Open Education: fundamentals and approaches A learning journey opening up Teaching in Higher Education

Fabio Nascimbeni, Daniel Burgos, Antonio Vetrò, Eleonora Bassi, Daniel Villar-Onrubia, Katherine Wimpenny, Isidro Maya Jariego, Osama Mimi, Rania Qasim, Cristina Stefanelli, Other contributors: all the partners of the OpenMed project

Universidad Internacional de la Rioja, Politecnico di Torino, Coventry University, Universidad de Sevilla, Mediterranean University Union (UNIMED), Other contributors: all the partners of the OpenMed project (see: http://openmedproject.eu/partners/)

The course “Open Education: fundamentals and approaches”, produced within the OpenMed project with the support of the Erasmus+ programme of the European Union, aims to build capacity on Open Education and Open Educational Resources (OER) among universities in the South Mediterranean region.

The course targets primarily university teachers with an interest in learning more about Open Education and with a motivation to adopt Open Education approaches and OER into their teaching.

After having taken this course, learners will be able to:
Understand the potential advantages of adopting OER and open education approaches in different contexts
Understand how content released under different kinds of open licences can be reused and apply open licenses to your content
Search for, reuse and remix OER
Understand what MOOCs are and how to produce MOOCs
Adapt OER and MOOCs to your specific context.
Incorporate open educational practices into your daily teaching.

The training course consist of:

- one week of intensive face-to-face training at Politecnico di Torino on September 25-30, 2017
- an online training phase from October 2017 to March 2018

Syllabus

The course is composed of five modules, which explore different aspects of openness within Higher Education.

Module 1. Introducing Openness in Education
Module 1 introduces the main concepts connected to Open Education such as open content, open pedagogy, open assessment. Further, it presents some rationale on why educators should use open approaches in their teaching. Finally, it presents the history of the Open Education movement and provides some information on the state of the art of OER and open approaches usage globally.

During the Module some activities are proposed to make sure that learners master the main concepts and are able to make a case for openness among colleagues.

Module 2. Open Licensing and Copyright in education
Module 2 introduces the debate about open licenses within education, presenting the most common open licenses such as Creative Commons. Further, it introduces concepts such as Open Access to research, Open Data, and Open Science.

During the Module some activities are proposed so that learners can learn in practice how to openly release their content, choosing the appropriate license.

Module 3. Opening Up Education through OER and MOOCs
Module 3 goes in depth on Open Educational Resources, describing what is an OER and what is not, providing examples of OER, and explaining some strategies to search for and use open content. Further, the module focuses on MOOCs by presenting their history, typologies and the debate around this kind of course.

During the Module some activities are proposed on how to create & share your OERs, how to search for, repurpose and remix OER, how to use existing MOOCs in your daily teaching.

Module 4. Localising OER and MOOCs
Module 4 addresses the importance of intercultural communication in Open Education, focussing on personal learning environments and diversity in open learning networks and discussing how to adapt existing open resources to a different linguistic and cultural context.

During the Module some activities are proposed on how to manage diversity in groups of learners, how to adapt OER to local contexts and how to define a culturally meaningful community of practice.

Module 5. Open Educational Practices
Module 5 explains how to open up teaching practices and how to experiment with Open and Networked teaching, presenting examples of Open Educational Practices. Also, it provides an intro to Open Assessment and Open Badges.

During the Module some activities are proposed on how to adopt open pedagogic approaches and on how to use open assessment in your daily work.

Most of the course content was created by repurposing and remixing existing OERs. All materials are released under an Open Licence.
The course takes an active learning approach, where online learning is complemented by a number of activities and by an intense hands-on project work, and is composed of three phases:

One week of intensive face-to-face training in Torino, Italy, gathering the learners participating in the pilot phase of the course. The week will aim at:
Introducing the course to the participants;
Delivering introductory lectures on all modules;
Facilitating the identification of project works by all learners;
Start working in groups on the course themes and on the project works.

