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Last year Robert Schuwer and me developed a workshop to stimulate teachers to think about how to implement elements of open education in their daily educational practice. Based on the workshop we created a toolkit including all the documents we used, enabling you and others to build on and offer the workshop in your own context. We encourage you to use, adapt the toolkit and offer the workshop. And obviously we would love to hear your input!
We will present our experiences during Open Education Global in March 2017 and hope to see you there!
Below you’ll find Robert’s blog providing a bit more context (CC BY Robert Schuwer):
“Open educational resources, open online courses (eventually “massive”) and open tools like blog, twitter and open forums offer a potentially rich source to use in education. It enables active learning and a more tailor-made approach of education. When teachers are aware of the opportunities open online education can offer, they are able to make an informed choice to use them optimal when designing a course. To enable this, basic knowledge of the many manifestations of openness in education is needed. In the end, their range of teaching methods is enlarged.
To realize this, together with Martijn Ouwehand (Delft University of Technology) under the umbrella of the SURF SIG Open Education, we have developed a workshop targeted at teachers who are interested in applying forms of openness into their lectures.
The objectives of the workshop are to raise awareness of the opportunities of openness and how to integrate them to achieve the optimal learning experience for the students. Open educational practices offers a base to connect openness to the daily practice of a teacher; this workshop tries to give the ideas more flesh and blood.
The workshop offers two approaches of how to use forms of openness in course design:
- Reuse of open learning materials or open courses. This reuse can range from just reusing the idea behind a specific OER (not all 5R rights are necessary for this aim) to reusing reworked and remixed OER (all 5R rights are necessary)
- Expand openness to open tools and open platforms, using an open pedagogy. For this workshop we have adopted a revised version of the definition of open pedagogy by Hegarty.
This workshop was organized twice in 2016 under the umbrella of SURFacademy. Feedback from the participants was used to improve the resources of the workshop. This has resulted in a toolkit. The toolkit can be used by those interested in organizing this workshop in their own institution.
The toolkit consists of the following resources:
- A script. This contains all information needed to organize the workshop (available as .pdf, .docx and .odt)
- A course manual “Basics of open”. This manual is intended for self-study a basic course on openness in education (available as .pdf, .docx and .odt)
- Slides “Workshop Implementing open education”. These slides can be used in the workshop (available as .pptx)
- Two inspirational models.
All resources are published under a CC BY license. The toolkit is available in both Dutch and English and can be downloaded from here.
We intend to regularly update the toolkit, based on feedback of users. Feedback can be provided using this form.
We hope this workshop will add to widening adoption of forms of open online education by teachers.
Vandaag zijn zowel de stimuleringsregeling Open & Online Onderwijs als een workshop rondom de inzet van open leermiddelen in onderwijs gelanceerd.
Stimuleringsregeling Open & Online Onderwijs
Vandaag heeft het Ministerie van Onderwijs, Cultuur en Wetenschap een nieuwe ronde binnen de Stimuleringsregeling Open & Online Onderwijs gelanceerd. Het is goed om te lezen dat er deze keer meer aandacht lijkt te bestaan voor projecten waarin bestaande leermiddelen worden hergebruikt met als doel de kwaliteit en doelmatigheid van onderwijs te verhogen. Hiermee wordt het m.i. mogelijk de ware kracht van Open Onderwijs te laten zien. Projecten kunnen tot 15 december worden ingediend. Ben je geïnteresseerd in de mogelijkheden op dit gebied, lees dan nog even verder…
Workshop Open onderwijsvormen toepassen voor docenten en onderwijsondersteuners (22 augustus & 13 oktober)
Daarnaast organiseren Robert Schuwer (Fontys Hogeschool) en ik namens de Special Interest Group Open Education na het zomerreces een workshop, waarin we docenten willen ondersteunen om de kansen die open onderwijs biedt te benutten in het (campus)onderwijs, zoals (her)gebruik en aanpassing van bestaande leermiddelen en studenten in contact brengen met een open community middels activerende werkvormen. In de workshop informeren we de deelnemers over deze kansen en dagen we hen uit om deze kennis toe te passen in een eigen lesontwerp (met zogenaamde Open Educational Practices als resultaat). De workshop duurt maximaal 1 dag en wordt 2 keer aangeboden, namelijk op 22 augustus en 13 oktober, maar kent een maximum van 20 deelnemers per keer.
Deze workshop richt zich in eerste instantie op docenten die meer willen bereiken met het onderwijs dat zij verzorgen. Onderwijsondersteuners zijn natuurlijk ook welkom. Daarnaast zorgen we er ook voor dat de opzet en de materialen van de workshop beschikbaar komen, zodat onderwijsondersteuners de workshop zelf kunnen toepassen binnen de eigen instelling.
