 up, if you hear me fine, welcome to the Eden Open Education Week, one more event organized by Eden. This year we are joining as again the Open Education Global in the week of March 2nd to 6th and we are very happy that we start today with webinar on OER and Open Pedagogy Practices, good case examples and I'm very happy that we have so many participants from all over the world as far as I can see. I couldn't say hello to everyone individually but I'm very happy that we have so many participants from different countries. If I can't have my slides please. So let's start. So we start with this week with this webinar but as you can see there are five more webinars during this week. So you can see in details on Eden web pages what webinars and at which time they will be. Also what is important that we as the Eden organization are very much supporting Open Education and Open Access. So within all our activities we try to raise awareness about importance of openness, of Open Education resources, of Open Education as well as Open Research. So this is our contribution to the global movement of Open Education Week. As you have already seen, these sessions are recorded and all recordings will be available on our web pages and also presentations on the slide share. If you have registered for this event you will earn Open Veg so you can add it to your collection afterwards. And I will start with the announcement of today's session. As I said title is Open Educational Resources and Open Pedagogy's Best Practices and today we have five presenters who are willing to share good examples of development and use of OER and Open Pedagogy's in teaching and learning. And as you can see we have with us Gemma Santos from Open University of Catalonia, then Irina Volongevićjenev from Mitatus Magnus University, former president of Eden and my dear colleague Fabio Nasciambeni from Universitat Internationale de la Roja and Eden Fellow and my colleague from former Eden EC, Christo Tea Herodotou from Open University UK and Annalis Kallmein from Keuleven in Belgium. So I'm certain that you are all eager to hear these presentations and good examples how we can use, reuse and adapt Open Educational Resources and implement them in teaching and learning. So now I'm giving floor to Gemma to start with her presentation titled Open Learning at UOK Knowledge Action Plan. Just a brief few words about her. She holds an PhD in Information Science and Communication. She works at UOK as a research support librarian but she's also an associate professor of Information Science at University of Pompeu Fabra and previously at University of Barcelona and she is very much engaged in OER, the number of activities. And so I think that that will be enough for the start. So Gemma, I'm giving the floor to you. Thank you. Hello, good morning. Can you hear me? Okay, good morning. Thank you very much for this invitation to the Eden webinar at the first day of the Open Education Week. So this is a pleasure. I will present I'm from Open University of Catalonia. You will see work and working there in the library as was said. And I will present Open Learning at UOK Knowledge Action Plan. Well, first, our university is a fully online university which was born in 1994. And here you have some data to have a context and to know a little bit more about our university. For example, we have 70,000 students from 134 countries and most of them are older than 25 years. As for the teaching staff, we have around 4,600 teachers. So the Open Knowledge Action Plan is a kind of answer to the European agenda 2030 for the sustainable development. And we want to contribute, our university want to contribute to the fourth ODS, objective for sustainable development, education for all. And this plan is also aligned with the Open Science and Open Educational Movements. It was promoted by the Vice President for Globalization and Cooperation. But it was a collaborative task, not just a bottom up, not a top down action plan, but we were collaborating between different themes at the university, faculty, technicians, librarians, etc. And why an open plan? Well, because we need an internal tool to promote reflection and discussion among the work community to build this open focus together, not just faculty. So, well here, this image is, you can click and it's an hyperlink, all of the images in my presentation are linked. So you can see the website and also you can download the action plan from here. So the Open Knowledge Action Plan is extracted in nine areas. There are six specific and thematic areas and then three crosscutting areas. The first two are referred to research, to open access publications and also the data to ensure the third principles. The third one is related to open learning that is our subject today and I will explain that later. And then the fourth and the fifth are promoting the open innovation and co-creation of knowledge and also to transfer it to the society. All this knowledge hope we can transfer to the society. And then the sixth of them is related also with other kind of evaluation model to assess the results. So to achieve everything, we propose this action plan, but it's necessary change in the organizational culture. It's like a kind of requirement. And that's why we add these three crosscutting areas that are related with training, communication, awareness, raising, open infrastructure and participation in some areas of it. Okay, what has been done so far because the Open Knowledge Plan doesn't have to start from scratch because the university have been working for years in open education and different projects related with the years. So as here you can see what before 2010, the Open Escort Chair in e-learning was working in promoting training and also some skills for creating and using OYAS. And then the first milestone in our university will be in 2010 when the open access policy was created, what was approved, and also the institutional repository O2 was created. During some years there were participation and also living in OYAS and MOOCs projects from work faculty and researchers. And from 2015, more or less, there was also an institutional strategy for promoting MOOCs, the massive online open courses. And then we arrived to 2019 that can be considered the second milestone in our university related with Open Knowledge. But because it's when we create the Open Knowledge Plan, the one that I was explaining to you before. So here you can see a little bit what we have been doing in the past. And now I will show you at what point are we currently. So currently what we are doing right now. First I would like to explain that our model at work, we owns the copyright for all the learning resources materials. Okay. And they are normally created in copyright, okay, with copyright protection. But after six semesters, that means three years of use, they become in open access directly. And there are Creative Commons license. So it means that all the authors that work for our university, they are contracted with copyright protection at the beginning. And then after six semesters, we can open all these contents. But there are also a few of them, a few of authors, which can also be requested to create the material, the learning resources in Creative Commons on the default. But unfortunately, they are not that much. It represents about 5% of the total of the materials of the learning resources. Well, here you have some data about what we have. 7,000 final bachelor's degree projects. 