ICDE OER Advocacy Committee

ICDE OER Advocacy Committee

At the 27th ICDE World Conference in Toronto, October 2017, ICDE launched a committee for the global advocacy of OER as a reinforcement and support to the ICDE Chairs in OER. Paul Bardack, the Chair Emeritus of the United States Distance Learning Association, serves as the first Chairperson of the Committee, that works to increase global recognition of OER; and to provide policy support for the uptake, use and reuse of OER. First I am really honored and pleased to have been appointed Ambassadors for the global advocacy of OER, but also to be in the core group. Looking forward to the work ahead. All members of the ICDE Advocacy Committee are appointed Ambassadors for the global  advocacy of OER for a limited term until end 2019. A smaller group of the members form a core group that works more closely with the chair to facilitate the activities of the Committee and its members: Core group members: Mark Brown, Office of the Vice President, Dublin City University, Ireland Ebba Ossiannilsson, Consultant and VP, Swedish Assocation of Distance Education (SADE), Sweden Other Advocacy Committee members: Cengiz Hakan Aydin, Professor, Anadolu University, Turkey Paul Bacsich, Director and Senior Consultant, Matic Media and Sero Consulting, United Kingdom Chandra Shekhar Dubey, Director, Campus of Open Learning, Dehli University, India James Glapa-Glossklag, Dean and Treasurer of the Board, College of the Canyons and Open Education Consortium, USA Dhaneswar Harichandan, Director, Institute of Distance and Open Learning, University of Mumbai, India Gary Matkin, Dean of Continuing Education, UC-Irvine California, USA Jean-Marc Meunier, President and VP, FIED and University of Paris VIII Vincennes – St-Denis, France Valerie Peachey, Professor in Open Education, Charles Sturt University, Australia Xiangyang Zhang, Open University of Jiangsu, China Cable Green, Lead OER, Creative Commons, US

Read the full Blog post by  for ICDE here
Paul Bardack, the Chair point to nine advocacy actions

1. Advocate for national and sub-national governments to require all research funded publicly to be openly accessible to all.
2. Advocate for expanded government funding of peer reviewed online content that is to be open and accessible to all.
3. Advocate for expanded recognition of prior learning experiences and other alternative paths for receiving course credit, including open content and open access.
4. Advocate for expanded government funding of personally owned laptops and smart phones, to allow the benefits of open access to be available to all.
5. Advocate for more government funding of wired and wireless networks, so that those in poorer communities are not left behind.
6. Advocate for changes to national intellectual property laws, to allow more content to be freely accessible by potential users of that content.
7. Advocate with the nonprofit and private sectors to encourage more government and nongovernment money to go towards funding of openly accessible online content and courses.
8. Advocate the end of censorship of educational content.
9. Make it physically safe for those who must leave their homes to get an education to get the education they seek without fear of physical harm.

Relevance to ICDE

Upon further reflection, those actions will require at least some, and perhaps many, changes to government policy, in my country and in countries around the world.

And that is precisely why ICDE just launched, at the World Conference on Online Learning in Toronto, a new OER advocacy committee … to help empower those of us around the world who believe in the power and promise of open and distance education; and to help reshape our national and subnational laws and policies to help the people of the world to make that dream a reality.

Read the full Blog post by  Paul Bardack for ICDE here

Läs Tony Bates reflektioner och hela hans blog post här

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SVERDs ordförande Ulf Sandström och V Ordförande Ebba Ossiannilsson deltog på konferensen i Toronto.

Ebba Ossiannilsson deltog på de möten och i de kommittéer där SVERD är partner, som arrangerades under konferensen, snart kommer en blogpost om det att lanseras. Hon presenterade  också sin på uppdrag av ICDE skrivna rapport om BLENDED LEARNING

Hela rapporten kommer snart att lanseras och kan då laddas hem från ICDEs hemsida. Läs under tiden Ossiannilssons blogpost om blended learning här

The Blended Learning Ecosystem: Taking Control And Orchestrating Learning Pathways

Contributed by: Ebba Ossiannilsson, Vice President of the Swedish Association for Distance Education, Vice President of the Swedish Association for e-competence, ICDE OER Advocacy Committee, ICDE Focal Points of Quality, ICDE_ON_BOLDIC, EDEN EC, EDEN Fellow, EDEN SIG on TEL Quality Enhancement, Open Education Europa Fellow and Ambassador.

During the 27TH ICDE World Conference, 16-19 October 2017, Toronto, Canada, ICDE will be releasing the third installment of its ICDE Insight Papers Series. 

Ebba Ossiannilsson, author of the ICDE Insight Paper provides an overview of what readers can expect from this publication. 

This blogpost on blended learning can be followed my the ICDE Blog as well

https://icdeblog.com/2017/10/02/the-blended-learning-ecosystem-taking-control-and-orchestrating-learning-pathways/

This ICDE Insight Paper on blended learning, state of the nation, targets a broad audience, especially practitioners, policy makers and leaders. It provides awareness, inspiration, insights, and dialogues into blended learning and the current debates. The report explains that blended learning is based on a pedagogical approach rather than on technology.

Blended learning involves people as learners, teachers, administrators, technicians, leaders, and managers with a variety of aspirations and ambitions. Clearly, there is a renewed focus on quality, and the blended learning approach is worthy of consideration.

What is Blended Learning?

Numerous definitions have emerged during the last 20 years, demonstrating the wide-ranging nature of the concept, its socio-cultural influences, and its flexible interpretations. Blended learning is part of the innovative transformation of education in the 21st century.

Blended learning embraces personal quality learning. This widely recognized and personalizable method engages, facilitates, and supports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makes learning more flexible and convenient. This will help students be part of a global digital society.

The blended learning model requires changes in the roles of both teachers and learners. These changes are accompanied by shifts in ownership and empowerment, where learners become prosumers and orchestrate their own learning regarding time, place, setting, path, and pace. A common model is pictured below.

To adapt to current trends and contexts, blended learning models must be flexible, and agile. One framework is by the International Association for K-12 Online Learning (iNOCAL).The below graphic describes how engaging, efficient, and effective learning starts with specific mindsets.

A set of recommendations for blended learning are given in this ICDE Insight paper:

1. Success is based on people.
2. Promote the ownership of learning.
3. Ensure that strategies, funding, and visions are understandable to all.
4. Implement a culture of smart learning, open pedagogy, and mobile learning.
5. Enable ubiquitous learning, time (anytime), space (anywhere), path, mode, and access.
6. Apply the UNESCO Bangkok and the Education University of Hong Kong recommendations.
7. Apply the INOCOL framework of blended learning.8. Support and facilitate capacity building, incentives, and recognition in all staff.
8. Cultivate a culture of quality and an ecology of blended learning.
9. Encompass digitization throughout the curricula and assessments, including finding, evaluating, creating, disseminating, and communicating.
10. Ensure that blended learning concerns all stakeholders at micro, meso, and macro levels.
11. Ensure that leadership and management at all levels support and facilitate the culture and quality of blended learning.
12. Conduct research that focuses on blended learning per se not only in comparison with other teaching and learning models.

Where you come in?

Please discuss the possibilities and ask any questions necessary to improve your understanding. I look forward to your comments and involvement in this movement.

Ebba Ossiannilsson

2017-10-02

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