A little over a week ago the Open Education Global Conference 2018 was finished. More than a year we have been preparing for this conference. The conference was a blast: everything went according to plan or better!
Categories: "Congressen en Symposia"
In less than 2,5 months Open Education Global Conference will be in Delft. As conference organisers we have been busy with all preparations for the conference. Here some updates about the conference and all the great things we are organising.
We had a record number of proposals and we had quiet a challenge to fit all the accepted proposals in the programme. Thanks to the great work of our programme chair Robert Schuwer we have an interesting programme for all attendees. First of all the conference will be opened by our Minister of Education, Culture & Science Ingrid van Engelshoven. We have invited four keynote speakers:
- Erin McKiernan, professor National Autonomous University of Mexico, will talk about the intersection of open research and open education
- Vincent Zimmer, Co-Founder and Business Development Director of Kiron Open Higher Education will talk about the (digital) future and transformation of universities
- Annemies Broekgaarden, head of public & education Rijksmuseum, will talk about innovative learning in a museum context
- Peter Schmidt, professor Innovation in Higher Education UMUC, will talk about the role of open resources in defining what the future holds
On the website you will find the programme overview. Later this week we will publish the detailed programme.
An important part of the conference is to meet and talk to open education people from all over the world. During the day there are already many oppertunities, but we have also some great evening events organised for you. The opening reception will be held in the Royal Delft pottery museum and factory. Royal Delft is the last remaining earthenware factory from the 17th century. Here the renowned Delft Blue is still entirely hand painted according to centuries-old tradition. During the reception we will recognise the winners of the Open Education Awards for Excellence.
The conference gala diner will be in the historic courtyard of Museum Prinsenhof. It was once the court of William of Orange, the Father of the Dutch Nation.
After the conference on Thursday afternoon we have the option to visit Madurodam, on our website you find more info.
We highly recommend that you will stay for Kingsday on Friday. It is something you have to experience to fully understand it.
We have been actively contacting companies and organisation to sponsor the conference. We are grateful that Siemens Stiftung, Canvas, Moodle and TAO have confirmed their sponsorship. We will announce more sponsors soon. If you are interested, please take a look at the sponsor opportunities.
As conference chair I also was forced to record a video, please take a look at it ;-)
I also invite you to join our pre-conference on Monday 23 April. During the pre-conference TU Delft will share its involvement in Open & Online Education and introduce you to some of the exciting projects TU Delft has to offer. Registration via the conference website.
The early bird registration is available until March 1st, so don't forget register and join us in Delft
Delft Blue CC-BY Bert Knottenbeld
One of our MOOC rockstar professors, Felienne Hermans, was awarded today the SURF Education Award at the SURF onderwijsdagen in Rotterdam.
The SURF Education Awards are presented annually to changemakers in educational innovation across four categories: lecturer, ICT professional, educational adviser and manager. Candidates are nominated by the professional field, after which the judging panel selects a winner in each of the four categories based on several criteria. Last year Anka Mulder won in the category of manager.
Felienne is the professor of our Professional Certificate Programme on Data Analysis & Visualisation in Excel and two Dutch MOOCs about scratch for kids and their teachers. Below is the promo video, unfortunately in Dutch.
Today at the SURF onderwijsdagen VSNU (Association of universities in the Netherlands), Vereniging Hogescholen (association of universities of applied sciences in NL) and SURF presented. The three organisation see many opportunities for digitization in education, but they also see that the pace of adoption should speed up to meet the demands of businesses, students and politics.
In the document they list nine concrete actions grouped by four themes:
- Connection with the labor market
- digital literacy part of core curricula
- digital literacy part of core curricula
- Flexibility of education
- investigate the possibilities to make our education programmes more flexible.
- Smarter and better learning with technology
- Open up towards edtech companies
- Open sharing of educational resources
- Towards evidence based educational innovation
- utilitsation of educational data
- Create possibilities for innovation
- Direction on shared urgency on educational innovation
- Accelerate the development of a vision on educational innovation
- Facilitate professionalisation of teachers
The Dutch version is available on surf.nl/versnellingsagenda, the English version will be published a little later.
This morning Martin Weller of OU UK and OERhub gave an interesting keynote about the landscape of open education. In his presentation he gave an excellent overview with some interesting remarks. Three things that kept me thinking.