1,600 work of the learning resources right now. But after six semesters, we will have more. And then also 65 assessment activities. In this case, I would like to explain to you that this is our sole of a pilot that we were working with the economic department, economy faculty, that they were engaging in sharing the assessment activities and some exams as well and solutions. So we hope that this number will increase soon when the rest of the faculties and departments will join to this pilot. And finally, we have also working MOOCs. These kind of learning resources are available at the institutional repository. And the MOOCs are available in MediaVax platform. Okay, where do we want to get to the future? An open model by default. This is like the aim of our university right now. So to change from the copyright to the Creative Commons on the default from the beginning, not after six semesters. So we want to convert our university in a global knowledge that can combine the content and the knowledge generated in the university with also the external contribution. I mean with other peer reviews, open peer reviews, faculty and experts that can enrich the learning resources. And how can we do that? By promoting the creation and use of OER in teaching, implementing them in teaching in the classrooms, but not just creation of new OERs, but also the existing ones, try to use them also in the subjects, try to combine both of them. We also want to promote the open knowledge through MOOCs in the most innovative subjects of the university and the co-creation of knowledge in teaching and learning. In fact, we are working right now in collaborative tools and also a project of final bachelor's degree right now, I mean that we are doing this. And also an open textbook about open access and open science. We are also changing our attitude to a more open innovative attitude. And finally, we send a proposal for an audit sum 2020 project also to create a kind of network of open universities. We'll see if it's finally we have the approval. Okay, so right now I will show you some examples that we have been explaining about the efforts that the university has done in this shift from copyright to open by default. The first example is related with the infrastructure that has been developed. This is our institutional repository O2. And here you can see that there is a section for academics that means that you can find all the open learning resources here in the academics. It's structured in different studies and thematic discipline areas. And from here you can access to the open learning resources. For example, here maybe you can see very well, but there is an open learning assessment activity concretely about marketing. It's a real one, a real assessment activity that students can use to see a little bit of model that can be a new one. And if this assessment activity forms part of this pilot that I was explaining to you about economy. Okay, another example are the learning materials available in MOOCs as this video and other of them in private commons, this MOOC in business intelligence. Here in the MediaDocs platform, you can access to these 14 MOOCs that we were developing from 2017. And as a curiosity, I have to tell you, I can tell you that the first MOOC that we created work in 2014 was a collaboration, it was a collaborative work with two Catalan universities, Universitat Rubire de Gili and also Universitat de Barcelona. And it was about spoken communication in MOOCs. Here you can see a work built while classroom, this is a real one. Okay, here you have the chronology for the learning process of the student. Here there is the presentation of the subject, the important data. And here the forum to communicate teachers and students. In this section here, you can access to the resources of this subject. And here the design tool is an example of an open learning material in Creative Commons, open-open. I think that you can see here is by ASA. So it was a material created from the beginning in open access with a Creative Commons license. And it's about design. You can access to it through the ASA report. And we have a final example that is the Open Innovation Initiative. In this case, it is the OpenHeart Parkism. And it was a project, a real project, a real platform, MOOC, which is created to share experiences and also open ideas and open innovation solutions around different topics. In this case, about Parkinson's. And it was built not just from the work community, but also in collaboration and partnership with two important hospitals at Barcelona. In the Hospital de San Pao, an hospital clinic. So it's a real case of collaborative knowledge applied, applied in the resolution or at least treatment of the Parkinson's. You can access also to the link with all the explanation, videos, and research. And that's all. Well, here you have some bibliography in case you need it with some of the projects. You have more readings. And thank you very much. This is the end of the presentation. Thank you for your attention. And if you have any questions, I can try to answer right now. Thank you very much. Okay. Thank you. Thank you very much for this interesting presentation. I put two questions in the chat, but maybe I can ask you now face to face. Well, are resources after six semesters moving compulsory into open access as OER or on demand? And how do you react to the issues sometime there are real materials will be in open access? This is a good question. It's not on demand. It's like compulsory because in the contract that the offer signs at the beginning, there is a clause, a clause that says that after six semesters they will compare in a creative commons material in an open material. So it's a reality, but I have to say also that there is a very slow process after the six semesters because we have to change the license in all the learning materials. So it takes some time. It's not like direct. We have the permission because there is a contract, but when you have to do it, it takes some time. So we are slow. But yeah, after six semesters, we can do it. Okay. Thank you. Please look at the chat. I see there is a question if I'm correct from Helene. Is the toolkit also available in English? It's at the end? It's among the questions. I'm not sure what she meant by toolkit. Maybe this platform which you have for the academics, design toolkit. Is it available? Ah, the design toolkit. Okay. This is an open learning material for the design degree that was created between some teachers at work, and it's a kind of, they are sharing different design tools for the students. So it's a material that you can also check and use if you want. I mean, it's open for you also. Okay. Yeah. Okay. Yeah, that one, Helene. Yeah. Okay. So please, participants, if you have any questions and comments, you can put them in the chat. We will look at them and the presenters will answer them after their presentation. I'm now thanking Gemma for the presentation. Thank you very much. If you have more questions for her, please put them in the chat. She will answer them by writing. And now we are going to move to the next presentation from Irina, from Vitatus Magnus University in Lithuania. She's Director of Innovative Studies there. And also she's former president and she has been working for a number of years on open education. So I'm very happy to have her with us today. A title of her presentation is Integration of OIA Informal University Studies, VMU Teach Experience with Slide Wiki. Irina, hi. Nice to have you on the board. Please, floor is yours. Thank you very much, Sandra. I hope everyone can hear me well. It's a pleasure to be here with you in Nova Education Week and see so many active participants in the chat. Today, I will focus on one specific method which we applied in the framework of possibilities that were provided from Hive and Programme projects and completely from the opening University UK. And we use these possibilities in order to foster open pedagogies, actually, openness among our community members in our university through the use of OIA, Open Educational Resources in formal university studies. And I will tell you how we moved through this path. The university is a campus-based university which operated for decades in face-to-face mode. But for the recent 10 years, the university addressed different innovations. And one of the innovations is Open Educational Practices that are fostered by different community trainings, projects, open course developments, OIA developments, OIA adaptations. And of course all goes through collaboration. We are not that big as we are, of course, because this is a campus-based university in Kona but very international and I would say open. So the context, why we decided to participate in one of the courses that was published by the Open University to start pivoting, applying slide wiki platform in formal university studies. Of course we appreciated the possibilities provided by the open platform and very well-known slide wiki tool. But actually the context was broader. We are all addressing now in Europe from the digitally competent