Ettekanne Tartu Ülikooli eetikakeskuse 11. väärtuskasvatuse konverentsil Eesti 2035: väärtuspõhine vaade haridusele. 6 detsember 2018, Tartu.

1. Avatud haridus –
kuidas digivõimalused
õppimist muudavad?
Hans Põldoja
Tallinna Ülikooli Digitehnoloogiate instituut

2. Hans Põldoja
õppejuht, haridustehnoloogia dotsent
Tallinna Ülikool, Digitehnoloogiate instituut
Haridus:
Aalto University, School of Arts, Design and Architecture (2016)
Tallinna Pedagoogikaülikool (2003)
hans.poldoja@tlu.ee
http://www.hanspoldoja.net

3. Millest juttu tuleb?
• Mis on avatud haridus?
• Mõned näited avatud õppimisest
• Avatud hariduse tulevikusuunad

4. Mis on avatud haridus?

6. https://creativecommons.org

7. https://ocw.mit.edu

8. (Plourde, 2013)

9. Avatud hariduse liikumine
• 2001 — Creative Commons
• 2002 — UNESCO võtab kasutusele avatud õppematerjalide
(Open Educational Resources, OER) mõiste
• 2008 — Kaplinna avatud hariduse deklaratsioon
• 2012 — Pariisi OER maailmakongress ja deklaratsioon
• 2017 — Ljubljana OER maailmakongress ja tegevuskava

10. https://www.capetowndeclaration.org/read-the-declaration

11. Õpetajad ja õppijad
• Aktiivne osalemine avatud hariduse liikumises
• Avatud õppematerjalide loomine, kasutamine, kohandamine
ja edasiarendamine
• Koostööl, avastamisel ja teadmusloomel põhinevate
õppemeetodite rakendamine
• Avatud õppematerjalide loomist ja kasutamist tuleb vaadata
hariduse loomuliku osana ja vastavalt tunnustada

12. Avatud õppematerjalid
• Õpetajad, autorid, kirjastajad ja organisatsioonid peaksid
oma õppematerjale avatud litsentsidega vabalt jagama,
võimaldamaks nende kasutamist, tõlkimist ja edasiarendamist
• Õppematerjale tuleks jagada nii kasutamist kui
edasiarendamist võimaldaval kujul
• Võimaluse korral peaks olema õppematerjalid kasutatavad ka
erivajadustega õppijatele ja ilma internetiühenduseta

13. Hariduspoliitika
• Valitsused ja haridusasutused peaksid võtma avatud hariduse
prioriteediks
• Avaliku raha eest loodud õppematerjalid tuleks avaldada
avatud õppematerjalidena
• Õppematerjalide repositooriumid peaksid kaasama ja esile
tõstma avatud õppematerjale

14. https://en.unesco.org/themes/building-knowledge-societies/oer

15. https://www.oercongress.org/woerc-actionplan/

16. Avatud haridus Eestis

17. Digipööre elukestvas õppes
4.2. Tagatakse põhikooli, gümnaasiumi ja
kutseõppeasutuse õppekavas seatud eesmärkide
ning õpitulemuste saavutamist toetava digitaalse
õppevara olemasolu, mille hulka kuuluvad e-õpikud,
e-töövihikud, avatud õppematerjalid, e-
õpetajaraamatud ning veebipõhised
hindamisvahendid.
Eesti elukestva õppe
strateegia 2020
(Eesti elukestva õppe strateegia 2020, 2014)

18. https://www.hm.ee/et/tegevused/digipoore

19. https://e-koolikott.ee

20. https://www.ut.ee/et/oppimine/moocid

21. Mõned näited avatud
õppimisest

22. Kuidas muuta õppimist
õppijakesksemaks ja avatumaks?

23. Mõned näited avatud õppimisest
• Õpilepingud
• Ajaveebipõhised kursused
• Digitaalsed õpimärgid ja personaalsed õpiteed

24. Õpilepingud

25. Anderson, G., Boud, D., & Sampson, J. (1996).
Learning Contracts: A Practical Guide. New York:
Routledge.

26. Õpileping…
... defineerib kuidas ja mida õpitakse ning kuidas õpitut
hinnatakse;
... on täielikult õppija kontrollida ja vastutada, tuutori roll vaid
abistav ja suunav;
... põhineb õpivestlusel (ingl conversational learning
procedure) ning arusaamal, et õppija on ainus, kes oskab
öelda, kas ja kuidas tema arusaamad, mõtted, teadmised,
oskused, tunded on õpiprotsessi käigus muutunud;

27. Õpileping...
... eeldab süstemaatilisust s.t. pidev reflekteerimine oma õpiprotsessi üle
ning paralleelide tõmbamine koostatud lepingu ja tegelikkuse vahel;
... on vajalik, et mõista täiskasvanud õppija vajadusi, eelistusi, õpiprojekti
eesmärke ja selle dünaamikat; tema nägemust õpiprotsessist ja keskkonna
ülesehitusest;
... aitab õppijat dokumenteerida ja analüüsida oma väljakutseid,
dilemmasid, probleeme, ebakindlust, kuid ka saavutusi ja edusamme;
... aitab tuvastada, mis suunas edasi liikuda ja areneda ning formuleerida
järgmine õpiprojekt.

