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Verkko-opiskelusta vauhtia datan avaamiseen

- December 15, 2016 in avoin data, Finished projects, koulutus, mooc, open-education

avoin-data-logoJulkishallinnon datan avaajan mestarikurssi, joka alkoi lokakuussa ja päättyi marras-joulukuun taitteessa, on tuottanut hyvää satoa. Kurssin suoritti kuudestatoista organisaatiosta yhteensä 92 henkilöä, jotka laativat omalle organisaatiolleen suunnitelman datan avaamisesta ja siitä tiedottamisesta. Monet kurssilaiset esittivät myös otteen avaamastaan datasta ja korjasivat sitä saamansa palautteen mukaisesti. Kurssin aikana Musiikkiarkisto JAPA julkaisi avaamansa Mihin jäi punk -muistitietoaineiston, Kansallinen audiovisuaalinen instituutti kotimaisten televisiosarjojen tietoja ja Liikenteen turvallisuusvirasto Trafi Ilma-alusrekisterin ja Rautateiden kalustorekisterin tietoja. Eduskunta avasi rajapinnan järjestelmistään koottuun avoimeen dataan, joissa on tietoja kansanedustajista, valtiopäiväasiakirjojen lausunnoista sekä äänestyksistä ja sali-istunnoista. Lähiaikoina Turun kaupunki avaa ja julkistaa liikuntapaikkojen kävijämäärätietoja ja Postimuseo tietoja Suomen postitoimipaikoista perustamis- ja mahdollisine lakkauttamistietoineen sekä toimipaikan hoitajista vuoteen 1916 asti. Kansallisarkistosta kurssilla oli monta ryhmää. Yksi niistä laati luonnoksen Kansallisarkiston avoimuuspolitiikasta, joka on parhaillaan kommentoitavana. Kun se valmistuu, myös muut muistiorganisaatiot voisivat ottaa sen käyttöönsä soveltuvin osin. Hyödyntäkää uusia avauksia – vaikka DataBusiness Challengessa! Julkishallinnon datan avaajan mestarikurssin verkkototeutuksen, ns. cMOOCin eli yhteisöllisen MOOCin (Massive Open Online Course) järjesti Open Knowledge Finland ry yhteistyössä Finnish Consulting Groupin (FCG) kanssa. Syksyn 2016 kurssin rahoitti Valtiokonttori. Kurssiaineiston kehittämisessä on tehty yhteistyötä opetus- ja kulttuuriministeriön, liikenne- ja viestintäministeriön, Aalto-yliopiston sekä Maailmanpankkiryhmän kanssa. Lisätietoja: eija.kalliala (at) okf.fi The post Verkko-opiskelusta vauhtia datan avaamiseen appeared first on Open Knowledge Finland.

Verkko-opiskelusta vauhtia datan avaamiseen

- December 15, 2016 in avoin data, koulutus, mooc, open-education

avoin-data-logoJulkishallinnon datan avaajan mestarikurssi, joka alkoi lokakuussa ja päättyi marras-joulukuun taitteessa, on tuottanut hyvää satoa. Kurssin suoritti kuudestatoista organisaatiosta yhteensä 92 henkilöä, jotka laativat omalle organisaatiolleen suunnitelman datan avaamisesta ja siitä tiedottamisesta. Monet kurssilaiset esittivät myös otteen avaamastaan datasta ja korjasivat sitä saamansa palautteen mukaisesti. Kurssin aikana Musiikkiarkisto JAPA julkaisi avaamansa Mihin jäi punk -muistitietoaineiston, Kansallinen audiovisuaalinen instituutti KAVI kotimaisten televisiosarjojen tietoja ja Liikenteen turvallisuusvirasto Trafi Ilma-alusrekisterin ja Rautateiden kalustorekisterin tietoja. Eduskunta avasi rajapinnan järjestelmistään koottuun avoimeen dataan, joissa on tietoja kansanedustajista, valtiopäiväasiakirjojen lausunnoista sekä äänestyksistä ja sali-istunnoista. Lähiaikoina Turun kaupunki avaa ja julkistaa liikuntapaikkojen kävijämäärätietoja ja Postimuseo tietoja Suomen postitoimipaikoista perustamis- ja mahdollisine lakkauttamistietoineen sekä toimipaikan hoitajista vuoteen 1916 asti. Kansallisarkistosta kurssilla oli monta ryhmää. Yksi niistä laati luonnoksen Kansallisarkiston avoimuuspolitiikasta, joka on parhaillaan kommentoitavana. Kun se valmistuu, myös muut muistiorganisaatiot voisivat ottaa sen käyttöönsä soveltuvin osin. Hyödyntäkää uusia avauksia – vaikka DataBusiness Challengessa! Julkishallinnon datan avaajan mestarikurssin verkkototeutuksen, ns. cMOOCin eli yhteisöllisen MOOCin (Massive Open Online Course) järjesti Open Knowledge Finland ry yhteistyössä Finnish Consulting Groupin (FCG) kanssa. Syksyn 2016 kurssin rahoitti Valtiokonttori. Kurssiaineiston kehittämisessä on tehty yhteistyötä opetus- ja kulttuuriministeriön, liikenne- ja viestintäministeriön, Aalto-yliopiston sekä Maailmanpankkiryhmän kanssa. Lisätietoja: eija.kalliala (at) okf.fi The post Verkko-opiskelusta vauhtia datan avaamiseen appeared first on Open Knowledge Finland.

