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Opening teaching and learning through OER and OEP

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Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University

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Opening teaching and learning through OER and OEP

  1. 1. The “Belt and Road” Open Education Learning Week 18-22 December, 2017 The “Belt and Road” International Community for Open Educational Resources
  2. 2. Opening teaching and learning through OER and OEP Assoc. Prof. Dr. Airina Volungevičienė EDEN President Director of Innovative Studies Institute at Vytautas Magnus University, Lithuania oep/AirinaVolungeviciene/opening-teaching-and-learning-through-oer-and-oep
  3. 3. The most extensive and established professional network in open and distance learning  Founded in 1991  nearly 200 institutional members  >2000 individual members in NAP – Network of Academics and Professionals  30 European or national networks present in membership  Over 400 institutions represented from 52 countries within and outside of Europe 3
  4. 4. Mission  Support endeavours to modernise education in Europe  Recognise excellence – EDEN Fellows and Best Research Paper Awards  Network and collaborate, facilitate knowledge and practice exchange  Improve understanding amongst professionals in distance and e-learning  Promote policy and practice across the whole of Europe and beyond 4 /14
  5. 5. European way: trends and challenges • Facilitation of knowledge sharing and cultural exchange – Through Virtual Exchange/ Virtual Mobility – Through Open Education, OER and OEP In order to facilitate OER and OEP – PRECONDITIONS should be established 5
  6. 6. Virtual (blended) exchange/ mobility “set of information and communications technology supported activities, organized at institutional level, that realize or facilitate international, collaborative experiences in a context of teaching and/or learning”European Commission Proposal for a REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL establishing "ERASMUS FOR ALL". The Union Programme for Education, Training, Youth and Sport (2011). Brussels. Accessed on April 10, 2013 at
  7. 7. Virtual mobility: involved actors • Higher education institutions (2+) • Teachers in student VM (2+, organizing VM academic exchange) • Students in VM (student groups in 2+ countries) • Teachers in VM (professional development in 2+ institutions (research, academic teaching, socio-cultural exchange))
  8. 8. Impact upon students. Scenario 1. Physical mobility
  9. 9. Scenario 2. Virtual mobility (not to replace, but to enrich and enhance physical student mobility)
  10. 10. VM integration into an organization 1. Strategy and management 2. Curriculum designing 3. Teacher and academic staff training 4. Support system 6. Quality assurance 7. Marketing, business and communication - VM implementation internal rules - Bilatral agreements for VM - MA study program designed with OER for VM - 3 intensive academic staff training mobilities - Develop OERs and VM modules - University non- academic staff prepares support systems for VM implementation - Quality assurance procedures prepared for peer reviewing and application in the future - portal implements marketing and communication function 5. Infrastructure
  11. 11. VM impact for HE institutions • Development and exploitation of intercultural studies • Joint study programs, quality enhancement and expertise sharing, transparency of professionalism and academic processes • Modernisation and internationalisation of curriculum (transferrable quality standards, modular curriculum based on learning outcomes, updating pedagogical models) • Multi-institutional instead of bilateral collaboration • Improvement of education attractiveness and HE competitiveness • Expanded areas of learning for students • Additional transferrable skills and knowledge areas • Teacher professional development • Additional skills and experience for students
  12. 12. VM impact for teachers • Personal professional development: – Interpersonal communication, online communication, linguistic skills, ICT competences – teaching quality improvement, new teaching methods applied and experimented – new knowledge, skills and experience in multiple EU HE institutions • Professional networking, exchange of good practices • International, intercultural professional activities • Transparency and recognition of teaching and professionalism • Career opportunities • Research enhancement – especially in teacher VM