28. Õpilepingu struktuur
• Teema — Mida ma soovin õppida? Mis valdkond?
• Eesmärgid — Mis on minu õpiprojekti eesmärgid? Miks ma tahan just seda teemat õppida? Mis sunnib mind
seda õppima?
• Strateegiad — Kuidas ma kavatsen oma eesmärgid saavutada? Missugused tegevused ma pean läbi viima ja
mis järjekorras?
• Vahendid/ressursid — Missuguseid vahendeid ma kasutan eesmärkide saavutamiseks (inimesed, materjalid,
tehnoloogia)? Kuidas ma neile ligi pääsen?
• Hindamine — Kuidas ma tean, et ma olen oma eesmärgid saavutanud? Kuidas ma hindan oma saavutusi? Mis
tõestab seda?
- - - - -
• Reflektsioon — Mis minu jaoks töötas ja mis mitte? Miks? Mis on need aspektid, mille kallal pean veel vaeva
nägema? Mis on minu tugevad ja nõrgad küljed? Mida ma peaksin järgmisena tegema?

29. https://signepr.wordpress.com/2015/09/10/opileping/

30. https://signepr.wordpress.com/2015/09/10/opileping/

31. https://signepr.wordpress.com/2015/09/10/opileping/

32. https://opikeskkonnad.wordpress.com/2018/09/26/kokkuvote-opilepingutest/

33. Mida annab õpileping õppijale?
• Parem teadlikkus kursuse eesmärkidest
• Iseseisvus oma õpieesmärkide püstitamisel ja sidumisel
kursuseväliste tegevustega
• Parem kontroll oma õppimise üle

34. Mida annab õpileping õpetajale?
• Ülevaate õppijate õpieesmärkidest ja taustast
• Parem võimalus pöörata tähelepanu igale õppijale eraldi
• Võimalus kasutada õpilepinguid enesehindamisel

35. Väljakutsed tulevikuks
• Õpilepingute koostamine pikemaajaliste õpiprojektide kohta
(nt kogu magistriõpe)
• Kuidas toetada õpilepingute koostamist, täiendamist ja
tagasisidestamist digivahenditega?
• Milliseid õpianalüütika ja personaliseeritud õppimise võimalusi
õpilepingud avavad?

36. Ajaveebipõhised kursused

37. https://opikeskkonnad.wordpress.com

38. https://oppematerjalid.wordpress.com

39. Ajaveebipõhise kursuse formaat
• Kursuse ajaveeb
• Õppijate personaalsed ajaveebid
• Erinevad Veeb 2.0 vahendid (SlideShare, YouTube, Twitter, …)
• Ülesanded kursuse ajaveebis
• Õppijate kodutööd postitustena personaalsetes ajaveebides
• Suhtlus kommentaaride kaudu
• Teema kokkuvõtted kursuse ajaveebis

41. https://kristelopib.wordpress.com

42. Miks kasutada õppetöös ajaveebe?
• Parandada õppijate eneseväljendusoskust
• Toetada õppijatevahelist koostööd
• Luua võimalused tagasiside saamiseks kursusekaaslastelt
• Tutvustada uusi õppemeetodeid
• Rikastada õpikeskkonda
• Motiveerida õppijaid
• Avada õpikeskkond ülikoolivälistele osalejatele
(Goktas & Demirel, 2012)