Verkko-opiskelusta vauhtia datan avaamiseen

- December 15, 2016 in avoin data, koulutus, mooc, open-education

avoin-data-logoJulkishallinnon datan avaajan mestarikurssi, joka alkoi lokakuussa ja päättyi marras-joulukuun taitteessa, on tuottanut hyvää satoa. Kurssin suoritti kuudestatoista organisaatiosta yhteensä 92 henkilöä, jotka laativat omalle organisaatiolleen suunnitelman datan avaamisesta ja siitä tiedottamisesta. Monet kurssilaiset esittivät myös otteen avaamastaan datasta ja korjasivat sitä saamansa palautteen mukaisesti. Kurssin aikana Musiikkiarkisto JAPA julkaisi avaamansa Mihin jäi punk -muistitietoaineiston, Kansallinen audiovisuaalinen instituutti KAVI kotimaisten televisiosarjojen tietoja ja Liikenteen turvallisuusvirasto Trafi Ilma-alusrekisterin ja Rautateiden kalustorekisterin tietoja. Eduskunta avasi rajapinnan järjestelmistään koottuun avoimeen dataan, joissa on tietoja kansanedustajista, valtiopäiväasiakirjojen lausunnoista sekä äänestyksistä ja sali-istunnoista. Lähiaikoina Turun kaupunki avaa ja julkistaa liikuntapaikkojen kävijämäärätietoja ja Postimuseo tietoja Suomen postitoimipaikoista perustamis- ja mahdollisine lakkauttamistietoineen sekä toimipaikan hoitajista vuoteen 1916 asti. Kansallisarkistosta kurssilla oli monta ryhmää. Yksi niistä laati luonnoksen Kansallisarkiston avoimuuspolitiikasta, joka on parhaillaan kommentoitavana. Kun se valmistuu, myös muut muistiorganisaatiot voisivat ottaa sen käyttöönsä soveltuvin osin. Hyödyntäkää uusia avauksia – vaikka DataBusiness Challengessa! Julkishallinnon datan avaajan mestarikurssin verkkototeutuksen, ns. cMOOCin eli yhteisöllisen MOOCin (Massive Open Online Course) järjesti Open Knowledge Finland ry yhteistyössä Finnish Consulting Groupin (FCG) kanssa. Syksyn 2016 kurssin rahoitti Valtiokonttori. Kurssiaineiston kehittämisessä on tehty yhteistyötä opetus- ja kulttuuriministeriön, liikenne- ja viestintäministeriön, Aalto-yliopiston sekä Maailmanpankkiryhmän kanssa. Lisätietoja: eija.kalliala (at) okf.fi The post Verkko-opiskelusta vauhtia datan avaamiseen appeared first on Open Knowledge Finland.