  13. 13. VM benefits for students • Upgraded transferrable skills: – Linguistic, interpersonal communication – ICT competences – Additional learning skills (networking, critical thinking, intercultural knowledge and skills, quality schemes) • Curriculum and study quality enhancement • New learning methods suggested by various HE institutions • Transparency of learning, individual portfolio development • Enhanced employability • Intercultural, international experience and expertise • Enlarged academic areas of studies • Support for home students and LLL groups, international study accessibility for physically and socio-economically disadvantaged
  14. 14. Erasmus+ Cooperation for innovation and exchange of good practices KA2 – Strategic partnerships for HE Opening Universities for Virtual Mobility (OUVM) And teacher professional collaboration
  15. 15. IO4. VM curriculum (modules) for a MA program (interdisciplinary Education) Collaboration in each module: - ONLINE - IN ENGLISH - INTEGRATING OER - CREATING OEP Modules Coordinating Collaborating School Leadership UAb VMU Education for Sustainable Development UAb VMU Pedagogy of online education UAb UNIOVI UNIPV Human computer interaction UNIPV UNIOVI Web Ethics UNIPV VMU Narrative Ethics Summary UNIPV VMU Management of Education Innovations VMU UNIOVI, UAb Curriculum Designing and Management VMU UNIOVI Adult Education Concept VMU UNIPV Intercultural education and communication VMU UNIPV Learning, Development and Personality UNIOVI VMU Education in Information and Communication Technologies UNIOVI VMU, UNIPV, UAb Control of Computer Network and Services University of Siauliai
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  17. 17. Challenges and collaboration • Different experience • Different QA requirements • Different scenarios of contact hours • Different experience in online learning • Different understanding of collaboration • OER and licencing • Open Education Practice
  18. 18. Open education in Europe is targeted at Open Professional Collaboration • Across boarders • Across education and businesses • Across education sectors and all levels
  19. 19. openprof.eu2014-1-LT01-KA202-000562 Innovations suggested by OpenPROF project Key innovations in training of teachers and trainers, as well as adult educators: – open educational resource and open curriculum development and licensing – open collaboration, as well as – designing curriculum for diverse target groups including the mode of work - based learning Open Professional Collaboration for Innovation OpenPROF
  20. 20. openprof.eu2014-1-LT01-KA202-000562
  21. 21. openprof.eu2014-1-LT01-KA202-000562 OER development and integration into the courses Version Developed OERs (theory or practice/ activities) Adapted OERs (from partners or internet) (theory or practice/ activities) Version EN 1 2 3 4 5 6 7 8 Translated into the National language or into the English language Translated into the national language National 1b 2b 3b 4b 5b 6b 7b 8b 48 OER in partner national and English languages (24 created and 24 adapted)
  22. 22. openprof.eu2014-1-LT01-KA202-000562 Requirements for teachers for collaboration in OpenPROF • Digital competence • Openness for idea sharing, critics and learning • Benevolent attitude towards collaboration and innovations
  23. 23. openprof.eu2014-1-LT01-KA202-000562 Challenges for teachers creating and adapting OER • Tools to be used for OER creation • Tools to publish OER • Requirements for OER editable version • How much the OER should be adapted to become a new OER? • How open are we - should the OER be open for commercial use?
  24. 24. Webinar and Open Classroom conference records available for review at EDEN website and
  25. 25. One of the major question addressed – how to support educators for innovative, open and digital education? - Possibilities listed: - Open education improves quality of teaching and learning services - Open education develops community (through peer learning, through peer support and open professional collaboration) - Open professional collaboration is a key condition and method to offer learning experiences in global, complex and challenging contextual situations in which our leaners live - Open professional collaboration is a challenge in itself. Teachers should be supported in terms of recognition, motivation and support, training and experience sharing, in order to be active parcitipants of the process
  26. 26. Requirements for teachers for open professional collaboration in OER development • Digital competence • Openness for idea sharing, critics and learning • Benevolent attitude towards collaboration and innovations Reward and long term impact: - Digitally competent, autonomous teachers and learners, active contributors towards Open Learning
  27. 27. Airina Volungevičienė EDEN President Director of Innovative Studies Institute Vytautas Magnus University Lithuania