43. Väljataga, T., Põldoja, H., Laanpere, M. (2011).
Open Online Courses: Responding to Design
Challenges. In H. Ruokamo, M. Eriksson, L. Pekkala,
& H. Vuojärvi (Eds.), Proceedings of the 4th
International Network-Based Education 2011
Conference The Social Media in the Middle of
Nowhere (pp. 68–75). Rovaniemi: University of
Lapland.
Proceedings of the NBE 2011
68
Open Online Courses: Responding to Design Challenges
Terje Väljataga
terje.valjataga@tlu.ee
http://terjevaljataga.eu
Hans Põldoja
hans.poldoja@tlu.ee
http://www.hanspoldoja.net
Mart Laanpere
mart.laanpere@tlu.ee
Tallinn University
Centre for Educational Technology
Narva road 25, 10120 Tallinn, Estonia
Tel: +372 6409 355, Fax: +372 6409 355
Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a
wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and
innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of
openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an
important dimension to consider. Although open online course design solves many educational problems and challenges, at the same
time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing
and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and
demonstrated.
Keywords: open online course model, open educational resources, pedagogical design, multiple
case study
1 Introduction
The concept of openness has multiple interpretations and dimensions in the context of higher education. Among
others, it has been used by proponents of open classroom approach in 1970-ties and by distance education
enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems
and challenges, for instance, to improve access to existing study programmes and attract more (or better)
students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In
general, openness in education is attributed to a barrier-free access to education in terms of time, affordability
and admission requirements being freely available through the Internet.
A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which
provides free access to a wide range of educational resources and online courses. OER and its importance has
been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education
can be improved by making educational assets visible and accessible and by harnessing the collective wisdom
of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008).
The notion of openness in education is clearly triggered by the opportunities technological development offers.
In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new
culture of creating and sharing open content in online communities. It has been possible due to the blurred line
between producers and consumers of content allowing shifted attention from access to information toward
access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are
educators who are exploring ways to expand the notion of openness in education beyond public sharing of
educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow
our collections of educational tools and resources and miss the transformative and innovative opportunities
“openness” can offer. One of the emerging practices in this direction is the open online course model.

44. Ajaveebipõhiste kursuste
disainiprobleemid
• Kuidas luua ja säilitada kogukonnatunnet?
• Kuidas kavandada õppematerjale ja -tegevusi?
• Kuidas jälgida osalemist ja suhtlust?
• Kuidas anda tagasisidet?
(Väljataga, Põldoja, & Laanpere, 2011)

45. Kogukonnatunde loomine
• Enesetutvustused
• Personaalse õpikeskkonna kujundamine
• Õpilepingud
• Kontaktpäevad

46. Õpiülesannete kavandamine
• Ülesannetes on ühendatud teoreetiline ja praktiline pool
• Ülesanded suunavad reflekteerima
• Ülesanded võimaldavad igal õppijal pakkuda välja oma
originaalse lahenduse

48. http://opikopivingrid.blogspot.com/2010/11/opivorgustikud.html

51. Kursuse õppematerjalide avaldamine
• WordPress — õppejõu konspekt
• SlideShare — esitlused
• YouTube — videod
• Twitter — viited uudistele jms lühiteated
• Mendeley — artiklite viited
• Google Drive — materjalid, mida autoriõiguste tõttu ei saa avalikult
jagada (nt skanneeritud raamatupeatükid)

53. Põldoja, H., Duval, E., & Leinonen, T. (2016). Design
and evaluation of an online tool for open learning
with blogs. Australasian Journal of Educational
Technology, 32(2), 64–81. http://dx.doi.org/
10.14742/ajet.2450
Australasian Journal of Educational Technology, 2016, 32(2).
64
ascilite
Design and evaluation of an online tool for open learning
with blogs
Hans Põldoja
Tallinn University, Estonia
Erik Duval
Katholieke Universiteit Leuven, Belgium
Teemu Leinonen
Aalto University, Finland
Blogs are used in higher education to support face-to-face courses, to organise online
courses, and to open up courses for a wider group of participants. However the open and
distributed nature of blogs creates problems that are not common in other learning contexts.
Four key challenges related to the use of blogs in learning were identified from earlier
research: fragmented discussions, a lack of coordination structures, weak support for
awareness, and a danger of over-scripting. The EduFeedr system has been designed to
address these issues. In this paper, the authors present their evaluation of its design and
effectiveness in a total of 10 courses. The results indicate that learners find the EduFeedr
system useful in following discussions and in comparing their progress with other learners.
The coordination and awareness issues are seen as more important than the fragmentation
of discussions and a danger of over-scripting.
Introduction
Blogs are used in higher education to provide a space for reflection, a forum for discussions, a portfolio of
completed assignments, and for opening up courses for a wider group of participants. While some recent
research has focused on the pedagogical aspects of using blogs in higher education, Sim and Hew (2010)
suggest that one focus of future research should be the development of web technologies that will
enhance the conversational and interactive aspects of blogging. Our study focuses on designing and
evaluating an online tool that aims to address some of the issues that impede the use of blogs in online
and blended learning courses.
A blog is a website where the content is comprised of posts that are displayed in reverse chronological
order. A typical blog is a personal website that is written by a single person; however it is also possible to
have several authors. Readers can become engaged by writing comments on blog posts. Syndication
technologies such as really simple syndication (RSS) and Atom enable readers to receive new posts and
comments automatically. All blogs and their interconnections are often referred to as the blogosphere.
The blogosphere can be seen both as a social network and as an ecosystem.
The possibilities for using blogs in learning became evident soon after blogs emerged (Oravec, 2003;
Williams & Jacobs, 2004). Sim and Hew (2010) identified six major applications for blogs in education:
(a) maintaining a learning journal, (b) recording personal life, (c) expressing emotions, (d)
communicating with others, (e) assessment, and (f) managing tasks.
Kim (2008) suggests that the use of blogs may help to overcome various limitations of other computer-
mediated communication systems, such as difficulties in managing communication, passiveness of
students, lack of ownership, instructor-centeredness, and limited archives of communication. Previous
studies show that reading other blogs and receiving feedback on one’s own blog posts were the more
effective aspects of using blogs in learning (Churchill, 2009; Ellison & Wu, 2008). Blogs are useful in
disciplines that require students to discuss, write, reflect, and make comments about content or ideas
(Cakir, 2013). Blogging has been found particularly beneficial in teacher education because it can
motivate learners, foster collaboration and cooperation, promote different instructional practices, and
enrich the learning environment (Goktas & Demirel, 2012). Teachers who acquire these competences
during the blogging assignments can later apply these methods in their own teaching.

