Forging new pathways of research and innovation in open and distance learning

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Policy Review of Open Badges for Open Education: What Does it Take to Scale up Open Digital Credentials? Ilona Buchem 9. UNESCO (2016). Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all. Retrieved from http://unesdoc.unesco.org/images/0024/002432/243278e.pdf 10. Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., & Punie, Y. (2016). Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN. doi: 10.2791/809371. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf 172 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Forging new pathways of research and innovation in open and distance learning: Reaching from the roots Proceedings of the 9 th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016 ISBN 978-615-5511-12-7 OPEN EDUCATIONAL RESOURCES (OER): GUIDANCE FOR INSTITUTIONAL DECISION MAKERS IN DEVELOPING AN OER STRATEGY Lisa Marie Blaschke, Carl von Ossietzky Universität Oldenburg, Germany Summary In the hope of reducing ever-rising educational costs, more universities are turning to open educational resources (OER) as a means of minimizing the financial burden on students. Although initially a transition to OER may seem like a quick economic fix for reducing costs and increasing resource accessibility, it brings with it a variety of multi-layered issues – e.g., copyright and intellectual property issues, OER quality, relevance and applicability, resistance from faculty and the publishing industry, and institutional degree of openness (D’Antoni & Savage, 2009; Wiley, 2010) – each of which need to be addressed before successfully implementing a full-scale OER solution. In addition, institutions need to weigh the degree of openness they choose to engage in, as well as consider the advantages and disadvantages of their approach. This paper will discuss definitions of openness and OER, the benefits and challenges of OER, and current OER implementation strategies, while presenting three case studies of distance education institutions that have adopted OER and a summary of best practices. Literature Review Lane (2009) identifies two defining factors of openness: free accessibility using the Internet and limited restriction in using resources, which includes free access to source code, no subscription or licensing fees, and little or no restrictions to copyright and licensing. Openness in education can exist in many forms: open access textbooks and publishing, open courseware, open source software (OSS), massive open online courses, open course design, open delivery, open research, open evaluation, reflection, and scholarship, and open policy (Weller, 2014; Conole & Weller, 2010). OER occupy “a middle ground, intersecting with open access, through open textbooks, and MOOCs, which can be seen as a subset of OERs” (Weller, 2014; p.85). The first definition of OER emerged from a UNESCO conference in 2002, which defined OER as “The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes” (Hylén, 2009; para.6). In 2002, UNESCO further broadened that definition, stating that OER are “digitalized materials offered freely and openly to educators, students and independent learners to use and reuse for teaching, learning and research” (OECD, 2007; p.10). Hylén (2009) expanded on this definition further, categorizing 173
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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A Study of the Use of Ubiquitous Mo
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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Forging new pathways of research and innovation in open and distance learning

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