Datan avaamisen mestareita julkishallintoon

- October 21, 2016 in avoin data, julkishallinto, mestarikurssi, mooc

avoin-data-logoJulkishallinnon datan avaajan mestarikurssin toinen toteutus käynnistyi rytinällä 10.10.2016. Mestarikurssi kouluttaa muutoksentekijöitä julkishallintoon – asiantuntijoita, jotka käytännössä avaavat dataa omissa organisaatioissaan. Samoin kuin keväällä, verkkokurssilla on yli sata osallistujaa ja parikymmentä organisaatiota eri puolilta Suomea! Ryhmäytyminen eteni ripeästi ja ensimmäisiä ryhmätöitä on jo palautettu: niissä pohditaan datan avaamisen hyötyjä ja haasteita kunkin ryhmän oman organisaation näkökulmasta sekä laaditaan ryhmän alustava avaussuunnitelma. Syyslomien jälkeen kurssilla pureudutaan datan erilaisiin muotoihin ja julkaisualustoihin, avoimeen lisensointiin sekä datan avaamiseen liittyviin lakeihin ja säädöksiin. Avauksista tiedotetaan lähiviikkoina. Monet ryhmistä julkaissevat avamaamansa tietoaineiston vielä marraskuun aikana. Ennen joulua näemme siis Suomessa useita julkishallinnon datan avauksia! Sovelluskehittäjät, tutkijat ja datajournalistit: nyt innolla kehittämään kansalaisille uusia sovelluksia ja palveluita avoimesta datasta! Käynnissä oleva verkkokurssi on toinen ohjattu toteutus kansainväliseen levitykseen kehitetystä kurssimateriaalista. Kurssin keskustelut eivät ole julkisia, mutta kansainväliseen levitykseen kehitetty kurssimateriaali on avoimesti verkossa. Kurssin järjestää Open Knowledge Finland ry ja sen rahoittaa Valtiokonttori. FCG tarjoaa oppimisalustan ja kurssihallinnon. Kurssin aiempaa toteutusta ja aineiston tuottamista ovat tukeneet opetus- ja kulttuuriministeriö, liikenne- ja viestintäministeriö, Aalto-yliopisto ja World Bank Group. Oletko kiinnostunut oppimaan lisää avoimesta datasta? Ota yhteyttä: eija.kalliala (at) okf.fi. The post Datan avaamisen mestareita julkishallintoon appeared first on Open Knowledge Finland.

Datan avaamisen mestareita julkishallintoon

- October 21, 2016 in avoin data, julkishallinto, mestarikurssi, mooc

avoin-data-logoJulkishallinnon datan avaajan mestarikurssin toinen toteutus käynnistyi rytinällä 10.10.2016. Mestarikurssi kouluttaa muutoksentekijöitä julkishallintoon – asiantuntijoita, jotka käytännössä avaavat dataa omissa organisaatioissaan. Samoin kuin keväällä, verkkokurssilla on yli sata osallistujaa ja parikymmentä organisaatiota eri puolilta Suomea! Ryhmäytyminen eteni ripeästi ja ensimmäisiä ryhmätöitä on jo palautettu: niissä pohditaan datan avaamisen hyötyjä ja haasteita kunkin ryhmän oman organisaation näkökulmasta sekä laaditaan ryhmän alustava avaussuunnitelma. Syyslomien jälkeen kurssilla pureudutaan datan erilaisiin muotoihin ja julkaisualustoihin, avoimeen lisensointiin sekä datan avaamiseen liittyviin lakeihin ja säädöksiin. Avauksista tiedotetaan lähiviikkoina. Monet ryhmistä julkaissevat avamaamansa tietoaineiston vielä marraskuun aikana. Ennen joulua näemme siis Suomessa useita julkishallinnon datan avauksia! Sovelluskehittäjät, tutkijat ja datajournalistit: nyt innolla kehittämään kansalaisille uusia sovelluksia ja palveluita avoimesta datasta! Käynnissä oleva verkkokurssi on toinen ohjattu toteutus kansainväliseen levitykseen kehitetystä kurssimateriaalista. Kurssin keskustelut eivät ole julkisia, mutta kansainväliseen levitykseen kehitetty kurssimateriaali on avoimesti verkossa. Kurssin järjestää Open Knowledge Finland ry ja sen rahoittaa Valtiokonttori. FCG tarjoaa oppimisalustan ja kurssihallinnon. Kurssin aiempaa toteutusta ja aineiston tuottamista ovat tukeneet opetus- ja kulttuuriministeriö, liikenne- ja viestintäministeriö, Aalto-yliopisto ja World Bank Group. Oletko kiinnostunut oppimaan lisää avoimesta datasta? Ota yhteyttä: eija.kalliala (at) okf.fi. The post Datan avaamisen mestareita julkishallintoon appeared first on Open Knowledge Finland.