educator model in one or another way. And of course OIA development competence groups are there despite of the fact that they are divided from, you know, the teaching and learning competence group and also empowering learners. But all of these steps, you know, at one or another stage are finally linked together. So I will now illustrate to you how. So the project that brought to you is the slide wiki.org project that receives funding from the horizon 2020 program. And you see the reference to the platform and to the project. And when we found the call that the coordinators and the consortium are looking for institutions who are willing to test the platform, we thought about several synergies here. First of all, when we ask our teachers to develop OIAs, they do participate in training sessions. They do start developing OIAs. But finally, we see that in the mainstream, they simply again go back to the resources that they already get used to. And they do not share redevelop and redesign OIAs quite often. The second thing is that it is quite seldom that teachers would create activities for their learners, empowering them to create assignments, to implement assignments that would also be based on open solutions. And of course, finally, it was the chance for us to discuss also which technological solutions might trigger academics in OIA development and also open innovative practice development and to provide feedback for the developers. So we wanted to focus on talking with teachers and students about the benefits that OIA can bring. We wanted to talk with them about the triggers defined with using technologies in formal studies. And we also wanted to see how the attitude of teacher changing in the process when they are accompanied from the very beginning until the end of the whole process. So we organized quite a focus sequence of activities that was already more or less two years ago, maybe a year and a half, if we take the perspective of the final activities. But still, we are very happy with the results and that is why we do introduce this pilot here. First of all, I will start with the results. Teachers created open educational resources in the format of slides. They integrated them in their online and blended courses. Actually, all university courses are in a blended way, available for our university students. So we have more than 3,000 courses every semester in blended learning offered for students. And then we have for completely online programs and courses, but not to that amount already. We have only 4 programs that are offered in an online mode. And the teachers created the slides and they also used them as theoretical materials or theoretical references or learning resources. So that did not ask for student active engagement. However, the second part of the request for teachers in this context and this pilot was that they also developed activities for students that would ask students to create their assignments using a slide Viki platform tools. Those were open slides. So to say to activate and empower their learners and students engagement. The platform provided these possibilities, of course, technical challenges and everything because most teachers, I used the tools for slide development that they have on their desktops and computers. But finally, they used the slide Viki and applied the open references to their work. We, as I mentioned to you, we also wanted to track how attitude and opinion of teachers who participate in the pilot change. So we applied survey, but we also interviewed the teachers at OER testing with students happened in former university studies. So, of course, it's quite positivistic and quite optimistic. But before the development of OER, we asked the teachers if they have sufficient skills to develop, adapt and use OER, if they have enough information and knowledge about licensing, if they know what are the requirements and how what are the possibilities of reducing OERs. Also, we asked about the responsibilities of the authors, we asked how far we think OER promotes collaboration and establish collaboration among different parties and consortia and how, in principle, how such activities as developing OER, sharing OERs and adapting OERs might enhance personal and organizational reputation. And we are really very happy to see how this awareness developed. So, if we see in blue the restriction, the bias that teachers had in the very beginning in the spring semester, when they were introduced with the tools, with the platform, with the possibilities, and they all had to sign an agreement about participating in the whole pilot, we paid our teachers for this experiment from a service contract to the open university. And then we asked them to develop OERs and to provide feedback regarding the challenges they had using the tools for OER development. So, we provided training for them about application of creative commercial licenses to the slides. And finally, when we developed their OERs, we had to integrate these new resources into their form of studies and implement formal studies with students. So, after all these three phases, you see how the attitude towards the development of OER changed. And we especially appreciated that they shared the very positive and rewarding feelings towards pleasure if someone picks up OERs developed by themselves and adapt them or use them as educational resources in other courses. And then how also it enhances their personal and organizational reputation and formal collaboration. So, of course, sorry, it was not enough and we went into the more qualitative feedback from teachers. We had the interviews with them and teachers actually shared with us that they managed also to develop their capabilities into a more open way. So, that was something that we could dream about only because whenever we try to talk with the teachers, integrate technologies into teaching and learning, innovate their pedagogies, we're always cautious about the fact that the technologies might fail. They might also fail to manage and control the situation the way they want and then receive satisfaction. But in this case, one of the major benefits most probably was that they found the ways to engage these students into learning. They found the ways to create new activities where students are more active, so active learning activities and then where students share the responsibilities with them for co-opening, co-developing learning resources and then even presenting their activities, their assignments to larger groups to their peers. And I think that was one of the things that teachers appreciated most of all. But you also see other citations here in the text and most of them are positive comments. We often speak that the new generation, sometimes we, is stereotyping, sometimes not, but we think that people are already in their students, during their studies, student life, they are more open and more flexible. And we received the feedback from our teachers that they already recognize and acknowledge it, but also that they need to change their point of view and their attitude, not take all the responsibility on their shoulders as teachers, but share the new flexible analysis and open ways for their students because they take them already as natural ways of learning and the contribution towards co-offering, co-development of learning resources comes through very simple sometimes and the creative ways. So by this I wanted to share with you, we already shared these experiences in other region events, in conferences, and we also a testimony from our colleagues from other countries that sometimes using very simple scenarios, but supporting teachers consistently from point A to point Z, facilitating them and opening their dialogues together with them in a very simple but very powerful and effective way through opening themselves is a very, very rewarding experience. And the final note that I would like to share with you, that since a couple of years already, sometimes we hear when teachers share with their peers the lessons when they are asked, but what do you do with your knowledge? What do you do with your practices, with your slides when you teach? How do you share it with your students? Maybe they distribute it, maybe they copy, maybe they open to someone else. And our teachers already