Open Education has to become boring
"when a technology becomes normal, the ubiquitous, and finally so pervasive as to be invisible, that the really profound change happens" ~ Clay Shirky
This is so true and the interesting thing is that I have had a couple of discussions with Anka about this. She said that she doesn't see a lot of new things and my response has been that this is positive and we working on mainstreaming open education.
Open flip economics
Instead of spending the money on buying textbooks, you spend it on production of open textbooks. I just heard a case about this in the Netherlands, that publishers were not interested in developing a certain textbook and that the money now spend on freeing up time of teachers to creat #OER to be published in wikiwijs.
Ignore the hype
Education is one side always sensitive for hypes, but at the end not that much has changed. We see that the hype of MOOCs is ending, but they still offer great opportunities for students and life long learners. Great example that Martin mentioned is the Credit for MOOCs project that TU Delft initiated. This gives students a great set of additional courses they can get credit for.
Below the slides of Martin. If you are interested in discussion more about open education, you should come to OEGlobal18 in Delft.
This week are the yearly Dutch Onderwijsdagen. This is a two day conference about education and ICT organised by SURF. This year there is a strong focus on open educational resources. There is a special pre-conference session on OER and the power of sharing. Also the diner theme on Tuesday is about sharing OER.
Pre-conference OER - the power of sharing
The keynote speaker of the pre-conference is Martin Weller. His keynote will focus on navigating the Open Education landschape:
With the advent of open educational resources, MOOCs and open access publishing, open practice has moved into the mainstream in educational practice. This talk will examine the different aspects of open practice, highlighting common themes and principles. The impact of open practice on teaching and learning and how openness is now providing alternative, sustainable business models will be explored.
This will lead to analysis of the challenges and opportunities these new approaches offer for those operating in education.
After the keynote Anka Mulder (of TU Delft) and Etienne Verheiijck (University of Amsterdam Medical Centre) will talk about what institutes should do to make sharing and reuse successful.
The keynote of the main conference on Tuesday is about learning analytics. Timothy McKay (Professor of Physics, Astronomy, Education and Director of the Digital Innovation Greenhouse of University of Michgan) will talk about harnessing data science to transform education. His focus is role of research in establishing an evidence-basis for education. As background you can read this interview.
During the conference I will tweet with the hashtag #OWD17 and will write a couple of blog articles.
On November 6th at the Dutch education days, SURF presented their trendreport. Since last week the report is also available in English. This trendreport focus on customised education.
SURF invited 44 Dutch experts, including three experts of TU Delft, to contribute to this report. This trend report describes 13 technological trends that may affect the content and design of education.
- Virtual Reality
- Serious Gaming
- Internet of Things
- Virtual Classroom
- Student as owner of their own identity
- Digital Badges and micro-credentials
- From Open Content via Open Pedagogy to Open Education
- Personalised learning environment for cross-institutional study
- Adaptive learning environment for agile education
- Learning Analytics
- Digital Assessment and Learning Analytics
- Artifical Intelligence
The thirteen trends were grouped in three themes:
Firstly, a number of trends lead to the enrichment of teaching and learning. Thanks to the sensory experience it provides, virtual reality can, for example, facilitate interactive learning in authentic learning situations. The same applies to the use of serious games. Gamification offers opportunities for providing feedback and encouraging self-management in that students can earn badges that act as milestones. Digital assessment allows students to obtain feedback immediately and gives them a better idea of their progress. The virtual classroom also enhances inter-active and collaborative learning without students and lecturers having to be physically present in a single location. Although many lecturers still regard a virtual classroom session as ‘nothing to do with them’, this learning technology, in conjunction with digital assessment, probably comes closest to the way we are used to learning within our education system. Rather than a drastic change, then, it is an improvement.
All in all, these technological trends are able to support key principles of effective education.
It is clear, however, that the quality of some technologies needs to be improved if they are to actually make education more effective and more attractive. For example, there is rather a large amount of variation in the quality of technology available for virtual classrooms. Meanwhile, VR applications that use ‘cardboard’ currently offer limited opportunities for interaction.
Secondly, we see the incorporation of flexibility in education, which ‘blurs boundaries’. Students are increasingly studying different programmes within the same institution, at different institutions (both within the Netherlands and abroad) and outside the traditional higher education system. They can follow programmes that incorporate open pedagogy and courses that are rewarded with microcredentials (such as massive open online courses). Micro-credentials and digital badges allow students to utilise the knowledge and skills they have acquired in different contexts. These technologies demonstrate that students have also developed their skills beyond the traditional education system. Students undergo a wide range of online and offline learning activities to develop an online education identity – in effect a personalised education number that they can use throughout their lives. The educational institution’s monopoly over the awarding of qualifications is definitely a thing of the past.
