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

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Monitoring Progress on Open Education in Germany Ulf-Daniel Ehlers An initiative to strengthen awareness and openness in access to digital research artefacts is the “Berlin Declaration on Open Access to Knowledge”. The Berlin Declaration was initiated by the German Max-Planck-Society in 2003. The Berlin Declaration on Open Access to Knowledge has been signed by 53 German Institutions, including the largest research organizations as well as the German Rectors’ Conference which represents 258 universities and other HE institutions. The DFG provides lump sums for covering publication costs including Open Access fees and also has a funding programme “Open Access Publizieren” by which universities can apply for funding in order to cover Open Access publication charges by university-based authors. Since 2010, the DFG financially has supported so-called “Alliance Licenses”. In these concept publishers who publish journals under such (alliance) license permit German authors and their institutions to publish their articles apart from the respective journal also in Open Access repositories. Research organizations are funding Open Access publishing, and/ or have membership agreements with publishers on the central payment of publication fees for publications by their scientists in Open Access journals. Within the BMBF-research programs the publication costs of research projects including Open Access may be funded. The open-access-platform provides detailed information about open access for scholars and other stakeholders. Moreover, information is presented from different user perspectives: authors, librarians, OA publishers, institutions running OA repositories. While there is a strong awareness of Open Access, the term “Open Educational Resources” is not so well introduced, and even less familiar to the average German school teacher or university professor. The simplest reason for this is that there is no good equivalent term in German. Politically active teachers with a keen interest in technology are likely to pick up on the English “OER”, however, the majority of teachers in schools and universities are not aware of the huge benefits of OER in their educational practice. Indicators on openness in educational contexts The German association „Digital Society“, the Austrian association „Free Networks“ and the Swiss association „Digital Allmende“ have initiated a project on measuring digital openness in 2013, called the Index of Digital Openness (http://www.do-index.org/idee-konzept/). The concept is based on three objectives: 1. A holistic indicator set is intended to capture a multitude of digital initiatives on openness. 2. A measurement of digital openness intends to provide indication about the entrepreneurs and the forerunners of digital openness. 3. A regular carried out ranking intends to provide a better possibility to compare the different initiatives and public efforts to progress on the issue of digital openness (do:index). 192 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Monitoring Progress on Open Education in Germany Ulf-Daniel Ehlers The ranking is called [do:index], and is composed of five different parts which measure the contribution of different areas to the field of digital openness: data, information, knowledge, infrastructure as well as learning and teaching materials (OER). Collectively the rankings contain 60 different indicators in 97 questionnaires. The first data collection has been started in summer 2013. Results have been presented for the first time during the Re:publica- Conference in May 2014 in Berlin, Germany and are going to be updated continuously every year. In total 48 regions have been included in the survey in Germany, Austria and Switzerland. In Germany these are the 16 Lander and their capitals, as well as six further cities with more than 500.000 inhabitants (Dobusch & Palmetshofer, 2013). The ranking includes the issue of open education and aims to measure the policy objective to make education more freely available and comprises OER (Dobusch & Palmetshofer 2013; p.3). The OER questionnaire is composed of five categories: General information about OER, OER-Programs in educational institutions, licensing, lighthouse projects, and any further information. The following table (Table 1) shows the aggregated result in comparison of all 16 Lander of Germany. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 193 ISBN 978-615-5511-12-7
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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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Differentiated Technology-Based Int
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Page 149 and 150: Using Digital Technologies for Incl
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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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