say that the best way for us to be confident about recognition, about reference to us as professionals is to develop learning resources and to publish them in an open site, so that everybody can see what was my position on that, what was my resource, my slides that are now shared with everyone and in a very open and collaborative manner. So from Viva Basmalma University, we wanted to share this with you and I thank you for your attention. Thank you, Irina. Very, very good example. Well, if all teachers should be motivated as your teachers to start with things like that, I see that you got really good responses. And I think that this engagement, active engagement of teachers in your training and especially with students as well seems like a really good choice so that teachers become interesting and motivated to implement new things in their teaching process. So did you have some teachers who resisted to all this? How did you deal with them? Yes, we had, if I may say so, we had dropouts. We actually invited more teachers. Some teachers did not take part in this specific pilot but were invited to other initiatives all over Europe. But in this specific pilot, we had a call for volunteers. Then when we started the activity with the teachers, we had 30, 40 teachers more or less and then we had dropouts. So the numbers that you saw now are the ones that took part from the very beginning until the very end. Yeah, very, very good. I'm really impressed by that and I think that this is, to all of us, really good example of how to try to implement some new things with active engagement of teachers because from what I see they are not any more eager to be passive participants when we take training but also with involvement of students because I think the students are very powerful a part in this training process. Okay, I see that mostly comments are in the way that congratulate you for the presentation. So if any more questions come in the chat, please answer them. Thank you again for a very nice presentation and then we are moving to the next presenter. Our next presenter is Fabio Nacembeni from the University of the International de la Roja, who is an assistant professor on in learning and innovation there. Also, he is a telephonica chair on digital society and education. He was my colleague in the Executive Committee for a number of years. He's a member of a number of associations, but his main research interest is in open education among other issues. So today he's going to present on building a Competencies Framework for Open Teaching, the Open Game Project. So Fabio, I'm very eager to hear about this Open Teaching Competencies Framework. So Flores, yours. Thank you, Sandra. And great to be here in this opening webinar of the Open Education Week. So it's really good and congratulations for the agenda that you then set up for this week. I think it's a very good contribution. So I think I will try to be brief, especially because I'm presenting you something which is starting. So some starting ideas and a call for contribution. And speaking also of my colleague Natalia, who is working in this project with me and with our team. So just one slide on this project called Open Game just started and we are about to get online with the website. So still no URL for you to see there, but it's coming up very soon. With some partners which you will know, Nant with Colin de Ligera, WCB University, Uabee with Antonio Teixeira. So there is a lot of Eden, I would say spirit in there and others of course. And basically the objective of this project is not so much to deeply train on Open Educational Resources and Open Educational Practices. This is also there, but it is especially to inspire higher education educators, teachers, lecturers to use Open Educational Practices, to be more open in the way they teach. And we have been working quite a lot at UNIRA on the teachers themselves. That's why I was so impressed by the figures shown by Irina before, the very positive and open attitude of your teachers. So I think that's a very good starting point. It is not the case everywhere in Europe and worldwide. So we are trying to focus on the teachers with our research activities to try to see how we can actually change the mindset and inspire them. And in this specific case, we are betting on a game to inspire them called Open Game, you still don't know actually what will be the name of the game. But the idea is to have as a main result of this project, an online game, a mini gamified course, but let's think about this as a game on Open Education, so that teachers can actually play the game and understand by doing so in an interactive way and in their language. At least this is what we are aiming at, so English, French, Spanish and Portuguese. What can be the benefits for their daily teaching? So moving down from theory, moving down from, let's say, practices which exist, which are very good there in the air, but through the game perspective and approach, we try to put the teachers really in charge and at the center of these practices to show them basically how things could change and how easy it could be. So actually we discussed a lot how to start and how to structure this game and we decided to start with challenges, so actually we have identified a few challenges that Open Education, OER, use of OEP can contribute to solve these challenges and then for each challenge we have identified, and this is most of the work we've done up to now, a number of real life cases of open teaching that can contribute to solve these challenges and that was not really easy. First of all because we try to focus on Europe, not exclusively on Europe but mostly, we found a lot of examples and a few collections of practices from Canada, from the States, not many from Europe I have to say, and especially we try to look for cases of non-English native speakers, teachers, so we went, we have a lot of cases from Spain, from Portugal, but also from south of Europe, from Greece, from France, all in all we collected 80-something cases out of which 24 will be the core of our work and we think already 24 cases structure following the different challenges is already a nice case base to show how really adopting open approaches can really change and improve the way you teach. Now every case is connected to a real teacher, so a person that is implementing that or has implemented that, and we are now talking to these people to check how these can be replicated in different settings and what are the competencies needed to do that. Just to make an example, a classic case is how a teacher has to come from Spain in this case, for example, how a teacher has to transform his course into a MOOC, how he did it very successfully, how many students he is reaching now and what he took, so what he needed to go through in terms of rethinking his approach, rethinking about his learning outcomes and so on, so and we are trying to present this as following a challenge and with some instructions on how to make this happen, so for every challenge we have two or three different practices. Now in order to do all of this we had to start from one of our obsessions, at least one of my obsessions, not only mine I know that some people I can quote Andrea Namorato whom many of you will know who is working at the JRC of the European Commission, working a lot on guidelines for teachers and many times we have been asking ourselves what can a competency framework for openness be built. We all know and Irina was showing it before that the European Commission is becoming really known now with the DG Comp and especially with the DG Comp AD framework, so a framework for digital competencies for teachers which contains a lot of openness which contains a lot of mention of who we are but which doesn't let's say cover all the needs, so we looked into literature, we found an OER competencies framework done by the Agence Universitaire de la Francophonie together with D'Alexo, so focused sort of on the Mediterranean but not only, we found a lot of research on this and we gave it a try actually, we consider competencies in the classic way of the European Commission, so attitude, knowledge and skills, try to explain especially when you talk about open education the important of having an open attitude but also the importance