A Scuola di OpenCoesione: Using Open Data in schools for the development of civic awareness

- March 15, 2016 in #openeducationwk, Data, Featured, guestpost, mooc, OEP, oer, Open Data, Open Educational Practices, open educational resources, open-education, opening up education

A Scuola di OpenCoesione ( ASOC), from Italian, translates as Open Cohesion School. It can be understood as an educational challenge and a MOOC (Massive Online Open Course) designed for students in Italian secondary schools. ASOC was launched in 2013 within the open government strategy on cohesion policy carried out by the National Government, in partnership with the Ministry of Education and the Representation Office of the European Commission in Italy; it is also supported by the European Commission’s network of “Europe Direct” Information Centres. The third edition of ASOC was launched in November 2015. While you are reading this post, about 2800 students and 200 teachers are involved in a collective learning experience focused on civic monitoring of public funding through open data analysis, and also by visiting sites and conducting “data journalist” research. A_scuola_logo_quadricromia_png The main objectives of ASOC are to engage participating schools in actively promoting the use and reuse of open data for the development of civic awareness and engagement with local communities in monitoring the effectiveness of public investment. The participating students and teachers design their research using data from the 900,000 projects hosted on the national OpenCoesione portal in which everyone can find transparent information regarding the investment in projects funded by Cohesion Policies in Italy. The portal provides data including detailed information on the amount of funding, policy objectives, locations, involved subjects and completion times: so schools can select the data they want to use in their research, which can be related to their region or city. ASOC’s Teaching and learning programme infografica-new The teaching and learning programme is designed in six main sessions. The first four sessions aim at developing innovative and interdisciplinary skills such as digital literacies and data analysis to support students to assess and critically understand the use of public money. Students learn through a highly interactive process using policy analysis techniques, such as tackling policy rationales for interventions, as well as understanding results and performance. This process employs “civic” monitoring to work on real cases using data journalism and storytelling techniques. During the fifth session, and based on their research projects on the information acquired, the students carry out on-site visits to the public works or services in their region or city which are financed by EU and national funds, and also they interview the key stakeholders involved in the projects’ implementation, the beneficiaries and other actors. Finally, the sixth session is a final event where students meet with their local communities and with policy-makers to discuss their findings, with the ultimate goal to keep the administrators accountable and responsible for their decisions. Here you can find all the video sessions and exercises: http://www.ascuoladiopencoesione.it/lezioni/. The teaching method combines asynchronous and synchronous learning. The asynchronous model is designed following a typical MOOC (Massive Online Open Courses) style where participants learn through a series of activities. Teachers are trained by the central ASOC team through a series of webinars. The synchronous in-class sessions share a common structure: each class starts with one or more videos from the MOOC, followed by a group exercise where the participants get involved in teacher-led classroom activities. These activities are organised around the development of the research projects and reproduce a flipped classroom setting. In between lessons, students work independently to prepare data analysis reports and original final projects. Also, in order to have an impact on local communities and institutions, the students are actively supported by local associations that contribute with specific expertise in the field of open data or on specific topics such as environmental issues, anti-mafia activities, local transportation, etc. Furthermore, the European Commission’s network of information centres “Europe Direct” (EDIC), is involved supporting the activities and disseminating the results. On ASOC’s website there is a blog dedicated to sharing and disseminating the students’ activities on social networks (see here ASOC in numbers). ASOC’s pedagogical methodology is centred on specific goals, well-defined roles and decision-making. This has allowed students to independently manage every aspect of their project activities, from the choice of research methods to how to disseminate the results. On the other hand, the teachers are also involved in an intensive community experience that allows them to learn not only from their own students, but also from the local community and from their fellow teaching peers involved in the project. Screen Shot 2016-03-15 at 16.40.52 Ultimately, this takes the form of a collective civic adventure that improves the capacity to form effective social bonds and horizontal ties among the different stakeholders, actors of the local communities. In fact, detailed Open Data on specific public projects has enable new forms of analysis and storytelling focused on real cases developed in the students’ neighbourhoods. This, in turn, has the key goal of involving the policy-makers in a shared, participatory learning process, to improve both policy accountability and the capacity to respond to local needs. Finally, ASOC’s key element is that the pedagogical methodology we have developed can be used as a learning pathway that can be adapted to different realities (e.g. different policy domains, from national to local, in different sectors) using different types of open data with comparable level of detail and granularity (e.g. detailed local budget data, performance data, research data, or any other type of data). If you are interested in learning more from ASOC’s experience, you can read a case study which includes the results of the 2014-2015 edition on Ciociola, C., & Reggi, L. (2015). A Scuola di OpenCoesione: From Open Data to Civic Engagement. In J. Atenas & L. Havemann (Eds.), Open Data As Open Educational Resources: Case Studies of Emerging Practice. You can also watch ASOC’s documentary video of the 2014-2015 edition here: https://vimeo.com/138955671 — About the author Screen Shot 2016-03-15 at 16.28.23 Chiara Ciociola Is the community manager of the project A Scuola di OpenCoesione at the Department for Cohesion Policies, Italian Presidency of the Council of Ministers. She holds a BA in Political Science, with a focus on New Media and Journalism at University of Florence and a MA in Digital Storytelling at University of Turin. In 2013 she founded Monithon Italia, a civil society initiative for citizen monitoring of EU-funded projects. Since 2011 she is a contributor of Neural magazine, a critical digital culture and new media arts magazine.  

