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Oer camp 10dec2021_oer - a new social contract for learning throughout the lifespan-final


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Oer camp 10dec2021_oer - a new social contract for learning throughout the lifespan-final

  1. 1. OER - a new social contract for learning throughout the lifespan 10th Dec. 2021 https://oercampglobal2021.sched.com/event/rfoT/keynote-oer- a-new-social-contract-for-learning-throughout-the-lifespan Ebba Ossiannilsson, Sweden Professor, Dr. Chair ICDE OER Advocacy Committe
  2. 2. Professor, Dr. Ossiannilsson, Sweden … is an independent consultant, expert, influencer and quality reviewer in the field of open, flexible online and distance learning. She is committed to promoting and improving open and online learning in the context of SDG4 and the futures of education. Ossiannilsson has nearly 20 years of experience in her field. Ossiannilsson works with the European Commission, UNESCO OER Dynamic Coalition, ITCILO, and with ICoBC (International Council on Badges and Credentials). She is a member of the board of ICDE and has previously worked for both EDEN and EUCEN. She works as an international quality assessor for EADTU and ICDE. Ossiannilsson is chair of the ICDE OER Advocacy Committee. She also has several other roles for ICDE, such as the ICDE Quality Network, and she has been a research leader for the Global Overview of Quality Models Study and for Blended Learning. Ossiannilsson has been awarded the titles of EDEN Fellow, EDEN Council of Fellows, Open Education Europe Fellow, ICDE Global Advocacy Ambassador for OER and Open Education Champion SPARC Europe. She is on the editorial board of several academic journals and is regularly invited as a keynote speaker at conferences. Her publications number more than 200. On a national level, she is Vice President of the Swedish Association for Distance Education.
  3. 3. It was a milestone in history when the UNESCO Recommendation on Open Educational Resources (OER) was unanimously adopted by the UNESCO General Conference in November 2019. This Recommendation is the only existing international standard-setting instrument at OER and is the result of more than a decade of efforts to bring together a wide range of stakeholders. The Recommendation outlines five action areas, namely: 1. building stakeholder capacity for the creation, access, reuse, adaptation and sharing of OER; 2. developing supportive policies for OER; 3. promoting inclusive and equitable quality OER; 4. promoting the creation of sustainability models for OER; and 5. promoting and strengthening international cooperation on OER, and including monitoring and evaluation. At the international level, the adoption of the Recommendation represents a crucial step towards building a more open and inclusive knowledge society and achieving the 2030 Agenda UN. Indeed, the implementation of the Recommendation will contribute to the achievement of at least six Sustainable Development Goals (SDGs), namely SDG 4 (Quality education), SDG 5 (Gender equality), SDG 9 (Industry, innovation and infrastructure), SDG 10 (Reduce inequalities within and between countries), SDG 16 (Peace, justice and strong institutions) and SDG 17 (Partnerships for the Goals). Education needs to be redefined as a public good and a collective global responsibility. Now is the time for public deliberation and democratic accountability. Decisions made today will determine our success in transitioning to a greener, more inclusive and resilient future, charting a path that enables all to face the future with confidence. The choices must be based on a humanistic vision of education. This session will take the stand of current global initiatives on the futures of education in the context of equity, social justice and human rights and focus on how education and learning need to be forward-looking and different to achieve well-being and empathy for individuals and society and build on an ecosystem that embraces resilience and sustainability with a new social contract for learning across the lifespan. In addition, two ICDE initiatives in particular will be presented The European Network for Catalyzing Open Resources in Education (ENCORE +), which responds to the European priorities of opening up and modernizing education and training by creating a network that supports innovation and entrepreneurship with OER. The other initiative concerns exploiting the opportunities offered by the OER recommendation, for which the French Ministry of Higher Education, Research and Innovation (MESRI) and the ICDE set up a Francophone expert working group OER in early
  4. 4. ICDE at a glance Founded 1938 in Canada A global, not for profit NGO and membership association Hosted and partly funded by Norway since 1988 In formal consultative partnership with UNESCO ICDE Vision: “To achieve the potential of Open, Flexible, and Distance Learning created through our members learning communities.” 330+ members and partners 70 countries in all world regions impacting over 15 million students across all continents
  5. 5. ICDE activities and projects in Open education and OER
  6. 6. Building forward differently - for wellbeing, empathy and the social contract • The pandemic COVID -19 exposed vulnerabilities; but it also revealed extraordinary human capabilities and potentials. • Decisions made today will have long-term consequences for the futures of education. Decisions must be based on a humanistic vision of education, development, resilience, and human rights. • The pandemic has changed the way we think about our education, our economy and our society. COVID-19 has the potential to radically transform our world. Now is the time for public deliberation and democratic accountability. Now is the time for intelligent collective action. The choices we make today will determine our success in transitioning to a greener, more inclusive and resilient future. It is an opportunity to chart a path that empowers everyone to face the futures with confidence. • The session will focus on the lesson learned from the pandemic which must be built forward and differently to achieve well-being and empathy for individuals and for society.
