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!
Category: "Open Education"
This weekend I received an interesting question about the new European General Data Protection Regulation (GDPR) and open education:
A trend in open online education is a shift from attention to publishing and reusing open materials (including MOOCs) to their effects on education. Terms such as Open Educational Practices and Open Educational Pedagogy are part of this. Such practices are characterised by using openness in a much broader context: not only OER, but also open data, open platforms (such as forums, twitter, blogs, Wikipedia, etc.). Most of these practices involve students creating content on such platforms, for example as a form of assessment (such as writing a Wikipedia article).
Most such platforms require (justifiably) non-anonymity in order to be able to make contributions. That is where my question lies. What I understand is that under the GDPR you cannot force students in an educational setting to share their data in that way. Wilfred recommends looking for alternatives that do not have such a requirement or (if that platform is used structurally) concluding a data processing agreement. However, it is precisely this non-anonymity of contributions that cannot be prevented, so platforms that do not demand it will not, in my opinion, be available. And is Wikipedia, for example, waiting for processing agreements to be concluded with all kinds of educational institutions?
A very interesting question and one I try to answer. Big disclaimer: I'm not a lawyer, anything I write here is my interpretation of GDPR and not legally binding.
In three weeks Open Education Global Conference will be in full swing. That means less than three weeks to get everything organised for the conference from 24-26 April. Here some updates I want to highlight.
The JRC open education research team has published another interesting report. In this technical report they provide an EU-wide overview of the state of play with policies on open education. 28 member states (MS) are researched:
The goal of the study Policy Approaches to Open Education in Europe : Case Studies from 28 Member States (OpenEdu Policies) was to find out which specific policies on open education are in place in European countries. At the same time, by eliciting the different perspectives, barriers and challenges to having such specific policies, the study aims to provide evidence that will cont ribute to a greater understanding of the development of open education in Europe. This report accompanies the JRC Science for Policy Report Going Open: Policy Recommendations on Open Education in Europe (OpenEdu Policies ).
They have performed desk research, interviews with relevant persons and integration of all results.
Last Friday at the 176th Dies Natalis (foundation day) of the TU Delft the new strategic framework 2018-2024 was presented. The structure of the framework is based on two dimensions. First, the breakdown of the university’s core operations into four operational areas: Students & Education, Research & Innovation, People & Community, and Campus & Services. The second dimension is based on four major principles: Excellence, Impact, Engagement and Openness. In the matrix below these two dimensions are linked.
Last year (it sounds long ago) the TU Delft approved our new educational vision:
This document contains Delft University of Technology’s vision on education. It describes our educational goals and quality ambitions, and states directions for further development of our educational portfolio and our way of teaching and learning.
Last month the European Commission published the report European Framework for the Digital Competence of Educators: DigCompEdu. This report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher education and non-formal learning contexts. It can help to guide policy and to adapt training programmes (such as BKO/UTQ).
The European Commission's Joint Research Centre (JRC) in Seville has published the report on blockchain in education. The report is written by Alex Grech, Anthony Camilleri and Andreia Inamorato. The report introduces the fundamental principles of the Blockchain focusing on its potential for the education sector. It explains how this technology may both disrupt institutional norms and empower learners. It proposes eight scenarios for the application of the Blockchain in an education context, based on the current state of technology development and deployment.
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.
Katy Jordan and Martin Weller have written an interesting beginner's guide to openness and education. It clearly shows the different ways of thinking about openness.
The idea started with the conception that many have forgotten the past. They used a citation analysis approach to try and map the ‘open education’ landscape from the early beginning back in the 1960s to the now. In their analysis they identified eight clusters of papers:
- Open Education in schools
- Distance education & open learning
- E-learning & online education
- Open Access publishing
- open practices
- Social media
I think this is an interesting document for any researcher and practioner in open education. It will give you background in the history and difference in thinking. Below is the guide:
- Jordan, K. & Weller, M. (2017) Openness and Education: A beginner’s guide. Global OER Graduate Network.