54. Ajaveebipõhiste kursuste väärtus
• Ajaveebipõhised kursused kannavad edasi algset ideed
veebist kui avatud ja hajutatud keskkonnast
• Ajaveebipõhised kursused kui “õppimise kokaraamat”

55. Väljakutsed tulevikuks
• Ajaveebipõhise kursuse mudeli kohandamine suurema
osalejate arvuga kursustele
• Õppijate kõrgendatud ootused privaatsuse suhtes
• Õpianalüütika ja andmete visualiseerimine

56. Digitaalsed õpimärgid ja
personaalsed õpiteed

57. (Class Hack, n.d.)

58. (Mozilla Foundation, 2012-13)

59. Õpimärkide kasutuselevõtu põhjused
• Privaatne hindamine avatud õpikeskkonnas
• Kursust mitteametlikult läbivate õppijate tunnustamine

60. Esimene katse — 2014

61. Ülesanded
Õpiväljundid
Õpimärgid
Kirjeldada õpiobjektide
lähenemise eeliseid ja
puuduseid
Otsida repositooriumitest
metaandmete ja
litsentsitingimuste
järgi õpiobjekte
Koostada lihtsamaid
sisupakette, teste ja e-õpikuid
ning kirjeldada neid
metaandmetega
Järgida õppematerjalide
koostamisel autoriõiguse
põhimõtteid
Hinnata hindamismudeli põhjal
õppematerjali kvaliteeti
Koostada põhjalikuma
õppematerjali ühe autorvahendi
abil
Analüüsida ühe digitaalsete
õppematerjalidega seotud teema
aktuaalseid probleeme, uurimusi
ja tulevikusuundi
Põhiteadmised
õpiobjektidest ja
repositooriumidest
Põhiteadmised
õppematerjalide
autorvahenditest
Põhiteadmised
arvutipõhisest
testimisest
Põhiteadmised
õppematerjalide
uutest
tehnoloogiatest
Põhiteadmised
õppematerjalide
autoriõigustest
Põhiteadmised
õppematerjalide
kvaliteedist
Sisupaketi koostaja
Testiküsimuste
koostaja
e-Õpiku koostaja
Süvendatud
teadmised
õpiobjektidest ja
repositooriumidest
Süvendatud
teadmised
õppematerjalide
autorvahenditest
Süvendatud
teadmised
arvutipõhisest
testimisest
Süvendatud
teadmised
õppematerjalide
uutest
tehnoloogiatest
Süvendatud
teadmised
õppematerjalide
autoriõigustest
Süvendatud
teadmised
õppematerjalide
kvaliteedist
Blogimisülesanne 1 Blogimisülesanne 2 Blogimisülesanne 3 Blogimisülesanne 4 Blogimisülesanne 5 Õppematerjali
koostamise rühmatöö
Blogimisülesanne 6 Kirjanduse analüüs
Õpimärkide seosed ülesannete ja õpiväljunditega

62. Arvutipõhine
testimine
Sisupaketi
koostaja
Uued
tehnoloogiad
Õpiobjektid Autorvahendid
Testiküsimuste
koostaja
e-Õpiku
koostaja
Autoriõigus Kvaliteet
Õpiobjektid Autorvahendid Arvutipõhine
testimine
Uued
tehnoloogiad
Autoriõigus Kvaliteet
Süvendatud
teadmised ühel
õppematerjalidega
seotud teemal