  7. 7. Global Challenges Digitalization Equity Inclusion Climate Change Sustainability
  8. 8. XVI Brazilian Congress of Distance Higher Education (ESUD) and the V International Congress of Higher Distance Education (CIESUD)
  9. 9. The UNESCO OER Recommendation is the only existing international standard-setting instrument on OER and is the fruit of over a decade of efforts to bring together a wide diversity of stakeholders
  10. 10. Recommendation on Open Educational Resources (OER) Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER Building Developing supportive policy Developing Encouraging effective, inclusive and equitable access to quality OER Encouraging Nurturing the creation of sustainability models for OER Nurturing Promoting and reinforcing international cooperation Promoting and reinforcing + MONITORING AND EVALUATION
  11. 11. UN UNESCO OER Recommendations, the Way Forward for Member Countries Professor, Dr., Ebba Ossiannilsson_CO20 22022020 MONITORING (a) deploying appropriate research mechanisms to measure the effectiveness and efficiency of OER policies and incentives against defined objectives; (b) collecting and disseminating progress, good practices, innovations and research reports on OER and its implications with the support of UNESCO and international open education communities; and (c) developing strategies to monitor the educational effectiveness and long-term financial efficiency of OER, which include participation of all relevant stakeholders. Such strategies could focus on improving learning processes and strengthening the connections between findings, decision-making, transparency, and accountability to inclusive and equitable quality education and research.
  13. 13. • Openness??? …. a way of being and relating • What is paid by taxpayers, should go back to taxpayers • SDG • The principles of social justice are an essential part of effective health promotion. There are four interrelated principles of social justice; equity, access, participation and rights
  14. 14. • UNESCO Recommendation on Open Science at UNESCO’s 41st General Conference. This landmark document is a major step forward towards creating a world in which better sharing of science is open and inclusive by design. https://unesdoc.unesco.org/ark:/48223/pf0000379949.l ocale=en
  15. 15. UNESCO Global Consultation
  16. 16. Nine gradients identified (1) • Public or private good • Who pays for education in the future? • Singular or diverse curricula • Which perspectives will be included in the curricula of the future? • Early learning or lifelong learning • When in life is learning most important • Personalized learning or collective endeavour • Should learning be tailored to the needs of individuals or groups? • Transformation or incremental change • Is transformational change needed for education?
  17. 17. Nine gradients identified (2) • Similar or diverse education trajectories • Will education become more or less similar across countries? • Top-down or bottom-up change • Will changes in education be top-down or bottom-up? • Optimist or pessimistic future • Are writers optimistic or pessimistic about the future of education? • Probable or preferred futures • Are writers more concerned about the future we will get • or the future we want?
  18. 18. Examples of ICDE’s work in the field of OER
  19. 19. Francophone Expert group in short: Current Members • French Digital University (L’Université Numérique – UNIT, AUNEGe and UOH) • French Ministry of Higher Education, Research and Innovation • Virtual Universities of Senegal, Mali, Ivory Coast and Republic of Congo • French National Commission for UNESCO • UNESCO • International Organisation of La Francophonie • ICDE Potential Future Partners • Virtual Universities of Bénin, Burkina Faso, Niger and Central African Republic • International Organisation of La Francophonie • Ministries of Bénin, Burkina Faso, Côte d’Ivoire, Niger and Central African Republic, Senegal, Mali and Republic of Congo • Business partners
  20. 20. OER Francophone Africa working group and project • Synergies with parallel initiatives in the region at ICDE and UNESCO • French • Language and cultural validation of capacity building material • Academic/policy level • Multisectoral nature of the expert group • Needs identification • Course/capacity building material • Roadmap Capacity building Multisectoral dialogue Catalyzing nature Cultural approach and replicability UNESCO OER Recommendation OER capacity building (Area 1) & Supportive policies (Area 2) Project’s key components:
  21. 21. Capacity building: LIDA 103fr course adaptation
  22. 22. This project has been funded with support from the European Commission. This publication 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. This document is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license except where otherwise noted. European Network for Catalysing Open Resources in Education https://encoreproject.eu/
  23. 23. ENCORE+ Project Details ● ENCORE+ is a Knowledge Alliance project funded by the European Commission under Erasmus+ 2020-2023 ● Supporting the uptake of open education resources (OER) ● Catalysing and sharing innovative practice across education and business. ● Developing stakeholder communities for knowledge exchange 32 https://encoreproject.eu/
  24. 24. The Ecosystem model 34
  25. 25. 35 LinkedIn Groups: ENCORE+ Policies and Practice Circle ENCORE+ OER Innovation & Business Models Circle ENCORE+ Quality Circle ENCORE+ OER Technology Circle
  26. 26. Project partners: Contacts Juliane Granly, ICDE granly@icde.org info@encoreproject.eu Website For further and updated information about this project please see: www.encoreproject.eu
  27. 27. Join the global community! Join our community – become a member Subscribe to our newsletter Follow us on Facebook, Linkedin and Twitter Read our blog Read our Journal Open Praxis
  28. 28. My Footprints www.i4quality.se Ebba.Ossiannilsson@gmail.com info@i4quality.se THANK YOU! CARING IS SHARING, SHARING IS CARING OERAC LINKEDIN