of being able really to do things in practice, of course we try to go beyond OER, our project is not only about OER, it's about open teaching of which OER as I will show you in a moment is actually a central part but it's not the only part and we are working on this, we have the first draft let's say which we are planning to as soon as the website will be on, we will before publishing this this framework into a handbook that we are that we are planning to produce together with the 24 practices and the competence framework with the different competencies defined, we would like to engage the open education community in commenting this and enriching it, we have actually already we have already engaged the community in looking for the practices, a number of practices were suggested through Twitter by some colleagues and some of you also if I remember well, so let's say we are trying to do this in an inclusive way as much as possible and as Eba says actually this is also connected, we also looked into the open ed competence framework actually and we took something from there, actually we found that many frameworks or many indications or guidelines around open education exist but either they are very much focused on OER or MUX in cost production so we try to cover as much as possible the whole spectrum of different competencies and this is how it looks like last slide so I want to go into big details on this also because the font is very small because I wanted to put all of it in a slide so I will just explain you the structure you see on the top a prerequisite the fact that teachers must be somehow digitally competent so even if of course OER can be used also offline we think that a certain degree of capacity to work with technology is needed this is pretty obvious but we want you to put it there also to distinguish ourselves and our framework from a digital competence framework let's see and then we have two main competence areas one is about OER so learning resources open resources is one and one is about open pedagogies we have identified eight competencies four in the first in the first competence area and four in the second so for OER we have competence one being able to use open license being able to search for OER being able to create revise and remix OER and being able to share OER and and then as you can see on the on the right for every one of these competence we have identified a definition of the knowledge that the teacher must possess in order to implement that activity so in order to to be able to be able to use open license you need to know what open licenses are you need to know how they could be used and then you need some specific skills so of course knowing how to mix different licenses is different than knowing about open licenses you need to have done that before you need to have at least tried to do that before so the the third column the column of skills is on the more practical knowledge and then if we go on the open pedagogy part which is actually the newest one because on the first part we found a lot of stuff happening whilst not so much on the second one we identified four more competencies the first is design open educational experiences so it has to do with designing the course design and and the activities design the the other one is about guiding students to learn in the open which includes all the co-creation all the possibility to collaborate with students and let them look for their material online so it is a lot connected with being able to also look as an example to them then a very important one teach with OER which is not just search and share OER but actually implement OER in your teaching think of the wikis think of curating this is all there and last one implement open assessment because we believe that assessment shouldn't be considered just as should not be considered as a separate part with respect to pedagogy but should be there because by by implementing openness within assessment you can actually change a lot of things in teachers and in students and last point you can see here vertically the column A it is a transversal attitude that teacher should possess or at least should explore which is common to all of these components so what what Irina was was mentioning before the fact that teacher shouldn't be afraid of sharing shouldn't be afraid of making a mistake shouldn't be afraid of being recorded and all these things we try to capture that in in the attitude I think I can stop here I will just of course thank you for the comment I see some comments there and we think this work is a was due actually we we when we started looking for this we have for example all fellers in the consortium who is one of the originators of the OEP concept itself and the wolf was struggling when it when he needs to teach openness to his professors where do I start from and where do I finish so is OER and no license enough should I just focus on teaching and OER will come so we try with this framework to answer to to these questions and again soon this will be online commentable and we hope to get as many contributions as possible to make this actually a source of the of the whole community welcome my side thank you Fabio very interesting project I'm very eager to see the result especially the game you know always games are always good but regarding these a framework for open teaching I know that Andrea already said that they're looking how to integrate it into digi comp edu as a seventh pillar it looks very nice as from what I saw now here I'm really really hoping that it will be integrated and much more implemented worldwide because digi comp edu is becoming a quite a base for number of initiatives and projects and work and adding this part will be definitely important I was just being chatting with some people about the teacher's eagerness to implement OER in their teaching we saw the examples before and the one with games we are always looking for the ways how to motivate teachers to start one new more thing what I'm saying is that we saw we always leave the existing workload workload that's something which shouldn't be changed instead of looking how we can improve the existing workload but not by just adding new things what do you think yeah fully agree especially we have one big fan of respecting the teacher's workload in the consortium calling the leggera UNESCO chair who is actually obsessed with not touching and not overcharging teachers because actually and he's totally right and UNESCO has recognized this and the teacher should be safeguarded in I mean the more you put workload on them the highest risk to lose quality it's obvious and to increase frustration so actually in this when we go into the skills that are not described yet at least not publicly there we try of course to point to resources that teacher can use not only to learn about this but also to facilitate their their their life so to do these things possibly fast and by and by by not increasing too much their workload of course we know that every innovation brings some some capacity building time and incentives should be the way but that's out of the scope of this of this work even if in some cases we are seeing that some incentives are coming out now in China they are thinking for example due to the coronavirus of incentivizing a lot the production of OER for university teachers and online learning so when when the need is there I think and policy moves let's say we are trying to prepare the tools for this to happen yeah I agree we could go more into discussion but I leave the chat the discussion for the chat so we move on you you got us with the game it's not important what you said behind the game but with game you got us already but thank you thank you for the game okay and now we are moving to the next speaker from Open University UK we have with us Tea Herodotou she's associate professor and she is also interested in evidence-based design and evaluation of technologies for learning through innovative research methodologies including learning analytics and she holds funding from National Science Foundation welcome track and AASRC to improve design of online citizen science platforms and and so on she she works a lot and she is also working on learning analytics quite a lot but here today she's going to talk