You are browsing the archive for Annalisa Manca.

“The night of the living MOOCs”: a feasible and high-impact proposal

- March 21, 2018 in guestpost, MOOCs, oer, open educational resources

By Fabio Nascimbeni, assistant professor in the International University of La Rioja and member of the Open Education Working Group Advisory Board. The current  #fixcopyright campaign that aims to modify the upcoming European Copyright Reform by instilling more …

“The night of the living MOOCs”: a feasible and high-impact proposal

- March 21, 2018 in guestpost, MOOCs, oer, open educational resources

By Fabio Nascimbeni, assistant professor in the International University of La Rioja and member of the Open Education Working Group Advisory Board. The current  #fixcopyright campaign that aims to modify the upcoming European Copyright Reform by instilling more openness for the benefits of citizens, educators, and researchers across Europe, can be summarized in one sentence: “Europeans deserve freedom to use digital content in education”. This very same sentence was used by one of the speakers during a recent webinar organized by EDEN in occasion of the Open Education Week 2018, and generated an interesting debate on how policy should make sure that education is treated with particular care, when it comes to guaranteeing access to open and quality learning resources. Interestingly, within the webinar the sentence was not referred to online learning resources in general, but specifically to MOOCs. The claim of the speaker, a university teachers who is using MOOCs as a complement within the curriculum, was that MOOCs, that potentially represent an unprecedented set of online learning resources, are limited in their use by educators by one major issue. Any researcher in the field of OER and Open Education would quickly say that this issue is the act that MOOCs contents are normally not released as Open Educational Resources (OER), making impossible for a teacher to adapt them to the specific needs of his/her context. While this is certainly true, our professor said that adapting the content of MOOCs is not the problem – she would not have time to do that anyway and if you are able to search for good quality MOOCs there is not that much to change, in her words – while the real issue is another, somehow a simpler one. The fact is that typically MOOCs are “open” for participation only in some specific periods of time, and therefore cannot be used by a teacher as a curriculum complement in case the course that we want to complement takes place outside the MOOC duration. A quick non-exhaustive search on Class Central, one of the most complete directories on MOOCs, seems to confirm this. If we search for example for MOOCs on mathematics, we see that out of the 292 mapped courses 45 are actually “in progress” and 82 are self-paced, meaning that they remain constantly open. This makes 127 actually “usable” courses out of the overall 292, that is only around 44%. The situation is even worse for MOOCs on business studies (only 36% of which are actually available) or on medicine (32%). Further to this, what is most striking is the high number of so-called “finished courses” (33% in mathematics, 26% in business, 40% in medicine): the content of these courses is simply no more available. This “MOOC demography” is striking: in our example on Business studies, out of a population of 1510 MOOCs the living people are a minority (36%), the not-yet born are quite a lot (Recently announced and Future Courses sum up to 38%) and the dead ones are 26%. In other words, this means that in general terms and with all due exceptions (such as MOOCs platform that might grant access to content also when the course is not running) the majority of content produced within so-called Massive Open Online Courses, not only is not open in the OER meaning, but is not even accessible Online. Advocating for MOOCs providers to make available the content of the courses under development prior to the courses launch (the not-yet born) would probably be too much, but on the other hand allowing teachers (as well as any other user) to access the content of the Finished Courses (the dead ones) is something that could be easily done, and arguably would not represent a problem in terms of MOOCs business models. Bringing these finished MOOCs “back to life” would increase the amount of available MOOCs content by roughly 25%, and would allow teachers accessing them for their classes in a permanent way. This would not transform MOOCs into OER, but would surely represent an important step, especially considering that MOOCs are increasingly being used as complementary resources integrated in the curriculum, towards the freedom that Europeans deserve to use digital content in education.

Cape Town Open Education Declaration 10th anniversary

- January 24, 2018 in #CPT10, copyright, oer

This week, Monday January 22nd, the Open Education community celebrated an important anniversary: 10 years since the publication of the Cape Town Open Education Declaration, a global call to action that has helped inspire thousands of open education advocates …

Cape Town Open Education Declaration 10th anniversary

- January 24, 2018 in #CPT10, copyright, oer

This week, Monday January 22nd, the Open Education community celebrated an important anniversary: 10 years since the publication of the Cape Town Open Education Declaration, a global call to action that has helped inspire thousands of open education advocates across the world.
The Declaration starts by describing an “open education movement” which is pervading educational practices worldwide:
We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go. This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Educators, learners and others who share this belief are gathering together as part of a worldwide effort to make education both more accessible and more effective.
And it goes on suggesting three strategies to increase the reach and impact of open educational resources:
1. Educators and learners: First, we encourage educators and learners to actively participate in the emerging open education movement. Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly. 2. Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly. These open educational resources should be freely shared through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet. 3. Open education policy: Third, governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources. Educational resource repositories should actively include and highlight open educational resources within their collections.