Notes de l'éditeur

  • I will now quickly mention some of concrete activities that ICDE is undertaking within Open Education and OER.
    As member of the UNESCO OER Dynamic Coalition, ICDE supports in multiple action areas in the implementation of the UNESCO OER Recommendation, both through our Advocacy Committee for OER, and through concrete projects.

    The ICDE OER Advocacy Committee works to increase global recognition of OER; and to provide policy support for the uptake, use and reuse of OER. It consists of 12 ambassadors for OER, representing all world regions, and is chaired by ICDEs board member from Sweden, Prof. Ebba Ossiannilsson.

    The ENCORE + project is a European ERASMUS + project aiming to establish a network for catalysing Open Resources in education and developing innovation and entrepreneurship with OER that benefits both academica and business. The project is coordinated by ICDE and run by various European partners who come from both higher education and the private business sector.
  • The working group is composed with representatives from the French Ministry for Higher Education, Research and Innovation, the French Digital University (UNIT, AUNEGe and UOH), the Virtual Universities of Senegal, Mali and Republic of Congo. Representatives from UNESCO Headquarters, the French National Commission for UNESCO, the French UNESCO Chair in OER and the International Organization of la Francophonie.
  • The project focuses on area 1 and 2 of the UNESCO OER Recommendation: capacity building and supportive policies
    4 key components: capacity building/multisectoral dialogue/cultural approach and replicability/catalytic (synergies with parallel initiatives with partners and in the region: course, Sahel, UNESCO ICT competency framework)
    We have now ended the first pilote phase of the project and are planning for next steps.
    Key success factors:
    Multisector dialogue (academic and policy level + private/public)
    Synergies with UNESCO Sahel (parallel organisation of Ministerial Forum that will take place on October 22nd with already identified focal points and work done on needs analysis)
    Support of OER Francophone expert working group to identify capacity building material and participants to the Workshop.
    Virtual format makes it more inclusive
    International cooperation with key partners with culturally appropriate leadership and ownership, strong networks and technical but also linguistic and legal strong skills.
    More details in next presentations
    The ICDE Francophone OER Project is established through a collaboration between UNESCO, The French Digital University, and with substantial contributions from the OER Universitas in New Zealand. It aims to support capacity building and the development of supportive policies for the implementation of the UNESCO OER Recommendation in Francophone Africa.
    The countries covered by Workshop and the project are Senegal, Burkina, Mali, Togo, Benin, Ivory Coast, Republic of Congo, Burundi and Gabon.
  • Within the project and working group course on basic knowledge about OER and open licencing was created in English by OERu was adapted to the francophone public, in partnership with the French Digital University and UNESCO. We have learned several lessons by adapting this course named LiDA 103 FR:

    The importance of linguistic adaptation
    because a translation is not enough

    The importance of cultural adaptation
    because some references or ways of saying do not make sense in another language

    The importance of adapting to a range of technology platforms
    because the uses differ and it is necessary to adapt to the diversity of platforms available in open source

    The importance of adapting to the generic legal system as well as to the regional and national frameworks
    I think I have developed this sufficiently before…

    The importance of adapting to the regulatory framework (employment contracts, civil servants statutes, etc.)
    Because how a course provider is rewarded on a daily basis is as important as the abstract concepts of copyright and intellectual property rights

    The enthusiasm to move forward with other languages
    We have a particular interest in Portuguese-speaking countries, especially in Africa (Angola, Cabo Verde, Equitorial Guinea & Guinea-Bissau) as well as in Latin America (Brazil)

    I can also give you first fruits about the first synchronous pilot session that took place the last weeks of November.

    The Ivory Coast wants to organize a national session.

    It brings out the idea of ​​a joint African session with sectoral steering at the level of each country.

    This could generate a network of expertise in OER in French-speaking Africa.
    And, also, the possibility of pooling future OER that will be produced in these countries.
  • List of partners:
    International Council for Distance Education (Norway)
    Baden-Wuerttemberg Cooperative State University (Germany)
    The Open University (UK)
    Universidad Internacional De La Rioja (Spain)
    Knowledge 4 All Foundation (UK)
    Joubel (Norway)
    Fondazione Politecnico di Milano (Italy)
    Instructure Global (UK)
    Dublin City University (Ireland)
  • ENCORE+ will function as a network catalyst for a socio-technical ecosystem. That means that ENCORE+’s main mission will be to amplify existing OER initiatives, projects, platforms and networks by integrating them across the four thematic Circle strands and three crosscutting integration events.

    The outer ring represents the 5 main challenges identified by the project, which is sought solved through the project.

    The four circle communities (Policies & Practice, Quality, OER Technology, Innovation & Business Models) comes together to create the ENCORE+ European Catalyst Network (also called ENCORE+ OER Ecosystem).
  • One event per circle already completed.
    Next circle events coming up in March and April.

    To join the community and the circle events, register to the newsletter on the ENCORE+ website, contact the ENCORE+ team through Juliane at granly@icde.org or info@encoreproject.eu.
    Join the LinkedIn groups for the 4 different themes:

    We also suggest taking a look at the ENCORE+ blog for further insights into the work. https://encoreproject.eu/blog/

    ENCORE+ Policies and Practice Circle
    ENCORE+ OER Innovation & Business Models Circle
    ENCORE+ Quality Circle
    ENCORE+ OER Technology Circle
  • https://encoreproject.us1.list-manage.com/subscribe?u=d2389ce568a0a4c84c4a27554&id=b3ea5d6e45
    Form for registering to the mailing list.
  • And finally, I would like to encourage and welcome those of you who are not yet members of ICDE to join our global community by becoming members.
    Please also follow us on social media, subsribe to our newsletter and check out our scientific open scholarly journal Open Praxis.