De workshop kan erg interessant zijn om je te oriënteren op de mogelijkheden van (her)gebruik van bestaande open leermiddelen, bijvoorbeeld in voorbereiding op de stimuleringsregeling Open & Online Onderwijs. Schrijf je dus snel in. het aantal plekken is beperkt.
During the Open Education Week (March 7 – 11), we will organise several workshops and an Open Education Seminar at Delft University of Technology, where you will learn more about the basics of Open Education, how to connect and/or integrate Open Education in formal education and how you could use open education to increase the learning experience for your campus students.
I can imagine that you do not have time to visit all the events. So, to help you make a better choice in what events to visit, here is a short overview:
Learn about the basics of Open Education
Would you like to know more about what Open Education is and what sets it apart from online education? Then we’d recommend to register for:
- Action Lab: getting started with Open Education – Monday, March 7th, 14:00 – 16:00h
- Open Cinema – Wednesday, March 9th, 10:00 – 11:00 / 12:00 – 13:00 or 15:00 – 16:00h
Learn more about connecting and integrating Open Education in formal education
Would you like to learn how you could use open education to increase the quality of your course, how to enhance the learning experience of your students or what plans the university has in this area, we’d recommend to register for:
- Action Lab: Create your own course design – Tuesday, March 8th, 14:00 – 16:00h
- Open Education Seminar & Debate – Thursday, March 10th, 14:00 – 17:00h
Learn more about options to make your own recordings
- Visit the New Media Center – Monday, March 7th or Tuesday March 8th, 10:30 – 12:00h
We hope to see you there!
This week we the Dutch Special Interest Group Open Education published a new Trend Report on Open & Online Education. It was launched during the annual SURF Education Days conference (Netherlands). This year I (co)wrote 2 articles and participated in the editorial board.
In ‘Opportunities to embed open & online education in campus education‘ Judith van Hooijdonk (Zuyd University of Applied Science) and me describe which trend we see in Dutch Higher education concerning reuse of OE(R), and more importantly we describe a number of barriers teachers (seem to) experience preventing them from reusing OER in formal education.
During a master class centred around the trend report (during the Education days), we started the discussion how we could overcome these barriers to stimulate the reuse of OE(R) in formal education, and at TU Delft we will continue to work on this challenge.
Also, with Robert Schuwer (Fontys University of Applied Science) and Nicolai van der Woerdt (Radbout University Medical Center) I participated in an article on ‘Connecting different forms of openness: seeking a stronger value proposition‘. In this article we explore different forms of openness, such as open research and open source software. We believe that openness only has a shot if we implement openness in different ways towards an open ecosystem where one strengthens the other.
It was great working on the trend report again and hopefully it provides useful insights to you and others.
Two weeks ago, April 22-24, I attended the annual Open Education Global Conference in Banff, Alberta. I went there for a couple of reasons. It was a great opportunity to share out experiences at TU Delft Online Learning on Open & Online Education with the Open Education community, but also to experience the current status of Open Education Worldwide.
The things I did…
We started the conference on Tuesday, where Willem van Valkenburg and me offered a big part of the Pre Conference Workshop ‘Getting Started with Open Education – a crash course on starting an open education project’. It is always great to help other institutions get their projects going, based on our own experiences. I noticed that, in contrast to the same workshop we organised last year, the participants were a lot further in the process of starting up an open education project.
On Wednesday I shared our experience in how we handle(d) sublicensing our DelftX MOOCs while at the same time sharing our MOOC contents under an Open License. It was a tough nut to crack, but we managed. And I got quite some responses on my presentation as well, like:
“Though Provoking work fr @gouwehand in tension beta. revenue generation & Creative commons license i#MOOCs #oeglobal” – @fieldingGrasty
“Great Presentation from @Gouwehand on breaking down the open and non-open components that make up MOOCs #oeglobal” – @sunnywidmann
Lastly, I took part in the Action Lab on MOOCs, Where Willem shared our experiences with MOOCs.
And oh yeah, we we have been awarded no less then 3 Open Education Awards for Excellence, which make us proud! Unfortunately not all winners were able to attend the Award ceremony, but we will make sure that the awards will reach them – and give them (Alexander de Haan, Jaap Daalhuizen and David Abbink and their course teams) all the credit they deserve.
My key take aways
At first I found it hard to put my finger on what was the current state of affairs around Open Education. But now that the conference is over and there has been some time to reflect, I came up with four take aways from this year’s conference:
- As I mentioned last year, the Open Education movement seems to have reached a steady level of maturity. I’ve attended quite some presentations where the more advanced issues were tackled, like how to deal with self learners who want to earn college credits for open education achievements. There were not a lot of start up project presentations that I’ve seen. This is a good thing to notice, but does raise the question what’s next.