about evidence-based pedagogies for the futures so Tea I'm giving floor to you thank you hi Sandra I'm sorry I had it muted thank you for inviting me over and for organizing this event and so yeah I work at the Open University at the moment and my talk today is about evidence-based pedagogies for the future and before we just as a means of introduction and by pedagogy we refer to teaching learning and assessment and by evidence-based pedagogy I refer to the use of research evidence as to whether a teaching approach is actually working in practice and so for example if a teacher wants to use a mobile application in teaching that he or she know whether this works and for which students this is for the good performing students this is for the underperforming ones and how they should actually integrate this into teaching and so throughout the presentation I would like you to have in mind this question I'm not sure whether there will be time to discuss or answer it but it's good if you have this in mind and especially if you are educators or teachers how do educators make decisions about which pedagogies to use in their teaching so how are these the teaching decisions made is it based on teaching expertise and long lasting experience of teaching students or is it based on research evidence or is it based on some different combination so just as a foot for thought I guess this question and so we've heard a lot about the future of education and we heard big organizations and like the OECD saying that we want students to develop skills that can actually embrace complex challenges and in relation to that we've seen several frameworks talking about the 21st century skills such as critical thinking, problem solving, moral attitudes, learning to learn and and I mean despite the fact that there is this intention to improve the educational system what do you actually see at the moment is that the international associations and evaluations show that the students in some countries are not really performing well I mean a popular student assessment is PISA and they showed I think lately that 20 percent of countries are actually below the baseline in topics such as math and science in addition to that we also see the educational systems focusing more on testing and memorization and and achieving like national standards which in a way this is motivating teachers toward adopting more traditional or conservative ways of teaching and all these things are not really ways that can help you know students and our learners learn more from what is being taught so what is what I want to add in this presentation is that a way that we could potentially bridge the gap between our vision for education and what is actually happening in schools at the moment is if we adopt innovating innovating pedagogies as to how we teach our students and and actually a few months ago I worked with some colleagues at the Institute of Educational Technology and they produced a framework a set of criteria that all of us or some of us I mean could actually use in order to choose the what ways they can use to teach and this framework is made of five dimensions I would say it's what you see on the slide at the moment so we talk about the pedagogies that are relevant to effective education of theories so theories that we know that work in practice such as I don't know social constructivities for example and the evidence about the effectiveness of the proposed pedagogy so whether they we are actually having evidence about the specific way of teaching that it does work in practice and then whether it relates to the 21st century skills that so many frameworks talk about so it's actually applicable to practice what is the new aspect of these pedagogies and this I think mostly relates to advances in technologies such as for example the use of artificial intelligence navigation and the last criteria has to do with the level of adoption of the pedagogy in practice and actually it's good to know whether it's diffused or not into practice because this can actually give us some direction as to what the next step should be in terms of developing that pedagogy further so a core aspect or dimension of this framework is evidence or the role of evidence in any decisions we make in terms of teaching and by evidence we we answered two main questions first whether there is evidence to back up the use of a specific teaching approach and then the second question that needs to go with the first one is whether this evidence is actually strong enough so we are confident that whatever the research suggests it's actually robust enough and says that suggests that the pedagogy we plan to use can have positive learning outcomes so the what I have on this slide is the evidence pyramid which in a way organizes and groups together the different types of evidence we can have so the the base of the pyramid is the most popular and the most commonly found evidence and these are most of the times opinions either from educational experts or practitioners with them and then the top of the pyramid they are less frequently found types of evidence because they are more hard to produce I would say and these are systematic reviews and meta-analysis which in a way they put together they review and put together different studies they compare them and then they conclude with an outcome as to whether there is an impact for example on learning outcomes and we use this pyramid to assess a set of innovating pedagogies and so just to say a last a last note on evidence is that in general in education the notion of using evidence to inform our teaching has been popularized the last few years I would say and perhaps here in the UK what contributed to these popularity is the work done by the Educational Endowment Foundation they've been offering money to run randomized controlled trials say in education and in a way they have now created a database with different teaching approaches and evidence as to whether they work and for whom so for example they found out that homework for secondary students is actually contributing to better learning outcomes but in addition to that there are similar organizations in the US like the National Center for Education and Evaluation and of course there are several centers I put here some examples from UK universities where they focus on doing research around teaching and learning I mean in one of them is where I work at the moment at the Open University where we try to understand what kind of improvements we can do to our system in order to increase the student retention and performance so the pedagogies I'm going to talk about came from a series of OER that we have been publishing since 2012 so this is actually a series of reports that is compiled from academics in the department I am in and they talk about the innovations in teaching that we think have the potential to change the way we teach and learn and in the last few years we have been partnered with different institutions to produce this kind of report I mean this year in January when the report was the 2020 report was produced it was a collaboration with the National Institute for Digital Learning in Ireland so we reviewed all the pedagogies we published over the years since 2012 and we came up with I would say it's more of also a preference there was no reason of picking those specific six ones and we talk about them in this paper I mentioned before which is the open access published in front of us in education so we use the framework I presented there before and assess in a way the effectiveness of these six pedagogies just briefly to explain what these mean formative analytics refer to learning analytics and they are used by students to help them reach their goals and they help them regulate their learning with teach back is this process of having two people working together and teaching each other and although the concept is quite old we saw that it's quite innovative given that this can actually happen through computers and through the use of artificial intelligence and place-based learning it's about what students can learn from getting in touch with their communities and learning about the culture the physical environment and how all these aspects can actually feed back into the teaching that's happening in formal state