**Part of this article was originally published in the Open Education Europe blog as “OpenCoesione School” – An example of scalable learning format using OpenData as Educational Resources. We thank Maria Perifanou for sharing this post with us**.

A Scuola di OpenCoesione: Using Open Data in schools for the development of civic awareness

- March 15, 2016 in #openeducationwk, Data, Featured, guestpost, mooc, OEP, oer, Open Data, Open Educational Practices, open educational resources, open-education, opening up education

A Scuola di OpenCoesione ( ASOC), from Italian, translates as Open Cohesion School. It can be understood as an educational challenge and a MOOC (Massive Online Open Course) designed for students in Italian secondary schools. ASOC was launched in 2013 within the open government strategy on cohesion policy carried out by the National Government, in partnership with the Ministry of Education and the Representation Office of the European Commission in Italy; it is also supported by the European Commission’s network of “Europe Direct” Information Centres. The third edition of ASOC was launched in November 2015. While you are reading this post, about 2800 students and 200 teachers are involved in a collective learning experience focused on civic monitoring of public funding through open data analysis, and also by visiting sites and conducting “data journalist” research. A_scuola_logo_quadricromia_png The main objectives of ASOC are to engage participating schools in actively promoting the use and reuse of open data for the development of civic awareness and engagement with local communities in monitoring the effectiveness of public investment. The participating students and teachers design their research using data from the 900,000 projects hosted on the national OpenCoesione portal in which everyone can find transparent information regarding the investment in projects funded by Cohesion Policies in Italy. The portal provides data including detailed information on the amount of funding, policy objectives, locations, involved subjects and completion times: so schools can select the data they want to use in their research, which can be related to their region or city. ASOC’s Teaching and learning programme infografica-new The teaching and learning programme is designed in six main sessions. The first four sessions aim at developing innovative and interdisciplinary skills such as digital literacies and data analysis to support students to assess and critically understand the use of public money. Students learn through a highly interactive process using policy analysis techniques, such as tackling policy rationales for interventions, as well as understanding results and performance. This process employs “civic” monitoring to work on real cases using data journalism and storytelling techniques. During the fifth session, and based on their research projects on the information acquired, the students carry out on-site visits to the public works or services in their region or city which are financed by EU and national funds, and also they interview the key stakeholders involved in the projects’ implementation, the beneficiaries and other actors. Finally, the sixth session is a final event where students meet with their local communities and with policy-makers to discuss their findings, with the ultimate goal to keep the administrators accountable and responsible for their decisions. Here you can find all the video sessions and exercises: http://www.ascuoladiopencoesione.it/lezioni/. The teaching method combines asynchronous and synchronous learning. The asynchronous model is designed following a typical MOOC (Massive Online Open Courses) style where participants learn through a series of activities. Teachers are trained by the central ASOC team through a series of webinars. The synchronous in-class sessions share a common structure: each class starts with one or more videos from the MOOC, followed by a group exercise where the participants get involved in teacher-led classroom activities. These activities are organised around the development of the research projects and reproduce a flipped classroom setting. In between lessons, students work independently to prepare data analysis reports and original final projects. Also, in order to have an impact on local communities and institutions, the students are actively supported by local associations that contribute with specific expertise in the field of open data or on specific topics such as environmental issues, anti-mafia activities, local transportation, etc. Furthermore, the European Commission’s network of information centres “Europe Direct” (EDIC), is involved supporting the activities and disseminating the results. On ASOC’s website there is a blog dedicated to sharing and disseminating the students’ activities on social networks (see here ASOC in numbers). ASOC’s pedagogical methodology is centred on specific goals, well-defined roles and decision-making. This has allowed students to independently manage every aspect of their project activities, from the choice of research methods to how to disseminate the results. On the other hand, the teachers are also involved in an intensive community experience that allows them to learn not only from their own students, but also from the local community and from their fellow teaching peers involved in the project. Screen Shot 2016-03-15 at 16.40.52 Ultimately, this takes the form of a collective civic adventure that improves the capacity to form effective social bonds and horizontal ties among the different stakeholders, actors of the local communities. In fact, detailed Open Data on specific public projects has enable new forms of analysis and storytelling focused on real cases developed in the students’ neighbourhoods. This, in turn, has the key goal of involving the policy-makers in a shared, participatory learning process, to improve both policy accountability and the capacity to respond to local needs. Finally, ASOC’s key element is that the pedagogical methodology we have developed can be used as a learning pathway that can be adapted to different realities (e.g. different policy domains, from national to local, in different sectors) using different types of open data with comparable level of detail and granularity (e.g. detailed local budget data, performance data, research data, or any other type of data). If you are interested in learning more from ASOC’s experience, you can read a case study which includes the results of the 2014-2015 edition on Ciociola, C., & Reggi, L. (2015). A Scuola di OpenCoesione: From Open Data to Civic Engagement. In J. Atenas & L. Havemann (Eds.), Open Data As Open Educational Resources: Case Studies of Emerging Practice. You can also watch ASOC’s documentary video of the 2014-2015 edition here: https://vimeo.com/138955671 — About the author Screen Shot 2016-03-15 at 16.28.23 Chiara Ciociola Is the community manager of the project A Scuola di OpenCoesione at the Department for Cohesion Policies, Italian Presidency of the Council of Ministers. She holds a BA in Political Science, with a focus on New Media and Journalism at University of Florence and a MA in Digital Storytelling at University of Turin. In 2013 she founded Monithon Italia, a civil society initiative for citizen monitoring of EU-funded projects. Since 2011 she is a contributor of Neural magazine, a critical digital culture and new media arts magazine.  

