Presentation of Svetlana Knyazeva, EDEN Fellow, UNESCO IITE, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019 Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/

2. Openness of education: Urgent need for
recognizing OER-based learning
outcomes in Europe and worldwide
Svetlana Knyazeva
UNESCO Institute for Information Technologies in
Education

3. OER and SDG4
It is generally recognized that OER can and shall support
the Sustainable Development Goal 4 “ensure equal
opportunity in access to education and promote lifelong
learning opportunities for all” through its Target 4.3 –
Ensuring expanded and equitable access to all forms of
post-basic education and training.
However, despite many efforts made to promote OER use,
OER still largely remains on the margins in education
systems.

4. OER and SDG4
The Horizon Report 2015 postulated the proliferation of
OER as a key trend accelerating technology adoption in
higher education, but the Horizon Report 2017 stated
“While emerging technological developments such as
digital courseware and OER have made it easier to
engage with learning resources, significant issues of
access and equity persist among students from low-
income, minority, single-parent families, and other
disadvantaged groups.”

5. The Four Rs of Open Content
David Wiley (2007):
Reuse – Use the work verbatim, just exactly as you found
it
Rework – Alter or transform the work so that it better
meets your needs
Remix – Combine the (verbatim or altered) work with other
works to better meet your needs
Redistribute – Share the verbatim work, the reworked
work, or the remixed work with others

6. The Fifth R of Open Content
David Wiley (2014):
Retain - the right to make, own, and control copies of the
content (e.g., download, duplicate, store, and manage)
• Reuse
• Rework
• Remix
• Redistribute

7. The need for the Sixth R of Open Content
Recognize
Testing the recognition of OER-based learning in formal
settings: the OERTest project (2011-2012) with four
universities (United Nations University, University of
Granada, Open University of Catalonia, University of
Edinburgh) was aimed to develop guidelines for the
recognition of OER-based learning (Luca Ferrari, Ivan Traina.
The OERTEST Project: Creating Political Conditions for Effective
Exchange of OER in Higher Education. Journal of e-Learning and
Knowledge Society. Vol. 9, n. 1, January 2013

8. The need for the Sixth R of Open Content
UNESCO IITE
Futures for ICT and Higher Education:
Changes Due to the Use of Open Content
(2016)
Are national systems of recognition of
learning outcomes and credentialing
prepared to accommodate the results of
open education?

9. The need for the Sixth R of Open Content
UNESCO IITE
The recognition of OER/MOOC-based learning results is an important
aspect of incorporation of open content in the educational process.
Though currently most HEI are at a very early stage of recognition of
OER/MOOC-based learning results obtained with the use of both their
own and externally produced resources (the same is valid for transfer of
credits), they have already started experimenting with microcertification
(certificates, badges, etc.), and it is expected that within the 15 years
from now the existing system of awarding credits will change and credits
for OER and MOOC would be increasingly accepted.

10. The need for the Sixth R of Open Content
European Commission
Validation of Non-formal MOOC-based Learning: An Analysis of
Assessment and Recognition Practices in Europe (OpenCred)
An Assessment-Recognition Matrix for Analysing Institutional Practices
in the Recognition of Open Learning
Cedefop; European Commission; ICF (2016). Validation and open
educational resources (OER). Thematic report for the 2016 update of
the European inventory on validation. Luxembourg: Publications Office.
Going Open. Policy Recommendations on Open Education in
Europe (OpenEdu Policies) - 2017

11. Cedefop - European Centre for the
Development of Vocational Training
OER ‘soft’ recognition arrangements
Recommendations for validation of OER-based learning:
• share knowledge and spread good practice on the
validation of OER-derived learning across the formal
education sector
• expand the options of what can be validated, to include
full qualifications

12. Cedefop - European Centre for the
Development of Vocational Training
Recommendations for validation of OER-based learning:
• develop and make stakeholders aware of the options for validation
of learning outcomes from participation in OER/MOOCs and the
different benefits of these options, in particular in different European
education and labour market contexts
• improve measures to link learning derived from the use of OER with
other generic systems for the validation of non-formal and informal
learning
• invest in high-quality assessment systems

13. JRC Recommendations
Ministries should consider:
• Providing the legal frameworks for schools and
universities to take the necessary steps towards the
recognition of OEP as one of the paths for career
development and progression of teachers and lecturers
• Providing the legal frameworks for open learning to be
formally recognised at all levels of formal education

14. JRC Recommendations
Ministries should consider:
• Supporting digitally signed certificates, digital
credentials and badges
• Exploring new ways to verify and store credentials, such
as by decentralised networks and/or consortia models
• Promoting the formal recognition of time spent on
creating and engaging with open education activities; for
career development and progression purposes

15. THANK YOU FOR YOUR ATTENTION!
s.knyazeva@unesco.org
http://iite.unesco.org/
This presentation is licensed under the Creative Commons
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