School of Engineering and Management

Introduction to Open Education

This course is part of the programme:
Master in Leadership in Open Education (Second Level)

Objectives and competences

The aim of this course is to provide a broad overview of Open Education (OE) and enable understanding of basic concepts needed for the rest of the programme.

Students will

- understand the whole OE ecosystem, basic elements of OE including national and organisational policies, the main building blocks and actors, basic OE processes, the added value of OE, implications and obstacles in the process of implementing OE in national, local or organisational environment;

- learn to recognize and envision implications of introducing OE into traditional educational environments, and implications OE brings to businesses and society;

- understand how OE connects with the topics covered in the UNESCO Sustainable Development Goals (SDGs)

- know what is expected from a leader in the field of OE.

Prerequisites

Required prerequisits include fundamentals of information and communication technologies and basic understanding of educational environments

Content (Syllabus outline)

1) History and evolution of OE

2) Open access, Policies enabling openness

3) Open education: concepts, processes, roles, organization

4) Open learning: concepts, processes, roles, organization

5) Mentors for every learner

6) Learning 21st century skills

7) Universal access to global classrooms

8) ICT enhanced learning

9) e-Learning Accessibility

10) Didactics, Pedagogy, Andragogy in OE

11) Underlying concepts: learning paths, learning objects, personalization,

12) Standards and licensees: Dublin Core, IMS Core, LOMIEEE, Creative Com-mons

13) Future and emerging issues: contextual-ized learning, Artificial Intelligence, mu-tual learning, microlearning, credentials and micro-credentials, immersive learn-ing,

14) Obstacles: service quality, assessment, legal barriers, critical thinking

Intended learning outcomes

After completing this course, students will:

  • Understand and master the complexity of OE ecosystem, OE vocabulary, basic concepts, organisational and value added models, OE processes and actors;
  • Understands the role, functions and needed competences of a leader in OE;
  • Be able to evaluate the readiness of the existing learning environments for OE;
  • Be able to construct the basic OE implementation scenario in an exsisting educational environemnt;
  • Be able to distinguish between good and bad OE practices;
  • Reflect on performance in terms of introducing new OE use models.

Readings

Urbančič, T., Orlič, D. (2016). Opening up education: towards affordable and sustainable solutions. V: EBY, Gulsun (ur.), YUZER, T. Volkan (ur.), ATAY, Simber (ur.). Developing successful strategies for global policies and cyber transparency in E-learning. Hershey: Information Science Reference. 2016, str. 133-144.

Orr, D., Weller, M., and Farrow. R. (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis, chapters 2-5. International Council for Distance Education. Available at https://oofat.oerhub.net/OOFAT/ (CC-BY 4.0 Attribution licence)

Bregar, L. (2011) Trendi v e-izobraževanju ter dejavniki uspešnega in učinkovitega vpeljevanja v izobraževanje odraslih v Sloveniji. Andragoška spoznanja, 17(4), str. 44-59.

Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, (August), 3–13.

Pučko, M., Jurca, B., & Jermol, M. (2016). Odprto izobraževanje v zdravstvu – tehnologija in metoda. Andragoška spoznanja, 22(4), 57-71.

Cooperman, L. (2018) “Open Education, Core Concepts and More,” Talk delivered as part of Open Education Design course, OE For a Better World (OE4BW), Univerza v Novi Gorci, Slovenia. Available at http://videolectures.net/educationdesign2018_cooperman_oe_concepts/

Aktualni članki iz strokovne in znanstvene literature / New relevant articles from professional and scientific journals

Assessment

  • Assignments (30%) • Presentation of an OE implementa-tion scenario (70 %)

Lecturer's references

Tanja Urbančič is the Dean of the School of Engineering and Management at the University of Nova Gorica where she is a researcher and full professor in the field of computer science. She is also a part-time research fellow at the Department of Knowledge Technologies at the Jožef Stefan Institute in Ljubljana. Her main research and teaching activities are in the field of knowledge management and knowledge technologies with applications in biomedicine and education. She contributed to the development of new methods for modelling of human skill and for knowledge discovery with literature mining. She co-authored several book chapters and journal papers in IEEE Transactions on Systems, Man and Cybernetics, Engineering Applications of Artificial Intelligence, Knowledge Engineering Review, and others. She has over twenty years of experience with the design and implementation of study programmes and with the introduction of new teaching approaches into practice. She chairs the stirring committee for e-learning at the University of Nova Gorica and is one of the founding members of the Opening up Slovenia initiative. With Mitja Jermol, she developed and launched an international on-line mentoring program Open Education for a Better World in which expert guidance is provided to developers of open educational resources from the whole world. She has also experience from other international and national projects related to knowledge technologies and knowledge management, such as Sol-Eu-Net, ConCreTe and ExplorEdu. At the Master’s study program Engineering and Management she coordinates interdisciplinary student team projects for more than 10 years.

University course code: 2LOE01

Year of study: 1

Course principal:

Lecturer:

ECTS: 3

Workload:

  • Lectures: 12 hours
  • Exercises: 3 hours
  • Individual work: 60 hours

Course type: compulsory

Languages: slovenian or english

Learning and teaching methods:
• lectures with active students' involvement (explanation, discussion, questions and answers, case studies) • individual and group research and project work, seminar assignments • individual and group consultations (discussion, additional explanation, handling specific questions) • remote collaboration by using contemporary it 60 % of contact hours will be done in class, and 40 % will be online.