**Part of this article was originally published in the Open Education Europe blog as “OpenCoesione School” – An example of scalable learning format using OpenData as Educational Resources. We thank Maria Perifanou for sharing this post with us**.

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Learning about Data Journalism is easy… and free!

- March 3, 2016 in Claire Wardle, Data Journalism, ejc, European Journalism Centre, Google News Lab, Learno, mooc, Nicholas Whitaker, Open Journalism

Learno.net, EJC, Logo,

Logo all rights reserved by European Journalism Centre (EJC)

What are the fastest ways to learn data journalism? This was a question I was curious about and Mattias mentioned to me that he just heard about Learno.net. It is a MOOC, web courses platform for people and journalists who want to improve their internet research skills and, learn about the techniques of data journalism. Currently available are online courses about Google Search for Journalists, The Basics of Verification, Doing Journalism with Data and Managing Data Journalism Projects and there are also many upcoming courses. All of them are posted and delivered by media professionals such as Nicholas Whitaker, media outreach manager in Google News Lab or Claire Wardle, Buzz Feed Canada editor. All of the courses on Learno are free and, the only thing that you need to do is subscribe by providing an e-mail address and become a member. The teaching system is effective and, each lecture in the video is supported by graphics and diagrams to render the subject more understandable and easy. There are also exercises following up the lectures so, you can directly test how much you learned during these excellent courses if you like would to. Great initiative by the European Journalism Centre (EJC)!

Adult Education and OER: conclusions and policy recommendations for Europe

- October 21, 2015 in adulteducation, Featured, mooc, OEP, oer, open educational resources, open-education, opening up education

This posting deals with the conclusions and policy recommendations from the Adult Education and Open Educational Resources study for the European Parliament, a 140-page “Study”, written by Sero, released on 15 October 2015. The Study reviews the current use of Open Educational Resources in Adult Education in Europe (with a focus on Member States of the European Union), assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks and those developed by the European Parliament and relevant European agencies. The majority of the research was carried out in the first five months of 2015.
The Study incorporates an Annex (starting on p. 77) including new research on over 12 Member States (with a focus on UK, France, Spain, Hungary, Sweden, Latvia, Germany and Romania), leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by more recent OER-related studies (D-TRANSFORM and SEQUENT) from Sero and others for the Joint Research Centre, Erasmus+ and the Lifelong Learning Programme. The work also was able to draw on some of the country reports for OERup!

