School of Engineering and Management

Open Education Design

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 teach students how to develop an open education solution that best fits a specific case or scenario (user needs and requirements) while focusing on promoting quality learning experience.

Students will acquire the following competences:

- Draw up plan of activities, resources, selection of appropriate ICT tools and training necessary for the realisaation of proposed improvements;

- Shape a protptype or plan of a learning experience in open education context,

- Understand differences between designing learning experience in traditional educational context and open educational context;

- Master principles, tools and technologies for design, content preparation, structuring, analytics and assessment in open education;

- Master how to translate didactical principles to the design of content, methods and approaches.

Prerequisites

Students should have a basic understanding of the concepts, strategies and didactical models of open education. They should be able to use computer supported tools for content genera-tion and design, as well as communication and collaboration tools. Additionally, they should be prepared to work in interdisciplinary teams

Content (Syllabus outline)

During the course students will learn about the basics of the open education design. During the lectures they will explore the theoretical background, models, strategies, concepts and approaches.

In the continuation, students will combine online lectures, self-and group learning and hands-on practical work to gather deep and practical knowledge about essential topics on instructional design and openness. Through the identification of a real and con-crete demand (in their institutions, for ex-ample) through scenario-based design (en-visioned problem/need) they will create a context for the development of a course or platform that will embody the principles of open design (process and product).

The following topics will be explored in more detail:

  • Open Education Concepts: Lessons for historical notions of openness
  • Instructional systems design and the challenges of openness
  • Didactics in Open Education
  • Scenario-base design: Audience, context and user experience
  • ICT Platforms, software as service mod-els, and Learning Management Systems
  • Designing openly: Open education tools for collaboration and content creation
  • Quality assessment of Open Education

Intended learning outcomes

After completing this course, students will:

  • Understand and master the complexity of designing open educational programmes and courses;
  • Be able to conceptualise, structure and plan the design of open educational programmes and courses;
  • Be able to select the most suitable tools and technologies for open education design;
  • Be able to design the demands and needs for appropriate designs for specific scenarios;
  • Reflect on personal performance in terms of quality and attractiveness of the designed open education programme or course.

Readings

Peters, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1). https://doi.org/10.5944/openpraxis.5.1.23

Rathbone, C. H. (1972). Examining the open education classroom. The School Review, 80(4), 521–549.

Hannafin, M. (1992). Emerging technologies, ISD, and learning environments: Critical perspectives. Educational Technology Research and Development, 40(1), 49–63.

dos Santos, A. I., Punie, Y., & Muñoz, J. C. (2016). Opening up Education: A Support Framework for Higher Education Institutions (No. EUR 27938 EN). Seville: JCR. Retrieved from https://ec.europa.eu/jrc

Wedemeyer, C. A. (1973). Characteristics of Open Learning Systems: Report of the NAEB Advisory Committee on Open Learning Systems. New Orleans: NAEB. Retrieved from ERIC

Hodgkinson-Williams, C., & Arinto, P. B. (2018). Adoption and Impact of OER in the Global South. African Minds. Retrieved from http://www.africanminds.co.za/dd-product/adoption-and-impact-of-oer-in-the-global-south/

Bentley, T. (2010). Innovation and diffusion as a theory of change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 29–46). Dordrecht, The Netherlands: Springer.

UNESCO/COL. (2011). Guidelines for Open Educational Resources (OER) in Higher Education. Vancouver: COL. Retrieved from http://oasis.col.org/handle/11599/60

Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44. https://doi.org/10.1080/02680510903482132

Amiel, T., & Soares, T. C. (2016). Identifying Tensions in the Use of Open Licenses in OER Repositories. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2426

Assessment

30% interim 30% Final presentation 40% Final report

Lecturer's references

Tanja Arh is assistant professor in business informatics with more than 15 years of experiences in the field of e-learning and use of ICT in the education and business sectors. She worked 13 years as a researcher at Laboratory for Open Systems and Networks at Jožef Stefan Institute. The main research areas of her scientific work cover e-learning, use of ICT in the education, knowledge management and organizational learning. Her research work is still closely connected and per-formed mostly for European-wide research programmes. In the past, she was the project leader of several national and international projects in the field of e-learning, the use of ICT in higher education and the promotion of science, such as the project WeForYou (Meet and learn What Excellent science does For You and the society) from 7th EU Framework programme, projects e4VET Community Portal (Enhancing, Empowering and Emphasizing E-learning in Vocational Edu-cation and Training) and SELPRAF (Self-employment with e-Leaning based Practise Firms) from the Leonardo da Vinci programme. As a researcher she was also involved in the Network of excel-lence PROLEARN (Network of excellence in professional learning), iCamp project (Innovative, in-clusive, interactive & intercultural learning campus) from 6th EU Framework programme and iCo-per project (Interoperable Content for Performance in a Competency-driven Society) from eCon-tentplus programme. Tanja Arh is a course holder of E-business course at School of Engineering and Management at University of Nova Gorica, course holder of Internet Technologies and Appli-cations in Educational Processes and Internet Technologies in Business and Education courses at The Jožef Stefan International Postgraduate School (IPS). She collaborates also with the Faculty of Education from University of Maribor and DOBA Business School, Maribor. She has been suc-cessfully integrated her knowledge and research results into her scientific contributions, which includes over 100 publications. She is member of Executive Board of Slovenian Project Manage-ment Association. She works as an CEO in her own company.

University course code: 2LOE03

Year of study: 1

Course principal:

Lecturer:

ECTS: 9

Workload:

  • Lectures: 30 hours
  • Exercises: 15 hours
  • Individual work: 180 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 - students will draw up a report that will consist of a description of a scenario (created through instructional design), a detailed description of the design choices and how they related to the principles and challenges of openness discussed based on presented examples and cases. the report will also include a proposal for continued implementation/design. - 60% of the course will be done face-to-face at the university location, and 40% will be online.