63. Õpimärkide kaalud
• Põhiteadmiste õpimärgid — 10 punkti
• Õppematerjali koostamise õpimärgid — 20 punkti
• Kirjanduse analüüsi õpimärk — 20 punkti

64. Põldoja, H., & Laanpere, M. (2014). Exploring the
Potential of Open Badges in Blog-Based University
Courses. Y. Cao, T. Väljataga, J. K. T. Tang, H.
Leung, & M. Laanpere (toim), New Horizons in Web
Based Learning (Vol. 8699, lk 172–178). Cham:
Springer. http://doi.org/
10.1007/978-3-319-13296-9_19
Exploring the Potential of Open Badges
in Blog-Based University Courses
Hans Põldoja(&)
and Mart Laanpere
Institute of Informatics, Tallinn University, Tallinn, Estonia
{hans.poldoja,mart.laanpere}@tlu.ee
Abstract. Recent developments with personal learning environments and open
online courses have led educators to experiment with opening up their formal
higher education courses. In these courses, the online learning activities take
place in open learning environments based on various Web 2.0 tools such as
blogs. Although this type of courses have a number of pedagogical benefits, they
also raise issues related to private grading of students’ works and recognizing
the learning of informal participants. This paper presents our exploratory study
on addressing these issues by introducing open badges to master’s level course
that takes place in a blog-based learning environment. Students’ perspectives on
using open badges were evaluated through focus group interviews. The results
of the study indicate, that badges could have a potential in formal higher edu-
cation, if they are used more widely and provide an explicit choice of personal
learning paths for learners.
Keywords: Open badges Á Assessment Á Blog-based courses
1 Introduction
One of the recent trends in education is the blending of formal and informal learning.
This is supported by introducing social media, personal learning environments and
various open educational practices to formal higher education [1, 2]. Students can
enrich their learning experience by using open educational resources from other uni-
versities and taking part in Massive Open Online Courses.
In many cases, such developments have led university lecturers and professors to
increase the degree of openness in their courses. One approach is to move online
learning activities to open learning environments that are based on social media and
Web 2.0 tools such as blogs. The use of blogs in online courses provides a number of
pedagogical benefits such as motivating learners, enhancing the development and
expression of ideas, fostering interaction, collaboration and group work, inviting
feedback from other learners, and enriching the learning environment [3]. The use of
blog-based learning environments also allows educators to open up their course for
informal participants or members of professional communities who are not officially
enrolled to the course.
Open blog-based courses in formal higher education raise also a number of issues
that are not present in traditional courses. For example, blog-based learning environ-
ments typically lack special features that support private feedback and grading of
© Springer International Publishing Switzerland 2014
Y. Cao et al. (Eds.): ICWL 2014 Workshops, LNCS 8699, pp. 172–178, 2014.
DOI: 10.1007/978-3-319-13296-9_19

65. Teine katse — 2015

67. Õpimärkide kaalud
• Põhiteadmiste õpimärgid — 10 punkti
• Õppematerjali koostamise õpimärgid — 20 punkti
• Kirjanduse analüüsi õpimärk — 20 punkti
• Kuldõpimärgid — 15 ja 30 punkti

69. Kolmas katse — 2016

71. Õpimärkide kaalud
• Põhiteadmised … — 10 punkti
• Põhiteadmised … kuldõpimärk — 15 punkti
• Põhiteadmised … poolik õpimärk — 5 punkti
• Uurija — 36 punkti
• Õppematerjali koostaja — 24 punkti
• Valgustaja — 10 punkti
• Vikipeedia artikli autor — 12 punkti

72. Erinevad õpiteed

73. Uurija
• 6 blogimisülesannet — 60 punkti
• Kirjanduse analüüsi koostamine — 36 punkti
• Kokku 96 punkti (hinne A)
• Töömaht 76 tundi

74. Praktik
• 6 blogimisülesannet — 60 punkti
• Õppematerjali koostamine — 24 punkti
• Kokku 84 punkti (hinne B)
• Töömaht 66 tundi

75. Mitteblogija
• Kirjanduse analüüsi koostamine — 36 punkti
• Õppematerjali koostamine — 24 punkti
• Esitlus kontakttunnis — 10 punkti
• Vikipeedia artikkel — 12 punkti
• Kokku 82 punkti (hinne B)
• Töömaht 79 tundi

