oer uptake in adult education: what do stakeholders need? marc romero carbonell (universitat oberta...
TRANSCRIPT
OER uptake in adult education: what do stakeholders need?
Marc Romero Carbonell (Universitat Oberta De Catalunya, Spain)Ines Kreitlein (MFG Baden-Württemberg, Germany)
Barcelona, 9th June 2015
Agenda
Welcome
Brief presentation of the OERup! Project and its main products: Need analysis, Training package, Quality criteria rubricDiscussion (small groups)
Coffee break
Discussion (small groups)
Conclusions
The OERup! Project
01
The OERup! project takes up the need to promote and foster the successful implementation of OER (Open Educational Resources) and OEPs (Open Educational Practices) in adult education in Europe…
…in order to widen participation in Open Education.
The core of OERup! will be the development and testing of a training package consisting of a blended-learning training concept and material on
the topic of OER, addressing European AEI.
01 OERup! ProjectOBJECTIVE
OERup! ProjectMAIN STEPS01
Adult Education need analysis in Europe
Training package on OER in adult education
Guideline for adult education institutions
on OER implementation
1.
2.
3.
Needs in Adult Education
02
European perspectiveRomaniaGermany
United KingdomSpain
The summary and the partners’ reports can be downloaded here:http://www.oerup.eu/reading-material/
The need analysis…• reveals the status quo of AE in Europe.• recommends starting points for a successful implementation of open educational
practices in adult learning.
Common identified trends in the use of OER• Perception and attitudes towards OER: the AE professionals and organisations are
open to find more about OER and to understand its philosophy behind.• OER usage and practice: there are very few AE organisations who implement a
specific OER policy. The integration of OER falls more under the responsibility and willingness of teachers and trainers.
• Availability and quality of OER: Finding appropriate, good quality OER resources in national languages is still a big challenge. The process of selecting good OER is also difficult as it is a time consuming task.
• Impact of OER use in adult education institutions: there is a big potential for OERs to improve the quality and content of teaching, and to contribute to the professional development of staff.
02 OERup! ProjectNEED ANALYSIS RESULTS
The training package
03
main target group:• adult education teaching professionals
- employed teacher or trainer- freelance teacher or trainer
• mentor or tutor• manager of adult education institutions secondary target group:• ICT support of adult education institutions• consultants/ experts in adult education
=> from all subject areas
03 OERup! Training PackageTarget Group
03 OERup! Training PackageTarget Group - prerequisites
entry level:• new to OER • experienced/ advanced with OER technical requirements:• basic knowledge of ICT handling• access to the internet (and corresponding hardware, e.g. tablet, computer, etc.)• access to the tools, plattforms in use (e.g. google+ community (?!))• newest flashplayer and fast internet for access to Adobe Connect• audio devices (e.g. headset)
03After having participated in the training, the learner will…..
OER & OEP - what does it mean? what's in it for me? (all participants)• be able to understand the terms in use (definitions and philosophy behind it)• be able to state his/her own motivation for producing and using OER
Open licensing (all participants)• understand the main issues around copyright and licensing and the implications
for his/her work • be able to apply the appropriate license to his/her OER• distinguish different types of licenses (with a focus on creative commons) and
how they support OEP
OERup! Training PackageModule 1
03After having participated in the training, the learner will…..
Searching, evaluating, and repurposing OER (all participants)•know about OER repositories•be able to assess the quality of OER (in terms of format, media, adaptability, etc.) •be able to meaningfully repurpose OER•understand the implications of different licenses
OERup! Training PackageModule 2
03After having participated in the training, the learner will…..
Creating and distributing quality OER (all participants)• know what is needed in order to make OER findable (keyword - matadata)• be able to apply the appropriate license to his/her resource• know a range of tools and platforms that help him/her to produce OER• know how to design his/her OER so it can be readily used and adapted
- be aware of limitations/possibilities of different devices, formats, languages etc.
- understand the importance of keeping the context in mind when producing content
- ....
OERup! Training PackageModule 3
03After having participated in the training, the learner will…..
Implementing OEP I (for teaching professionals)• know how teaching practice should change around OER (keyword - open
pedagogies)- know how to facilitate co-production of ressources (with colleagues or
learners)- know how to engage learners in using OER- ...
• know about the power of social learning• have increased its capacity to promote an OER policy in his/her institution
OERup! Training PackageModule 4
03After having participated in the training, the learner will…..
Implementing OEP II (for managers, consultants, freelancers)• know about benefits, risks, and costs of OEP (ROI)• fully understand the implication for their institution• know how to develop and deliver strategies to implement OER and OEP at
institutional level• be able to develop their own OEP business case • be able to evaluate the impact of OER on his or her work
OERup! Training PackageModule 5
03
1. OER & OEP - what does it mean? what's in it for me? (all participants)
2. Searching, evaluating, and repurposing OER (all participants)
3. Creating and distributing quality OER (all participants)
4. Implementing OEP I (for teaching professionals)
5. Implementing OEP II (for managers, consultants, freelancers)
OERup! Training PackageModule Overview
03
Quality criteria
04
To support the development of the “Training package on Open Educational Resources (OER) in adult education”. – A first step for the training package development is the definition of quality criteria which the
training package should adhere to in line with a set of quality indicators for successful OER implementation in AE institutions. These indicators are displayed as a rubric and they are based on EFQUEL ECB-check rubric.
This rubric has two main objectives:– To serve as a tool to support the design of the TP by providing design guidelines; pointing to
key aspects that should been considered during the design process. Once the design of the TP has been completed, the rubric can also be used as a checklist.
– To be used as an evaluation tool with participants after the TP has been implemented. This would require some necessary adaptations to the rubric.
This rubric is to be applied by the OERup! Partners during the design of the TP, and by trainers during its implementation.
04 Quality criteriaOBJECTIVES
04 Quality criteriaSECTIONS
1. Information about the Training Package General description and main objectives Organizational and technical requirements
2. Target group
3. Quality of the content
4. TP design Learning design and methodology Motivation/participation Learning materials Coaching Collaborative learning Assignments and competence development Competence development progression
5. Media design
6. Technology
7. Evaluation & review
Discussion
05
Content• Is the content relevant from your perspective?• Do you miss any content?
Learning Outcomes• Are the learning outcomes relevant from your perspective?• Do you miss any learning outcome?
Training Structure• Do you think the structure is appropriated to deliver the content
and to achieve the learning outcomes? Why?
05 OERup! ProjectDISCUSSION
Thank you
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the
authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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