALite website (36GB), all Phet simulations, NROER (300GB), Sugar Desktop (1GB), Ownclowd, Turtle, Snap, Edgy, Software Downloads (20GB) and Gstudio with 40 units of online courses (44GB).

A typical public school in India has a computer lab with about 10 computers, usually connected through a LAN. After converting one of the PCs into a server transformed into a data center, upto 20-30 students could use the available 10 terminals. The Gstudio has a special feature to log more than one student at each terminal, called buddy login. Performance analytics are taken for each student separately, though they were sharing the same terminal.


Ajay Kumar Singh

Tata Institute of Social Sciences

Thursday April 26, 2018 13:15 - 13:40
Classroom 1


Making a Portal for Digital Educational Resources: meet Wageningen Universities Library for Learning
Wageningen University & Research (WUR) produces an increasing amount of digital educational resources (DER) due to the introduction of MOOCs, online masters and the creation of course materials suitable for multiple courses. The DERs must be easy to find and access, however, they are scattered on different servers, networks, and personal drives. Hence, it is unknown which and how many DERs are available and where and how they can be found.
As a solution WUR Library, in cooperation with ICT and the Education Support Centre, started working on a new portal to search and find DER made at the WUR. This portal, should not only be a gateway via which teachers can present their materials, but should also inspire them to re-use materials from other teachers. We named the portal Library for Learning (L4L).
Within WUR a couple of repositories containing collections with DER in different data formats were already available (knowledge clips, theses and images). We were able to harvest the different repositories and transform the data into a generic data format. Via our newly created search index (L4L) teachers can search for content in the different DER collections. The DER and its metadata will be managed and stored in the native repository. Updated and new metadata records will be harvested on a regular basis.
Until now, we were able to index four DER collections in the L4L: knowledge clips (source: WURTV2), MSc thesis (source: Theses online), infographics (source: Infographics ) and practical clips (Source: Groenekennis).
Although we succeeded in indexing four collections, the road to success was bumpy and we faced many challenges. During our presentation we want to use the L4L as a use case for other organizations working on a similar project. We want to share our technical, communicative and metadata mapping challenges and possible solutions.


Joost van Ingen

Wageningen University & Research
avatar for Marijn Post

Marijn Post

Hogeschool Arnhem Nijmegen/ Wageningen UR
At the moment I am an advisor in ICT and Learning at the HAN university for applied sciences but until oktober 2019 I worked as an information specialist at WUR-Library. I am an expert in open learning materials, copyrights, and implementing ICT to improve education. At the moment... Read More →

Peter van der Togt

Wageningen University & Research

Paulien van Vredendaal

Wageningen University & Research
avatar for Ulrike Wild

Ulrike Wild

Programme director Open and Online Education, Wageningen University & Research
Responsible for strategy, policy development,  business development and course production around open and online courses and programmes. These involve online masters, professional education and (derivatives of) MOOCs."You miss a 100% of the shots you don’t take, said the famous... Read More →

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


Automating digital skills classes
Nowadays tech-related skills are in a very high demand, so is the education. Students and professionals are eager to learn coding, data analytics, algorithms, machine learning and other critical 21st century skills which will make them succeed in life. But to create, run and scale such educational programs usually require lots of time and efforts.

In this presentation I will talk about Stepik, a cloud digital learning environment. Stepik takes care of routine tasks in tech-related courses and helps teachers to focus on more important things in the class. The narrative of the presentation will be built as a sequence of real use-cases on how instructors from all over the world use Stepik. They create, host and grade programming assignments, they check student's database queries and virtual machines, they create interactive textbooks and massive online courses, and more.


Thursday April 26, 2018 13:40 - 14:05
Classroom 1


Topic Oriented Open Learning (TOOL) platforms: a novel approach for open education – experiences of two initiatives
Independently and unknowingly of each other, in two different subject fields, open learning platforms arose that appear to form a specific new type of platform, that address similar needs and have similar set-ups, and differ from the presently common learning platforms. We discuss the set-ups of these two platforms and the experiences with their usage and extend this to a discussion about the value that these types of platforms could offer for promotion of open education in general. This new platform type that we dubbed ‘Topic Oriented Open Learning’ (TOOL) platform, combines domain specificity with a focus on open learning. Its domain specificity is modeled after the many online domain specific commercial platforms, such as platforms for booking hotels or flights, getting travel information, sharing stuff, etc. The principles of those platforms are applied to facilitate Open Learning. They offer not only Open Educational Resources (OER), but also tools for teachers and students that support the actual learning process: tools to exercise and interact with the subject matter. Such learning platforms exist commercially already, but not yet for open education. On the other hand, existing open education platforms usually only present OER but do not support the actual learning process and are not or only to a certain level domain specific. The combination of ‘domain specificity, open, and facilitation of the learning process’ is new. TOOL platforms can be used alongside institutional Learning Management Systems (LMS), where the LMS focuses on the data connected with the institutional processes and the TOOL platforms on the subject matter. We foresee TOOL platforms to offer a unique opportunity for promoting of open education because they are not only open, but also offer specific added value to teaching and learning in specific domains that can be directly included in the daily teaching routine.

avatar for Pim Bellinga

Pim Bellinga

Co-founder, Grasple
I'm co-founder of Grasple. My personal interests within OER are interoperability, modularity of materials and online didactisch / intelligent tutoring systems. What is Grasple? Grasple is a collaborative online practice program. It helps educators around the world to collaborate and... Read More →
avatar for Paul Gobée

Paul Gobée

Ass. Professor Anatomy, e-learning developer, Leiden University Medical Center, dept. of Anatomy & Embryology

Thursday April 26, 2018 13:40 - 14:05


External MOOCs on mooin: Experiences on opening up an institutional MOOC platform
The MOOC platform mooin is run by the University of Applied Sciences since 2015 to host self-produced MOOCs. In summer 2016, it was also opened up for external persons or institutions searching a platform to host their own MOOCs. What began with personal requests only has established in a fixed process, supported by an own “mooin Maker MOOC” as a tutorial for external MOOC makers. Until today and still in addition to self-produced MOOCs, more that 20 external MOOCs are published on mooin.

The presentation introduces the process from an exclusively self-used MOOC platform to one that is also open for third-party MOOC makers. In addition, the results of an online survey among the external MOOC makers tell more about their motivation and ressources, but also about their experiences with the MOOC platform mooin.

Slides: http://bit.ly/oeglobal18moocmaker

avatar for Anja Lorenz

Anja Lorenz

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

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