The main conclusions are:

  1. There is sufficient OER activity under way related to Adult Education that we felt confident in drawing conclusions; however, some conclusions are tentative and for others the evidence base (especially in terms of case studies) is weak.
  2. The topic of OER is most usefully considered within the wider topic of the use of ICT in Adult Education.
  3. Issues of quality and accreditation are in our view soluble, but we encourage European and national agencies to move faster to solve them.
  4. The issue of recognition of prior learning is again in our view soluble, but requires an element of specialised attention and faster progress in EQF, ECTS and credit transfer generally.
  5. The much-hoped cost savings are potentially achievable, but case study information is limited. Furthermore, the cost savings may be achievable only by making changes to the educational system which may be challenging in some Member States as an infringement on the role of institutions or the teachers within them. Trade-offs will be needed. Smaller states, and smaller autonomous regions within states (especially those with their own languages), may have difficulty in making these trade-offs.
  6. A range of actions is also possible with bilateral or language-specific multilateral collaborations between Member States. (Examples are given in the SharedOER report – see Language Groupings below.)

Policy recommendations come into several categories:

Quality and accreditation

  1. National quality agencies, with support from ENQA (for HE) and EQAVET (for VET) should develop their understanding of new modes of learning (including online,
    distance, OER and MOOCs) and ensure that there is no implicit non-evidencebased bias against these new modes.
  2. The Commission and related national and international authorities developing the European Higher Education Area and the European Area of Skills and Qualifications should work towards reducing the regulatory barriers against new
    non-study-time-based modes of provision.
  3. Member States should more strongly encourage HE and VET providers to improve and proceduralise their activity on Accreditation of Prior Learning.
  4. Larger Member States should set up an Open Accreditor to accredit students for HE studies and a parallel model, perhaps via ‘one stop shops’, to accredit vocational competences.

 Staff development

  1. Member States, with support from the Commission, should support the development of online initial and continuous professional development programmes for teachers/trainers/lecturers, focussing on online learning and intellectual property rights (IPR).
  2. Member States should consider the use of incentive schemes for teachers/trainers/lecturers engaged in online professional development of their pedagogic skills including online learning.

 OER and IPR

  1. The Commission and Member States should adopt and recommend a standard Creative Commons license for all openly available educational and vocational training material they are involved in funding.
  2. Member States should phase out use of the ‘NonCommercial’ restriction on content.

Costing and other research

  • Member States should increase their scrutiny of the cost basis for university teaching and vocational training and consider the benefits of different modes of funding for their institutions

 Focus on students

  1. Member States should promote (within the context of their sovereign educational aims and objectives) to adult learners the availability and accessibility of open resources created through their respective cultural sector and schools
    programmes.
  2. Specific funding should be devoted to building OER corpora of material in key topic areas of interest to adults. The corpora should be designed ideally for independent self-study, guided self-study (in both the formal and informal sector)
    and as resources to support lecturers teaching such courses. This maximises the investment in them. Rather than just ‘silent’ textual materials, the materials should contain audio-visual elements and, for hard to learn concepts, interactive components and quizzes. This to some extent will overcome the barriers that can be found to studying textual material by those whose reading skills in the national language(s) may be less adequate.

 Funding

  • The scarce funding for supporting adult learners should increasingly be targeted in an output-based fashion to reward adult learners for progression through the EQF. The accreditation gateways (one stop shops) could play a key role in this process. It is recognised that for this to work well, it needs a more developed and pervasive EQF than currently exists.

Language groupings

Language groupings where the languages are (a) either shared across borders or (b) are sufficiently similar to enable access (reading or listening for study purposes) from each country in the linguistic community, could include:
  1. the wider French, Dutch and German-speaking communities
  2. the groups of countries speaking the Continental Scandinavian, Balto-Finnic and Eastern Baltic groups of languages (Sweden/Norway/Denmark; Finland/Estonia; just possibly Lithuania/Latvia).
  3. within the wider set of European countries that can take part in the Erasmus+ Programme, some of the Slavic countries.
 

Adult Education and OER: conclusions and policy recommendations for Europe

- October 21, 2015 in adulteducation, Featured, mooc, OEP, oer, open educational resources, open-education, opening up education

This posting deals with the conclusions and policy recommendations from the Adult Education and Open Educational Resources study for the European Parliament, a 140-page “Study”, written by Sero, released on 15 October 2015. The Study reviews the current use of Open Educational Resources in Adult Education in Europe (with a focus on Member States of the European Union), assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks and those developed by the European Parliament and relevant European agencies. The majority of the research was carried out in the first five months of 2015.
The Study incorporates an Annex (starting on p. 77) including new research on over 12 Member States (with a focus on UK, France, Spain, Hungary, Sweden, Latvia, Germany and Romania), leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by more recent OER-related studies (D-TRANSFORM and SEQUENT) from Sero and others for the Joint Research Centre, Erasmus+ and the Lifelong Learning Programme. The work also was able to draw on some of the country reports for OERup!