- ‘MOOC’ is no longer a dirty word to use in the Open Education Community. Last year the OpenCourseWare Consortium changed its name to Open Education Consortium, since the scope has changed worldwide. MOOCs back then were considered different, but now seem to have been embraced as one of the ways to empower learners to learn. Which is a good thing! Still, the ‘O’ which should stand for ‘Open’ is still a thing… ‘Open MOOCs’ seemed to be a normal term, which is odd. Still, the ‘O’ of Open is not easy, considering my presentation.
- There is a need for Open Education practices. I think during his keynote speech Dirk van Damme nailed the message, which is supported by David Wiley in his blog: Why do we want everyone to share there educational resources? And why do we feel a need to reuse, revise, remix and redistribute educational resources? It was all meant to support and empower learners to learn, learn more and in a better way. Perhaps we miss that part sometimes as we’re all busy in the process of getting to that point. But we shouldn’t forget what we’re doing it all for.
- At TU Delft Online Learning, we’re doing the right things, in the right way. I’m not the bragging type, but TU Delft Online Learning is doing something right. We’ve been awarded for 3 awards, with (after a raw count) brings us to 10 in total during the past 5 years the Open Education awards for Excellence have been issued. We showed that we have a lot of experience to share and that we have an organisation, vision and strategy to really make an impact.
Next year the conference will take place in Krakow, Poland. I wonder if we’ll be able to share or learn from experiences with Open Education Practices.
In Open & Online Education we see a constant struggle between ideological perspectives on increasing access and opening up education by lowering boundaries on the one hand and the urge for a sustainable business model on the other. In that sense, I’ve been involved in this discussion for our MOOCs recently and am a firm believer that (passive, singular) content (without added value) cannot be monetised (in most cases) – you must have noticed the nuance ;).
Obviously, the article in Wired got my attention with this title: “Why Free Is Not the Future of Digital Content in Education”. As you might have guessed, I do not agree (and after reading the article I still don’t). But it is good to learn from other points of view.
The article argues that the price asked for content will not go down to zero when digitised, since it will still generate added value (but in other areas than the content itself). I think terms like ‘content’, ‘free’ and ‘added value’ are key here and need more nuance.
Fred Mulder and Ben Janssen (2013, pp. 36-42) developed the 5 Components Open Education model, where content, learning services and teaching effort apposed to learner demands and employability/capabilities development are considered different elements in (open) education. The level of openness on each element provides an open fingerprint, where the levels of openness in different elements can vary.
Another element which plays a part in me disagreeing with the article in Wired is the added value which influences pricing. In my opinion, content as is, has very limited added value, unless it is incredibly good, or unique, etc. I too use Spotify to shuffle through songs, but I also still buy CD’s. Simply because the physical shape, artwork, collection of songs in a certain order, etc have added value to me.
I think the comparison between the music industry and education is in this sense not so very far off. The added value in education does not so much lie in the content, but in the experience, which is the result of a combination of mostly learning services, teaching effort and learner demands. The added value lies in other elements than content – and that’s what is read in the Wired article as well: it’s the experience in the gaming industry which is interesting, not so much the game itself.
So yes, after reading the article on Wired, I still believe content can be offered for free, since the added value is somewhere else. Which might mean that elements in that experience could be monetised. But then we enter a new discussion on open sustainable business models.
This struggle will be part of my presentation at the Open Education Global Conference in April. See you there?
Last week we organised a number of activities to celebrate Open Education during the global Open Education Week. We organised these activities to increase awareness on Open Education (and inherently also the Open & Online Education program) among mainly our own teaching staff. The activities proved to be a great success in reaching this goal:
Over 130 people registered, resulting in over 200 participants in total for all activities. We’ve seen a lot of new people who got inspired about Open Education on the one hand, but on the other also walked away with very useful insights about course design, support services around video recording and discussion points in Open & Online Education. Obviously the contributions of colleagues of other universities (Leiden University, The Hague University of Applied Sciences and Fontys University of Applied Sciences) have been very useful, supplementing the activities we already undertake at Delft University of technology.
Unfortunately in the Netherlands, I haven’t seen a lot of activities being organised. For the most part, most universities are mostly focussed at online education then open education. Then again, activities which have been organised, like the lunch lectures supported by SURF, haven been very interesting (worth checking out, but some are in Dutch). The low amount of activities and attention given to them provides the Dutch Special Interest Group Open Education with a nice challenge towards next year.
At the same time, internationally, again a lot of activities worldwide have been supported by the Open Education Consortium. Obviously it is great to see so many activities again! But after… has it been 4 years since the first Open Education Week?… and so many presentations shared… I wonder what next year will bring… What would be the next step…
I’m looking forward to 2016!