An online learning phase, during which learners are expected to take the course modules and to complete the activities proposed.
This phase will be run through Local Learning Circles, meaning groups of learners that will meet face to face to collaboratively run the online course and activities, that will be established in all the participating universities. Each Learning Circle will be coordinated by one or two Local Facilitators, who will be in charge of organising meetings, supporting learners, assessing activities. Each Learning Circle will rely on the Innovation Centers on Open Education (ICOEs) established by the OpenMed project in the participating universities.
This phase will require 40 hours of work.

A project work phase (January-February 2018), during which learners are expected to use the skills they have acquired to develop their “project work” aiming at “opening up their teaching”. The project work will build upon five steps, that will be taken at the end of each module:
Step 1. Make a pledge for opening up your course/teaching
Step 2. Identify open licences that you will apply to your teaching/course
Step 3. Use OER in your teaching/course
Step 4. Localise OER to your course/context
Step 5. Develop an open teaching plan and share it with the community

Project works will be evaluated by the local facilitators and can be collaborative. Project works will start in Torino with the help of Facilitators and OpenMed staff.

This phase will require 40 hours of work.

key words, tags

open education, higher education, Open Educational Resources, innovation, ICT, South Mediterranean region


Course properties

Competition track
Science and engineering
Form of education
Formal
Formal education level
Professional development
Recommended age for informal learning
25-45, 45-65
Learning language
English, Arabic, French
Discipline
Teacher training without subject specialization
Course authors
Fabio Nascimbeni, Daniel Burgos, Antonio Vetrò, Eleonora Bassi, Daniel Villar-Onrubia, Katherine Wimpenny, Isidro Maya Jariego, Osama Mimi, Rania Qasim, Cristina Stefanelli, Other contributors: all the partners of the OpenMed project
Organization
Universidad Internacional de la Rioja, Politecnico di Torino, Coventry University, Universidad de Sevilla, Mediterranean University Union (UNIMED), Other contributors: all the partners of the OpenMed project (see: http://openmedproject.eu/partners/)
Knowledge level entrance requirements
The requirements for the learners in order to participate in the training course are: Interest in learning more about Open Education Willingness to adopt Open Education approaches into their teaching Motivation to finish the course after the Torino week Readiness to be part of the network and to multiply the course in their local settings Fluency in English (for feedback and course evaluation). However, the training course languages will be English and Arabic.
Previous courses entrance requirements
n.a.
Output knowledge, abilities, skills
After having taken this course, learners will be able to: Understand the potential advantages of adopting OER and open education approaches in different contexts Understand how content released under different kinds of open licences can be reused and apply open licenses to your content Search for, reuse and remix OER Understand what MOOCs are and how to produce MOOCs Adapt OER and MOOCs to your specific context. Incorporate open educational practices into your daily teaching.
Career list corresponds to course
n.a.
Entrance test
Groups formation by readiness level
Teachers presence
Tutors presence
Facilitators presence
Training materials forms
texts, multimedia, video lecture, quiz questions, case, interactive games
Interactivity in training materials
Collaborative learning presence
Practical activities
essay, coursework, project
Discussions, forums presence
Webinars, video conferences presence
meetup presence
LMS integration
Learning Analytics
Certification presence
Certification types
Upon completion of the course based on assessment strategy described above, learners will receive a Statement of participation, in PDF by the project with title of the training, declaration of the achieved competencies, n. of hours, course curriculum.
Certificate name
Open Education: fundamentals and approaches A learning journey opening up Teaching in Higher Education
Certificate levels
Professional development course
Course time limits
Duration
5 (months)
Learning types (sync/async)
synhronous, asynchronous
Assessment types
test, creative work, essay
Course modules number
5
Tests (exams) number
5
Personal learning path possibility, course individualization
Operating System
Sakai
Supported browsers
All browsers
Learner’s devices
PC, Tablet, Smartphone
Peripherials
n.a.
Special needs support
Learning technologies
Meaningful learning, Discovery Learning, Connectevism, Situated Learning, Communities of practice, Web based training

Comments


baevalen@mail.ru | 30-08-2017
системный и творческий курс.