The main conclusions are:

  1. There is sufficient OER activity under way related to Adult Education that we felt confident in drawing conclusions; however, some conclusions are tentative and for others the evidence base (especially in terms of case studies) is weak.
  2. The topic of OER is most usefully considered within the wider topic of the use of ICT in Adult Education.
  3. Issues of quality and accreditation are in our view soluble, but we encourage European and national agencies to move faster to solve them.
  4. The issue of recognition of prior learning is again in our view soluble, but requires an element of specialised attention and faster progress in EQF, ECTS and credit transfer generally.
  5. The much-hoped cost savings are potentially achievable, but case study information is limited. Furthermore, the cost savings may be achievable only by making changes to the educational system which may be challenging in some Member States as an infringement on the role of institutions or the teachers within them. Trade-offs will be needed. Smaller states, and smaller autonomous regions within states (especially those with their own languages), may have difficulty in making these trade-offs.
  6. A range of actions is also possible with bilateral or language-specific multilateral collaborations between Member States. (Examples are given in the SharedOER report – see Language Groupings below.)

Policy recommendations come into several categories:

Quality and accreditation

  1. National quality agencies, with support from ENQA (for HE) and EQAVET (for VET) should develop their understanding of new modes of learning (including online,
    distance, OER and MOOCs) and ensure that there is no implicit non-evidencebased bias against these new modes.
  2. The Commission and related national and international authorities developing the European Higher Education Area and the European Area of Skills and Qualifications should work towards reducing the regulatory barriers against new
    non-study-time-based modes of provision.
  3. Member States should more strongly encourage HE and VET providers to improve and proceduralise their activity on Accreditation of Prior Learning.
  4. Larger Member States should set up an Open Accreditor to accredit students for HE studies and a parallel model, perhaps via ‘one stop shops’, to accredit vocational competences.

 Staff development

  1. Member States, with support from the Commission, should support the development of online initial and continuous professional development programmes for teachers/trainers/lecturers, focussing on online learning and intellectual property rights (IPR).
  2. Member States should consider the use of incentive schemes for teachers/trainers/lecturers engaged in online professional development of their pedagogic skills including online learning.

 OER and IPR

  1. The Commission and Member States should adopt and recommend a standard Creative Commons license for all openly available educational and vocational training material they are involved in funding.
  2. Member States should phase out use of the ‘NonCommercial’ restriction on content.

Costing and other research

  • Member States should increase their scrutiny of the cost basis for university teaching and vocational training and consider the benefits of different modes of funding for their institutions

 Focus on students

  1. Member States should promote (within the context of their sovereign educational aims and objectives) to adult learners the availability and accessibility of open resources created through their respective cultural sector and schools
    programmes.
  2. Specific funding should be devoted to building OER corpora of material in key topic areas of interest to adults. The corpora should be designed ideally for independent self-study, guided self-study (in both the formal and informal sector)
    and as resources to support lecturers teaching such courses. This maximises the investment in them. Rather than just ‘silent’ textual materials, the materials should contain audio-visual elements and, for hard to learn concepts, interactive components and quizzes. This to some extent will overcome the barriers that can be found to studying textual material by those whose reading skills in the national language(s) may be less adequate.

 Funding

  • The scarce funding for supporting adult learners should increasingly be targeted in an output-based fashion to reward adult learners for progression through the EQF. The accreditation gateways (one stop shops) could play a key role in this process. It is recognised that for this to work well, it needs a more developed and pervasive EQF than currently exists.

Language groupings

Language groupings where the languages are (a) either shared across borders or (b) are sufficiently similar to enable access (reading or listening for study purposes) from each country in the linguistic community, could include:
  1. the wider French, Dutch and German-speaking communities
  2. the groups of countries speaking the Continental Scandinavian, Balto-Finnic and Eastern Baltic groups of languages (Sweden/Norway/Denmark; Finland/Estonia; just possibly Lithuania/Latvia).
  3. within the wider set of European countries that can take part in the Erasmus+ Programme, some of the Slavic countries.