76. Põldoja, H., Jürgens, P., & Laanpere, M. (2016).
Design Patterns for Badge Systems in Higher
Education. M. Spaniol, M. Temperini, D.K.W. Chiu,
I. Marenzi, & U. Nanni (toim), Advances in Web-
Based Learning — ICWL 2016 (Vol. 10013, lk 40–
49). Cham: Springer. http://dx.doi.org/
10.1007/978-3-319-47440-3_5
Design Patterns for Badge Systems in Higher Education
Hans Põldoja
(✉)
, Pirje Jürgens, and Mart Laanpere
Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia
{hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee
Abstract. Open Badges as a method for assessment and recognition of learning
originates from the context of informal learning. Thus, it cannot be introduced
into formal higher education without reconsidering the existing assessment
processes.This paper presentsexperiencesfrom three years of using Open Badges
in a master level course. In each iteration, the badge system was revised based on
learners’ feedback. Special attention was given to supporting learners with
different learning styles. To summarize our findings, this paper proposes a set of
design patterns for developing badge systems in higher education. While the
learning styles proved to be useful as generic design guidelines for separating two
alternative learning pathways for the course, more research is needed on advanced
learning-style-based learning pathways.
Keywords: Open Badges · Assessment · Higher education
1 Introduction
Open Badges (OB’s) is a web technology for recognizing and verifying knowledge,
competencies or involvements gained in online or offline settings. In a basic sense,
badges are digital images that contain embedded information about the accomplish‐
ments. The development of the Open Badges technology started in 2010, when a group
of open education activists came up with the initial concept during the Mozilla Drumbeat
Festival. Inspired by the use of digital badges in gaming and various social apps, they
proposed that badges could be used for verifying learning. The technical specification
of the Open Badges Infrastructure (OBI) was developed together with the Mozilla
Foundation and released in 2012. While digital badges are typically used within a single
environment, OBI was developed as an open standard that allows people to collect
badges from different issuers. The initial scenarios about using open badges focused on
informal learning contexts [1]. However, in recent years there have been a number of
studies about using badges in schools [2, 3] and in higher education [4–6].
Introducing open badges to formal higher education courses provides an opportunity
to reconsider the existing assessment procedures. Recent research on open badges has
proposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] see
badges as motivators for behavior, pedagogical tools for promoting particular learning
activities, and credentials for recognizing learning achievements. While Jovanovic and
Devedzic [8] identify similar roles for open badges, they discuss additional benefits such
as supporting alternative forms of assessment (e.g. peer-assessment), providing learners
© Springer International Publishing AG 2016
D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016.
DOI: 10.1007/978-3-319-47440-3_5

78. Õppijate tagasiside
• Õppijapoolne kontroll
• Teadlikkus
• Motivatsioon
• Õpistiilid
• Õpimärkide ökosüsteem
• Õpimärkide metaandmed
• Hindamiskriteeriumid

79. Treibold, T. (2017). Õpimärkide rakendamine
kujundaval hindamisel üldhariduskoolis
(magistritöö). Loetud aadressil http://www.cs.tlu.ee/
teemaderegister/
Tallinna Ülikool
Digitehnoloogiate instituut
Haridustehnoloogia
ÕPIMÄRKIDE RAKENDAMINE
KUJUNDAVAL HINDAMISEL
ÜLDHARIDUSKOOLIS
Magistritöö
Autor: Tiina Treibold
Juhendaja: Hans Põldoja
Autor…………………………………….....………….“……“……………..2017
Juhendaja…………………………......................…….“……“……………..2017
Instituudi direktor…………………………….......….“……“……………..2017
Tallinn 2007

80. Väljakutsed tulevikuks
• Terve õppekava katmine õpimärkidega
• Õpimärkide kasutamine õppekava läbivate teemade
hindamiseks
• Õppijate kaasamine õpimärkide disainimisse ja
väljaandmisesse
• Personaalsete õpiteede visualiseerimine ja õpianalüütika

81. Avatud hariduse
tulevikusuunad

82. https://www.capetowndeclaration.org/cpt10/

83. Avatud hariduse ideede levitamine
laiemale üldsusele
Communicating Open
Taking the message of open education to the mainstream
Why is this important?
Ten years ago, the Cape Town Declaration laid out a compelling vision for a world
of open, flexible, and effective education that has inspired thousands of educators,
learners, advocates, and policymakers across the globe. Yet, after a decade of
passionate advocacy, the need for broader awareness of open education persists.
The challenge is not in reaching enough people, but rather in articulating the
meaning and value of open education in a way that resonates with mainstream
audiences in the same way that the Cape Town Declaration resonates with us. For
the open education movement to rise to the next level, we need to take our message
to the mainstream and explain why open should matter to them. In short, we need to
become better communicators.
What is the opportunity?