educational settings and learning with robots and learning with drones is more about using specific applications as part of the teaching process and the last example of citizen inquiry is about the citizen science and how we can actually engage volunteers and people in citizen science activities in ways that they can actually learn how science works and how they can actually act as scientists and learn through this process so for each of these pedagogies we produce a table that in a way is an overview of what evidence exists around each of these pedagogies for example the formative analytics we just pick on one example I mean given the time that's left so formative analytics we notice that there are some randomized controlled trials done some quasi-experimental studies but most of the studies are exploratory in nature so it seems that there is upcoming evidence that this the use of analytics with students is actually working and it's actually improving certain learning areas and in terms of the level of confidence we use here another framework the next standards of evidence framework that gives a quantitative assessment of our level of confidence so by level four here it means that there are several senior studies done by independent authors or reviewers that they replicate or they conclude with the same outcomes and this one if you see all the numbers in this column you can see that this one of the most maybe advanced type of pedagogy although we note here in the future directions that more could be done to improve certain other areas that have not been assessed yet and we've done this for each of the six pedagogies we talk about in that paper this is actually my last slide and I would like to conclude just by erasing the need to make decisions in teaching and learning that are actually informed by some sort of evidence as to whether what we're planning to do is actually working as opposed to doing making random decisions and putting them into practice without having some priori information as to whether they work and for whom of our students well I would like to thank you for your time and I would be happy to answer any questions thank you thank you Tea very much very very nice proposal for innovative pedagogies I'm certain that some of them got us thinking about the possibilities how to how to use them as we have been going to the end I see that the questions are now not so many in the chat but please look at the chat and the comments and please continue to discussion in the chat thank you very much for your presentation I think it's very very interesting and very well contributing to the previous session with ideas how to do teaching in a different way but very important part is also engagement of the students what we have seen before so thank you again Tea and now we are going to the to the last slide to the last presentation with us is Annalis Kalmin from the Catholic University at Löwen she's a member of their MOOC team and she has a hands-on experience with all aspects of developing a MOOC so she's going to talk to us today about X MOOC if I'm correct as the title says behind the O so Annalis welcome and floor is MOOCs thank you yes so I would like to thank you so that the X is not X MOOCs but it's Kuliver X because that's our channel on edX so I'm I'm Annalis I'm from the Kuliver MOOC team and the Kuliver MOOC team is the team that supports teachers in making MOOCs and actually we consist of the combination of the IT department the educational unit and the video department because all these aspects come together in MOOCs so as Sandra already said I have some personal experience with developing MOOCs because I actually made my own MOOC but now I'm also in the supportive team so I have experience on both sides of the MOOCs so Kuliver started making MOOCs in 2014 and today we have 18 MOOCs on edX and we have learned a lot of things throughout those years and some of them I'm going to share with you today but before we can get started I have to explain first what a MOOC is although I think a lot of you already know what it stands for I would like to go through the through the words anyway so MOOCs stands for massive open online course and I would like to start with the C which stands for a course so for us it's really important that people realize that it's an actual course so it's not just like a set of videos it's really a course with a learning part learning outcomes different learning activities so we really try to encourage our teachers to make it an actual course it's online that's the O so it's completely online of course you can still use it in an offline setting but the course that you put online has to work in its online format then it's also open which means it has to be accessible throughout the whole world and because it's open and online it's often also very massive most of our MOOCs are between 1000 and 10000 participants it can be more but it does change your teaching style it's not possible to give students personal feedback for example that's very very not not a good idea when you have a thousand participants but today I would like to focus on the O of open and there's some challenges related to that but also some opportunities so the first challenge and I'm sure all of you know this is the copyright it's a very important one when creating MOOCs because everything has to be copyright cleared or under under creative comments and then correctly refer to a lot of the times we either try to use partnerships to get the copyrights but very often it turns out that we have to make our materials ourselves because there's an expert challenge in MOOCs and that's the worldwide accessibility because open in one country does not always mean open in another country open for some people doesn't mean open for everyone and that definitely limits the possibilities but it also is a challenge to go out on the internet and find good resources it's also very important that all the material that is essential to the course is online in the course so it's not a link through another website but it's really there and to make sure that it's accessible for everyone but it's definitely the challenge because it's usually much easier to just link to a youtube video or some other interesting resource but unfortunately we have to make sure it's all there so that's challenge one a very technical challenge then there's challenge two which has to do with the students so it's an open course and that means that anyone who participates does so voluntary and that makes it very very different from a classroom people in the classroom are usually forced to sit there I mean they choose to study but they don't always choose for all the classes well in a MOOC context everyone who participates everyone who subscribes is there out of their own will and motivation and that's the nice thing it's actually not a challenge but an opportunity most of those students will be very intrinsically motivated and that makes that makes them a very critical audience which is very interesting but also a very motivated audience however on the other side it's open so they can just stop anytime they like there's almost no other motivations apart from this intrinsic one so you have to really keep them engaged they usually do it in their free time they don't always get it combined with their with their life so you you really see a very very high drop out when it comes to MOOCs however we find it really important at KU Lever that the success of a MOOC is not measured by the amount of learners that do the entire course it really depends what the goal is of your MOOC if it's if it's outreach to to developing countries for example whether you just even get one person that you can change their life with there's a lot of different ways of measuring the success of a MOOC so there's also some opportunities to the open aspect and one of them is definitely the community the nice thing is in our MOOCs we always make sure that there's discussion forums and usually also discuss discussion assignments where the students have to give examples from their own life from their own region from from things they have learned they have seen and you really get this community this worldwide community which has a common interest and that's I think a very very valuable aspect because