Het was opnieuw leuk om bij de Onderwijsdagen aanwezig te zijn. Dit jaar leken De Onderwijsdagen erg in het teken te staan van Open Education. Dat is niet vreemd als je ziet welke ontwikkelingen daarin gaande zijn. Je kunt een heel aantal presentaties terugkijken op de website van De Onderwijsdagen. Ook de Keynotes vond ik erg interessant! Voor mij een geslaagde dag dus. Mooi om te zien wat er momenteel speelt in het Nederlands Hoger Onderwijs.
En hopelijk zien we een aantal deelnemers over een maand terug op de SIG Open Education Netwerkdag op 12 december 2013!
Yesterday the Dutch E-Merge Consortium organized a Blended Learning Expert meeting, where all participants shared experiences on how they have implemented blended learning in their educational practice. The E-merge consortium consists of The Hague University of Applied Science, TU Delft, Leiden University and Leiden University of Applied Science. Two big Blended Learning Projects were presented: the E-Merge Blended Learning project and the TU Delft Blended Learning project).
Blended Learning definitions often adress the optimal mix of face-to-face and digital/online delivery of content and instruction in formal Brick and Mortar school structures. As you might expect, experiences shared were diverse in nature. In some cases Blended Learning was still limited to merely replacing knowledge transfer through live lectures by lecture video’s. This in itself is a nice start, since it often is a personal innovative experience for a lot of teachers.
But as I see it, blended learning projects provides teachers with the opportunity to go one step further and fully rethink how you can support your students in reaching the learning goals, by using the strengths of both different types of content, delivery methods and learning activities, be it either face-to-face or digital/online. The general opinion of the participants ultimately stretched this towards a more constructivist approach, where the new opportunities of digital and online content and delivery methods can be used in encouraging an active attitude in students, making education more engaging and giving control over the learning process back to students (control over time, place, path and pace – Wikipedia).
There is quit a similarity here with Open Education, where succesful usage is also based on non formal self directed learning. So, it might prove interesting to see if Open Educational Practices could be implemented in formal education. Scenario’s in which blended learning is applied, certainly provide good opportunity to achieve this. As long as students are really let go, given actual control over the learning process – even though this often lies outside many peoples comfort zone. And for many of the participants, although they agreed, this might still be a step to far. But they made/are making their first steps. And it is interesting to see where that might lead…
As educators or (in my case) supporting staff in education, we are all ambitious in supporting our students to learn and excel in what they do. At the same time, every teacher I know has little spare time to design and create educational activities and (especially) materials which match these ambitions. Often it works, but in many cases we don’t have the time to create the materials we envisioned or we don’t really know how.
On the other hand, worldwide thousends of teachers in hundreds of universities have been sharing their educational materials on the Internet, openly available. Open in this case means anybody is free to use, re-use, remix, repurpose and redistribute the educational materials.
Given this fact, I became very curious in how we could (re-)use and repurpose these Open Educational Resourses in formal education settings in a way that benefits students in learning and developing the skills needed in today’s (21st century) society and could benefit teachers in reaching their ambitions as educators.
TU Delft STUMBLE
So we set up the TU Delft STUMBLE project. In this project we’d like to explore this -what I consider to be – interesting question. What I’ve noticed so far is that re-using Open Educational Resources others have shared on the Internet can benefit students in different extents, depending on the level of integration in education:
- simply offer Open Educational Resources as additions to contents covered in lectures provides nice extra’s for students, but seems to be the least effective: students are (and they have every right to) focussed on the course goals as addressed in the final course exams. And the teacher and his or her lectures and contents are key, not contents created by (perhaps top-class) teachers on any other university.
- Teachers can re-use Open Educational Resources shared by others to (up to a certain point) replace the contents he or she wanted to bring across in lectures or educational materials in stead of designing and creating them themselves. As long as students understand the teacher approves and advocates these materials and students know this is the content they will be tested on, this could work. It opens doors to my next point, and perhaps can save some time in respect of developing the course materials themselves.
- What I think could be most beneficial to students, is placing the initiative with students, giving them the lead in finding, judging and relating the contents of Open Educational Resources to the course goals. This way students are actively involved in the learning process and develop important 21st century (perhaps mostly metacognitive) skills.One interesting idea’s I got comes from one of our professors, Prof. Mr. Dr. Ir. Sicco Santema, where students are asked to find course materials related to topics covered in class and bring in arguments about how this relates to the taught subjects. But Youtube Fridays (Colorado School of Mines) and Flipped Classroom models like Peer Instruction (Prof. Eric Mazur, Harvard) offer potential in this respect as well.