Many examples show that Open Education Resources OER are coming closer to a tipping point. And OER is demonstrating evidence for and potential for big cost savings, quality at least as costly commercial learning resources, better relevance of the educational material, innovation in education through co-creation and creative use of learning resources. Educational resources in your native language will favour better learning experiences, is stimulating creative capacities among learners and builds self-confidence – compared with the alternative. Still many governments and educational authorities are hesitant and reluctant investing in open education resources, OER. What is holding back a turnaround to active utilising this potent resource? What concept and stepping stones can be used to build and use these potent resources? This presentation discuss these issues and suggest a pathway: Build a well-functioning OER lifecycle – create-access-use-adapt.

1. Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of UNESCO IITE Governing Board
2 November 2016, Webinar, LangOER
Enhancement of cultural and
linguistic variety through OER

2. OER – state of play
Approaching the
tipping point?

3. More BC Open Textbook Stats
As of December 4, 2015 As of November 1, 2016
General Stats
Student Savings $985,700- 1,214,092
Number of participating institutions 24 31
Number of students affected 9,857 20,067
Number of textbooks on open 137 168+65
http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/
http://open.bccampus.ca/about-2/
http://open.bccampus.ca
$1,989,738 – $2,512,617

4. https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx

5. February 2016

6. Target 3, point 43.:
A well-established, properly-regulated
tertiary education system supported by
technology, Open Educational Resources
(OERs) and distance education modalities
can increase access, equity, quality and
relevance, and narrow the gap between
what is taught at tertiary education
institutions and what economies and
societies demand. The provision of tertiary
education should be progressively free, in
line with existing international agreements.
Framework for Action
Education 2030:
http://www.unesco.org/new/en/education/resources/online-materials/single-
view/news/the_global_education_community_adopts_and_launches_education_2030_framework_for_action/#.VmYS9OPqhBc
Adopted 4 November 2015.

7. We know:
• the costs for students and parents for education
is increasing
• many governments cut funding for education
• there is a strong call for innovation and creativity
among students and teachers in education
• there is need for innovation in education
Still, we observe governments and educational
authorities are hesitant and reluctant investing in
open education resources, OER.

8. OER has a great
potential to:
• make educational resources updated and more
relevant
• lower costs for governments and students
• include students and teachers in co-creation and
use of educational resources
• increase effect of investments in education
• stimulate innovation in education
So what is holding back a turnaround to active
utilise this potent resource?

9. We know education in
your native language:
• will favour better learning experiences
• is stimulating creative capacities among learners
• builds self-confidence – compared with the alternative
• is of a particular importance for education on bachelor
level and below, most important for the lower
educational levels
So why is countries and regions with lesser used
languages lagging investing in OER compared with
countries with larger languages, in particular English?

10. A well-functioning OER lifecycle
– create-access-use-adapt
Examples

11. Secondary Education
Norway

12. Rec 2: For Governments to
Facilitate in partnership with
private, public and the
educational sector, market
places and collaborative
arenas for quality OER.

13. Numbers:
Norway:
5 mill citizens
200.000 students
upper secondary
Pageviews since 2008
Pageviews / year
Usergrowth / last year
Unique users / week
Total use of NDLA in Norway

14. Øivind Høines, NDLA

15. Higher Education
France

16. In Norway, one of the most
connected countries in the
world, if a professor want to
use OER in public health for
nurses - she will find nothing
or very few open resources,
and no organized
connected, collaborative
opportunities.

17. If the same professor in France engaged, she
would find more than 200 licensed education
resources regarding public health for nurses,
all linked to the higher education curricula. In
fact, a student in France can use collaborative
free quality assured educational material for
her grades, e.g. bachelor and master within
the equational system, all made possible and
digitalized by collaborative thematic
universities in a connected French
educational system.

18. http://www.sup-numerique.gouv.fr/pid33288/moteur-
des-ressources-pedagogiques.html
France:
38.500 peer reviewed resources for Higher Education

19. MOTEUR DES
RESSOURCES
PÉDAGOGIQUES
Feasibility study:
Global Open Library?
ICDE and UNT
Partners:
• AVU
• OEC
• Slovenia OER Chair
• UNESCO
• UNISA

20. Policy recommendation

21. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOU
titlestad@icde.org
www.icde.org
Seize digital opportunities, lead education transformation