Open Education Strategies
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 empower students for the development of OE deployment strategies and implementation plans that should fit to a particular context. This includes strategies at the international level, national OE strategies as well as organisation level strategies.
Students will be able to:
- develop or improve OE strategies for specific educational environments at international, national and organizational level;
- validate and critically assess OE strategies, OE implementation plans and corresponding outcomes;
- distinguish between good and bad OE strategies;
- relate strategies with the internal system requirements and external trends and factors affecting OE operation.
Students should have the basic understanding of the global or specific educational environments and the concept and approaches to opennes, obtained in the Introduction to Open Education course. They should be able to use communication and collaboration tools, and should be prepared to work in interdisciplinary teams.
Content (Syllabus outline)
- During the course students will be learning
- about strategies to implement OE in a par-ticular environment – international, nation-al, organisational.
- Students will learn in more detail about the trends in education, policies, how they af-fect the current roles and processes in edu-cation in order to better understand suc-cessful OE strategies, implementation steps, opportunities and barriers to be taken into account when developing and imple-menting OE in a particular context.
- Students will study successful strategies hat usually differ from case to case, so the im-portant learning outcome will be student’s ability to create successful strategies, de-vise deployment steps, follow, assess and manage the OE deployment appropriate for a particular context.
The following topics will be explored in more detail:
1) Trends in education and organizations
2) Potential value added models
3) Open access policies
4) Changing roles, rules and organization
5) Motivation and added value models for stakeholders
6) Most common strategies
7) Path to implementation, organizational change, cultural change
8) Student centred learning
Intended learning outcomes
After completing this course, students will:
- Have deep insigt in the OE added value models, current trends in OE, necessary society and organisational changes, different cultural and legal environments, corresponding policies and in particular best practices;
- Master the preparation of effective OE deployment and development strategies;
- Master the development of the implementation plans for OE deployment;
- Be able to monitor, manage, evaluate, validate and critically assess the proposed activities and ongoing OE deployment process;
- Be able to reflect on personal performance in terms of innovating new OE models and their applications;
- Understand the main drivers and obstacles and their influences in OE strategy deployment;
- Be able to devise supporting activities needed for effective OE strategy implementation.
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 6-9. International Council for Distance Education. Available at https://oofat.oerhub.net/OOFAT/ (CC-BY 4.0 Attribution licence)
Kane, G. C., Palmer, D., Philips Nguyen, A., Kiron, D., & Buckley, N. (2015). Strategy, Not Technology, Drives Digital Transformation. MIT Sloan Management Review, (57181), 27. Available at https://sloanreview.mit.edu/projects/strategy-drives-digital-transformation/
Orr, D. (2018) Aligning Open Education with Strategic Goals. 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_orr_strategic_goals/
Amiel, T., ter Haar, E., Vieira, M. S., & Soares, T. C. (in press). Who benefits from the public good? How OER is contributing to the private appropriation of the educational commons. In P. N. Mizukami & J. F. Reia (Eds.), Shadow libraries – From the photocopier to the cloud: Access to knowledge, piracy and education. Rio de Janeiro: CTS/FGV.
- (40%) Interim presentations • (60%). Exam, combining the theoretical part and a presentation of the practical work on defining OE strategy developed during the course.
Dr. Tel Amiel is Professor at the School of Education at the University of Brasília. He headed the UNESCO Chair in Open Education at the University of Campinas (2014-2018). He co-leads the Open Education Initiative in Brazil (aberta.org.br). He completed his PhD in instructional technology (University of Georgia) and was visiting fellow/researcher at the University of Wollongong, Stanford University and Utah State University. He is currently part of projects focused on data-based school improvement, understanding organizational barriers to new media use in schools, and promoting open resources and policies in higher education. He is engaged in production and management of educational resources at the Open University of Brazil and in academic production on OER in Portugese.
Dr. Tel Amiel is involved in organization of Annual Workshop on Open Educational Resources and in the project MITA: Map of open education initiatives as well as in the project on “The role and potential of the Open University municipal centers between the formal and non-formal”.
More detailed information is available at: https://educacaoaberta.org/en/pessoas/tel-amiel/
University course code: 2LOE02
Year of study: 1
- Lectures: 30 hours
- Exercises: 15 hours
- Individual work: 180 hours
Course type: compulsory
Languages: slovenian or english
Learning and teaching methods:
- the course will consist of face-to-face lectures and consultation, online lectures, hands-on experiences and group discussions. - fundamental knowledge will be gained during the lectures at the university in order to set the stage and build common understanding. - in the remote learning part they will be developing in groups their own strategies thwill be following the selected scenarios. these will be carefully selected for each group and would need to follow either international, national or organisational level real cases. special emphasis will be put on business/organisation level and national level strategies. after the strategy is accepted by the group and methors, the supporting activity plan will be developed. - additional specific online lectures will be provided. - before the end of semester students will gather again at the university to synchronise, to consult and to solve potential problems in a face-to-face manner. the results of the groups will be presented to all students in class, discussed and critically assesed. - 60 % of the course will be done face-to-face, and 40 % will be online.