So, where are we now, after exactly 10 years from this? The 10 year anniversary was initially marked last year during the World OER Congress , in which a group of open educators, reflecting on progress made by the community over the last ten years and future challenges, collaboratively produced a new set of recommendations to inspire and focus the movement for the next ten years: the Ten Directions to Move Open Education Forward. These directions complement and expand the three Open Education Declaration strategies by giving particular attention to elements such as communication, empowerment, educational development, open pedagogy, and copyright reform, among others. The Open Education Working Group has been involved in the last element through  Communia, a network of activists, researchers and open practitioners who advocate for improvements to the EU copyright framework. We believe that the copyright law is of fundamental importance to move Open Education forward. Indeed, “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”. Last week Communia sent a joint letter to all MEPs working on copyright reform, explaining the changes needed to facilitate the use of copyrighted works in support of education. As we are well aware of, education practices are embedded, and influenced by, social, historical and political dynamics. It is important that we educators become critically aware of these dynamics and become active in making sure that they do not disrupt our pedagogies. Critical awareness of social, historical and political dynamics affecting educators’ practices is an important topic especially nowadays as globally, we are witnessing major migratory flows, which means that providing social and educational services have become pressing concerns in all regions of the world as we need to make sure everyone is able to access adequate education. The Ten Directions to Move Open Education Forward contain 3 particularly important strategies related to this issue: open pedagogy, educational development and empowerment. OERs have the affordances to be used as an instrument for education to social cohesion within a critical pedagogy discourse (Manca et al., 2017), with particular attention to the aforementioned strategies. Critical pedagogies refer to all those educational experiences promoting transformation, empowerment, and exposing the power dynamics affecting educational development and which can perpetuate social injustice. It is then of vital importance that open educators refer to these strategies (and the others) for both personal development and to design education in a way that helps learners develop the critical skills needed to uncover, observe and recognise how socio-cultural, power and emotion-related dynamics influence society. With these new, 10 directions, Open education is not only moving forward, but it is becoming the vessel of a democratic pedagogy aimed at educating future generations to what sociologist Edgar Morin defined as “complex lessons in education for the future” (2002). These lessons include the ability to appreciate the common human condition, the way knowledge is (co)constructed and what are the possible errors in this process, the importance of understanding each others and, most importantly, the aptitude to confront and accept the uncertainties and complexities of the socio-cultural reality we inhabit (Manca et al., 2017). The Open Education Working Group is delighted to join the wider community of open educators on this vessel and moving towards these exciting, transformative  challenges.    

Webinar: Open Access and its value for Open Education

- October 23, 2017 in Events, openaccess, openaccessweek

 
In occasion of Open Access Week, the Open Education Working Group is organising a Webinar in which Teresa Nobre, Ivonne Lujano and Graham Steel will discuss Open Access and its value for Open Education.
 
The Webinar will

Open Education Working Group meet in Ljubljana

- October 2, 2017 in advisoryboard, guestpost

Post written by Lorna M. Campbell

(L-R) Cable Green, Fabio Nascimbeni, Lorna M. Campbell, Leo Havemann, Virginia Rodés and Sophie Touzé at the OER World Congress, Ljubljana.

Members of the Open Education Working Group Advisory Board had a rare opportunity …

Open in a Nutshell: Monkey Nuts of Openness

- April 19, 2017 in guestpost, oer

Post written by Christian Friedrich & Kate Green

 

Peanuts, by Anna – CC BY-NC-SA 2.0

After a couple of days at OER17 conference in London (if you haven’t yet, check out the recordings and documentation), we (Christian and …

Webinar on Open Education and Open Science: a summary

- April 18, 2017 in communication, Events, oer, Open Science

This is a summary of a recent Webinar in which Guido Scherp, the Coordinator of “Leibniz Research Alliance Science 2.0” (LRA) and Lorna Campbell, one of our Advisory Board members and expert in open education, answered

Open Science Conference 2017: a Webinar with Guido Scherp

- April 6, 2017 in communication, Events, Featured, oer, Open Science

What do Open Science and Open Education have in common? Why is it important to speak about Open Education and Open Science? What do us Open Educators need to learn from Open Scientists and vice versa? Do we need to

An open pathway to learning for all: learning through making (OER) and by experiencing (OEP)

- March 29, 2017 in Featured, guestpost, oer

Post written by Chrissi Nerantzi & Viviane Vladimirschi

Reflections on #OEglobal in Cape Town, March 2017

OEGlobal (#oeglobal) took place in Cape Town this year, 10 years after the Declaration of Open Education was signed there. With the Table Mountain