Thirdly, a number of technologies enable adaptive learning. This includes both highly advanced applications that could play a key role in the long term and technologies that enable a certain amount of ‘adaptivity’ in the short term. Artificial intelligence is an example of an advanced application. Here, students follow personalised learning paths based on the digital traces they leave in online learning environments. One example of a simpler application is digital assessment combined with learning analytics. Another example is the personalised learning environment that gives individual students access to the applications they use for learning purposes.
Download the report here. The report is published with an open license.
Since 2013 I'm member of the Board of Directors of the Open Education Consortium. The consortium is a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The Open Education Consortium is a non-profit, social benefit organization registered in the United States and operating worldwide.
The Board of Directors of the Open Education Consortium is composed of elected representatives from member institutions. The Board of Directors provides strategic direction and fiscal oversight to the organization. Board members are elected for a term of 2 years with the possibility to get reelected once.
Profile of a board member
A typical board member is leader in open education in his/her institute and region. They are part of the leadership or management of the university or department (provost, dean, rector, etc). Off course you should have sufficient time available for the board membership and have the support of your organisation to cover the travel expensises. There are two online board meeting and two meetings in person per year and you are expected to attend all four.
Primary responsibilities of the Board of Directors include:
- Determine and refine the OEC’s mission and purpose
- Lead strategic planning and monitoring to ensure activities are in support of the OEC’s mission
- Ensure adequate financial resources and retention of assets
- Identify, support and evaluate the OEC’s Executive Director
- Monitor the ethical and legal integrity of the organization
- Orient and support new board members, build board capacity and set board policies
- Promote the OEC and its mission
- Board members will serve as liaisons with various standing committees and work groups, and will represent the Consortium at various meetings and/or events.
New board member are officially elected at our global conference in the spring, next one in March 2017 in Cape Town. The elections are in the two months before the conference, so we are currently open for nominations. If you are interested in running for the board, please contact our Executive Director Mary Lou Forward or me.
Do you want to nominate your self or someone else, please go to our website. (deadline January 17, 2017 12:00 UCT)
Two weeks ago the OE Global Conference in Krakow I got re-elected by the members of the consortium. It is a honour to serve on the board of directors. Next to me Sophie Touzé got also re-elected. We also welcomed four new board members:
- Papa Youga Dieng, Organisation internationale de la Francophonie
- Barbara Illowsky, Community College Consortium for Open Educational Resources
- Allyn Radford, Corporate member
- Naoko Tosa, Japan OCW Consortium
With the new board members it shows the international aspect of our board. We have board members from all over the world. Since the start of the consortium this has always been the case. Last year we formalised this in the by-laws:
The Consortium desires a strong, internationally diverse board of directors. Election results may be weighted to ensure representation from different regions of the world. In this case, the weighting of results shall be set by the nominating committee and disclosed to members in advance.
Source: OEC By-laws
The Open Education Consortium has more than 250 members from 45 countries (At the conference we had participants from 38 countries):
I can recommend any organisation (not only universities) that supports open education to join the consortium. The fees are moderate and you join the global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The activities we do:
- Awareness raising
- Networking and community development
- Advocacy and advising
- Capacity building and training
- Implementation support
Want to join? You can contact me or one of the other board members of contact the OEC staff.
As part of the Opening Up Europe intiative the European Commission has started a project OpenEdu at their own research centre IPTS in Seville. At #OEGlobal Andreia Inamorato dos Santos gave an insightful presentation about the results of the project. Many of the reports will be published this year.
Defining Open Education
Andreia started with defining Open Education. The definition they adopted is focusing on removing barriers:
This definition is a very broad one, but I think it has the right focus:
- not only digital technologies, although that is the most common form.
- learning not only accessible, but also ambundant and customisable
- not only formal, but also non-formal education and bridiging this
An important part of the project is the OpenEdu Framework. This framework should support higher education institutions to adopt and implement Open Education. The framework is build on 6 core dimensions and 4 transversal dimensions. For each dimension of open education, the framework brings a definition, a rationale and components with descriptors.
- 6 Core: access, content, pedagogy, recognition, collaboration, research
- 4 transversal: strategy, leadership, technology, quality
The dimensions seem logical and usually that is a good thing. I'm looking forward to the publication of the full report.