84. Uue põlvkonna õppijate ja õpetajate
kaasamine
Empowering the Next Generation
The open education movement must put the next generation at its core
Why is this important?
Students are integral to open education, but their importance is not only about
the present, it is about the future. Those sitting in classrooms ten years ago are
leading classrooms today and will be the tenured professors, senior teachers,
and education policymakers of tomorrow. Shifting the culture of our educational
institutions toward openness needs to start with the next generation, those who are
still learning the practices and habits that will inform the rest of their careers. How
we engage with and support today’s students and young educators will help shape
the movement—and our educational systems at large—for decades to come.
What is the opportunity?

85. Koostöö teiste avatud liikumistega
Connecting with Other Open Movements
Open education can grow stronger through collaboration with allied movements
Why is this important?
Open education is one of many movements that seek to advance
openness and access to knowledge. The broader Access to Knowledge
(A2K) movement embraces many strategies including open access to
research, open data, and copyright reform, alongside open education.
Even broader alliances can be seen with movements seeking
openness in other ways, including free and open source software, open government,
and open culture. The open education community can also see itself as part
of a larger movement to support sharing and the commons in the digital era. As the
open education movement moves into the next decade, we should consider how
we explore and leverage these connections toward shared goals.
What is the opportunity?

86. Avatud hariduse roll arengukoostöös
Open Education for Development
Unlocking new opportunities for education in support of development
Why is this important?
The United Nations Sustainable Development Goal 4 calls on the global community
to ensure inclusive and quality education for all and promote lifelong learning. This
same vision is at the core of the Cape Town Declaration and is a shared value of what
open education hopes to achieve. As a movement, we need to center the role of open
education in advancing development around the world.
The challenges to expanding educational opportunities related to development
are manifold. Too often, a barrier is supplying quality, locally-relevant educational
materials, especially in underserved languages and regions that traditional market
mechanisms do not prioritize. Other challenges may be infrastructural, including
the connectivity, power, or transportation systems needed for materials to reach
students, especially in rural areas. Where access to technology is expanding, teacher
training and digital literacy skills may not have caught up. While the specifics
vary widely across countries and contexts, a common thread is that traditional

87. Avatud õppimine
Open Pedagogy
Harnessing the power of open in teaching and learning practices
Why is this important?
Over the last decade, much of the focus of the open education movement has been
around the creation and adoption of open educational resources. Some of the most
exciting frontiers in open education are in open pedagogy, widely understood to
consist of teaching and learning practices enabled by the ability to retain, reuse,
revise, remix and redistribute educational materials.
The open environment empowers educators to step away from the confines of
static textbooks and traditional assignments, and opens the door to imaginative,
collaborative, engaging educational experiences that can help transform teaching
and learning for the better.
What is the opportunity?

88. Õppeasutuse raamidest väljapoole
mõtlemine
Thinking Outside the Institution
Enabling everyone, everywhere, to learn anything
Why is this important?
Open education pioneers set out to design new formats for learning and new
institutions, taking inspiration from the way open source communities work, rather
than replicating traditional schools and universities. However, while open education
has made tremendous progress within formal education, the biggest changes in how
people learn seem less connected to the open education movement today.
YouTube is the largest site of informal learning online. StackOverflow is where
software developers hone their skills and LinkedIn reputations are starting to
complement formal credentials. Then there is a range of other communities that
share our ethos of sharing and learning (e.g., the Maker Movement) but remain
disconnected from open education.

89. Andmed ja analüütika
Data and Analytics
Exploring the intersection of open content, open data, and open learning
Why is this important?
As technology use increases in education, the basic acts of teaching and learning
result in the creation of ever-larger amounts of data. These data describe the
behaviors of people, from what students did read or did not watch to how long
it took an instructor to grade a piece of student work. At the same time, there has
been an explosion of learning analytics tools intended to help students and teachers
make sense of this deluge of data through machine learning, statistics, and other
algorithms. These tools recommend actions that impact students, such as which
assignment to complete next, or who should receive extra help.
On one hand, these developments should be embraced for their tremendous
potential to provide valuable guidance in support of teaching and learning. On the
other hand, these changes also raise serious questions regarding how data and
algorithms are designed and managed that can profoundly affect the open education
space.

90. Õpiku ümbermõtestamine
Beyond the Textbook
Building the open learning materials of the future
Why is this important?
The idea of moving beyond the textbook has been at the core of the open education
movement from the start. Yet experience over the last decade has driven some OER
efforts in the opposite direction. Promoting open textbooks that look, feel, and
act like traditional books has proved to be a highly successful adoption strategy in
certain contexts. These efforts have made essential progress toward expanding
the use and adoption of OER. However, the open education movement should
remain conscious that the strategy of equating OER with textbooks constrains the
imaginations of teachers and learners with regard to what modern, technology-
enhanced open learning materials can be.
What is the opportunity?