then you get exchange from all these different cultures contexts people that share their experience and it can even lead to very interesting research exchanges like we had in our MOOC we actually had some people coming over here to do to do a research exchange so it can become a not only online exchange but even an offline exchange for example we also had one MOOC where the discussion forum stayed alive for two more years after the course was archived because people from different places found each other and that's that's definitely one of the biggest strengths I think of this openness but there's more so apart from the this this community that that arises it can actually also be a very valuable thing for you as a teacher and we really emphasize this at our university when when people think about making a MOOC one of the the major feedbacks that we got from teachers in making a MOOC is it really forces you to rethink your course to rethink your material so yes on the one hand it's quite the workload but the outcome is weighing weighing up against this workload because you have to for example one thing in MOOCs is knowledge clips so they're like six minute videos in which you explain a concept it's very brief and it really forces you to get back to the essence also you have to redesign your course to to fit and it really makes you rethink all the aspects of your of your course and then you put it online and then all of a sudden you get feedback from a worldwide audience and they're usually because they're so intrinsically motivated much more critical than your own students I don't know about about you guys but students in Belgium are usually very quiet and we don't get a lot of feedback from them and actually when we put it online we do see a lot of feedback on the course material on the way of teaching on concepts that aren't clear and we have learned a lot from that and then we can go already to the next opportunity and it's also so my light my last slide and last opportunity it's not that much related to the open aspect but I do think it's a very important thing because of also stimulating teachers to create MOOCs is that they can use it in their own teaching so either we have teachers who use it in a blended learning or a flipped classroom concept so the students would prepare something at home by watching parts of the MOOC by also interacting with this international community I'm reading the chat and I'm distracted so and then and then they would go to the classroom and either get some more information or ask questions to the teacher work together on a task and we've had some really positive feedback on that and I think it also lowers the bar to using other types of OER in the classroom so that's definitely a very good evolution we are seeing here at our university so that's the openness of MOOCs so thank you and if there's any questions I'm more than happy to do to answer them thank you analysts very very good insight into MOOCs and these some comments which are not usually available to others so very important I see there are some questions for you here in the chat first one from Robin have there been any problems with culture clash or does the interest in the subject prevent the type of the problem so most of the time we see that the the combination of cultures has a very good effect because also the interest in the subject we do see that there's some sensitive subjects I don't remember exactly which course but at one time we had someone with a very strong discriminating opinion in our forum and then we did have to block that user in the end so it can happen that with sensitive subjects there is I don't know is it a culture clash a person clash for example we now also have a course on vaccines running so far it's been going well but of course vaccines is also a sensitive subject so depending on the subject there can be there can be some conflict okay another question is from Kanan Barot if there are so many participants in a MOOC how do you forge individual relationships relationships to make the most of the cultural diversity yeah so that's that's a really hard one especially as a teacher it's very hard to forge individual relationships with with the learners there's so many learners the forum is is big but usually especially towards the end of the course you will see which of the learners are the most active and the most engaging and I often see that some learners often find each other in these forums and start commenting on each other and they do get some really strong interactions but as a teacher it's it's a bit too much to really follow up but sometimes we do get the explicit question for contact info for example with the exchange that we set up yeah and then we have the third one from Linda she would like to learn more about the leadership aspect could you give some more context on the question it just says awesome presentation on MOOC I'd like to learn more about leadership aspect yeah but Linda's typing so I'm just kind of wait for her input yeah okay and also you see the question on MOOC and credentials do do participants get some credentials for participating in the MOOC okay so first answer the credential MOOC and then I'll come back to the question of Linda so MOOC and credentials I know on edict there's the micro masters program and I think already also a micro bachelor's program so then students do get credentials at KU Lever we currently have no MOOCs for credits but we are we do have a team working on that to see how we will make it possible it's a pretty complicated subject but it's definitely interesting and it's definitely a good way to attract people also to your course that they really have something of value in exchange and then the the type of leadership needed I think Linda you're referring to as a teacher what do you have to do within the course yeah okay so so on the one hand of course you have to create a course design that is self-sufficient as possible because because of the massive numbers it's not possible as a teacher to really have a lot of in-depth personal interaction what we what we always do is make sure that the teachers moderate the forums so they will check for example for very for problematic learners for example also answering questions of learners but also motivating students to interact maybe sometimes depends also a bit on the topic maybe making the topic a bit more interesting for them so it's a it depends a bit on the on the subject but it's especially the first run quite some effort for the teacher okay and the last question is we are already over the time we have planned for the webinar so the Robin asked do you find that you need to prompt discussions in real time or do the discussions sort of occur naturally and asynchronously such as what happens with email chains and conversation so what we see there so you can choose to either have your course instructor paste or self-paced and when you do it instructor paste it means that one week one module is released and that means that all the students are about the same time in the same part of the course and then you will get much more active discussion forum so then there's really this in a strong interaction otherwise if it's a self-paced course it's open for like six months and then the communication is more asynchronically and it the the discussions are less alive so if you really want to focus on discussions it definitely has to be instructor paste okay thank you thank you so much for participation I would like to thank my presenters from the beginning Gemma, Irina, Fabio, Thea and Annalies for joining us today sharing their experience very interesting examples I think that all of us can take something from this webinar today and think about it and see how we can implement it in our work I would like to say to announce the next webinar tomorrow at noon we already tackled the issue of recognition so tomorrow webinar is going to be on open education recognition and credentials and also at the end I would like to invite you to join us at the Eden conference in June which is going to be in Timishwara in Romania from 21st to 24th June so a more interesting topic more interesting presenters possibility to discuss to engage to collaborate so till tomorrow I wish you all the best thank you all for participation bye