91. Avaliku rahaga loodud materjalide
muutmine avatud litsentsidega
kättesaadavaks
Opening Up Publicly Funded Resources
Publicly funded educational resources should be openly licensed by default
Why is this important?
Governments around the world spend billions of dollars every year on grants and
contracts to develop educational resources including textbooks, curricula, teacher
training, language learning materials, and more. These valuable resources are
created with public funds in service of the public good, yet too rarely are they made
available for public use beyond their original purpose.
Governments can expand the impact, efficiency, and socioeconomic benefit of their
educational investments by adopting policies that ensure that publicly funded
educational resources are openly licensed and shared with the public by default.
What is the opportunity?

92. Autoriõiguse reform
Copyright Reform for Education
Copyright reform and open education advocacy are two sides of the same coin
Why is this important?
Strong educational exceptions to copyright are just as important as open licensing of
resources, as complementary means to ensuring educational freedoms. While the
availability of openly licensed educational resources continues to grow, a wide variety
of cultural and informational resources that are critical for education remain locked
up by restrictive copyright terms. Limitations and exceptions to copyright can give
teachers and learners the necessary freedoms to use these resources for educational
purposes, without having to ask for permission. Copyright reforms taking place around
the world can strengthen these exceptions—or hurt education by weakening them.
The open education community needs to care about education-friendly copyright
law that protects and expands rights to teach and learn. Open licensing and
copyright reform are complementary of each other. The growth of openly licensed
resources demonstrates the demand for freedom, openness, and collaboration in
all kinds of educational materials. Working toward education-friendly changes to
C

93. Mõttekohad
• Millistes õpikontekstides ja kuidas rakendada Eestis avatud
hariduse põhimõtteid?
• Kuidas meie saame panustada ülemaailmsesse avatud
hariduse liikumisse?

94. Lõpusõnum
• Avatud hariduse rakendamine ei vaja uusi kalleid
digivahendeid, vaid mõtteviisi muutust
• Avatus peaks olema hariduses esimene valik, kuid suletud
lähenemine peab olema samuti võimalik

95. Viited
• Class Hack, Open Badge Anatomy (Updated): http://classhack.com/post/45364649211/open-badge-anatomy-updated
• Goktas, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions.
Computers & Education, 58(3), 908–917. http://doi.org/10.1016/j.compedu.2011.11.004
• Eesti elukestva õppe strateegia 2020. (2014). Loetud aadressil https://www.hm.ee/sites/default/files/strateegia2020.pdf
• Plourde, M. (2013). MOOC (massive open online course). https://et.wikipedia.org/wiki/MOOC#/media/File:MOOC_poster_mathplourde.jpg
• Põldoja, H., Duval, E., & Leinonen, T. (2016). Design and evaluation of an online tool for open learning with blogs. Australasian Journal of
Educational Technology, 32(2), 64–81. https://dx.doi.org/10.14742/ajet.2450
• Põldoja, H., & Laanpere, M. (2014). Exploring the Potential of Open Badges in Blog-Based University Courses. Y. Cao, T. Väljataga, J. K. T.
Tang, H. Leung, & M. Laanpere (toim), New Horizons in Web Based Learning (Vol. 8699, lk 172–178). Cham: Springer. http://doi.org/
10.1007/978-3-319-13296-9_19
• Põldoja, H., Jürgens, P., & Laanpere, M. (2016). Design Patterns for Badge Systems in Higher Education. M. Spaniol, M. Temperini, D.K.W. Chiu,
I. Marenzi, & U. Nanni (toim), Advances in Web-Based Learning — ICWL 2016 (Vol. 10013, lk 40– 49). Cham: Springer. http://dx.doi.org/
10.1007/978-3-319-47440-3_5
• Väljataga, T., Põldoja, H., Laanpere, M. (2011). Open Online Courses: Responding to Design Challenges. H. Ruokamo, M. Eriksson, L. Pekkala,
& H. Vuojärvi (toim), Proceedings of the 4th International Network-Based Education 2011 Conference The Social Media in the Middle of
Nowhere (lk 68–75). Rovaniemi: University of Lapland.

96. Kasutatud fotod
• Dom Pates, https://www.flickr.com/photos/globalismpictures/5441692868/
• rawpixel, https://unsplash.com/photos/h7EIo10-yrQ
• Glenn Carstens-Peters, https://unsplash.com/photos/RLw-UC03Gwc
• Andy Lamb, https://www.flickr.com/photos/speedoflife/6924482682/
• chuttersnap, https://unsplash.com/photos/VMKsKFSuEg8
• salvatore ventura, https://unsplash.com/photos/5LsRnLsWC6I

97. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
Tallinna Ülikool
Digitehnoloogiate instituut
https://www.slideshare.net/hanspoldoja
http://www.hanspoldoja.net