 So welcome to the Open Education Week 2019 Thursday. Today we are going to talk about quality. And first of all, I must underline that this webinar is planned and organized thanks to the joint involvement of Eden NAP, which represents Network of Academics and Professionals within the Eden Network and Siege and Tel Group representatives. The head of the Siege and Tel Group is actually also a speaker and presenter. And during the webinar, we will deal with different perspectives regarding quality, thanks to the participation of various experts in the field. Moreover, quality models developed in two different Erasmus Plus projects, Open Virtual Mobility and Digital Culture projects will be presented. In the next slide, you will have a look about speakers. Today we have so many very important speakers participating, which I thank from the very beginning for their availability. They are also located in different parts of the world, so please excuse us if something might happen during our one hour and a half time. I won't go through the details of everyone's background because they have a huge and important background and CV and I would steal time to their precious contributions today. Each presentation will last about 10 minutes. We have one hour and a half in total and comments and questions will be discussed in the end. Please write them in the chat area because your microphones will not be activated. Be aware that the webinar will be recorded and accessible through the Eden website. So, thank you all. I give the floor to Svetlana Njeseva. I hope I pronounced your name correctly and sorry if I didn't. But please, the floor is to you. Thank you, Svetlana. Hello everybody and thank you Antonella. My name indeed is difficult to pronounce. I'm from Russia and I represent the UNESCO Institute for Information Technologies and Education and I'm also an Eden Fellow. I changed the title of my presentation recently and I will speak about the quality assurance in open online education about OER and MOOC. I usually start my presentation from definitions of these two acronyms because I can see we have 29-30 hour participants. And I wish to be sure that if we are not at the same page, we are at least reading the same chapter. So, open educational resources. These are teaching and learning materials that reside in the public domain or have been released under an open license. That permits no cost access, use adaptation and redistribution with no or limited restriction. And massive online courses with digital online courses, accessible as special platforms and they can include videos, podcasts, tests, assignments, exercises, etc. So, they can be designed for a huge number of students and some of them serve smaller number of students. But these courses are only conventionally free and open. When moving to the quality of online education and in particular speaking about open educational resources and MOOCs, I would like to mention two examples. One is the initiative of the European Association of Distance Teaching Universities. So, the framework includes the following main components. I will mention them briefly a bit later, but I am sure that many of the next speakers will speak in more detail about this and other quality assurance frameworks. And some or many of them were involved in the projects and the initiatives. So, the excellent framework includes strategic management, curriculum design, cost design, cost delivery, staff support and student support. And very closely related to this is the project completed by the European Commission, the joint research center. And this is open up and within this project they developed a quality label for massive open online courses. And this framework also includes the same components. This is strategic management, curriculum design, cost design, cost delivery, staff support and student support. But this is as applied to MOOCs. So, several years ago UNESCO produced a publication making sense of MOOCs. This was a guide for policy makers in developing countries and in this publication quality assurance of MOOCs is considered as a two ways tree. The quality assurance should assure that institution goals for publishing MOOC are met and at the same time the goals of individual participants in a MOOC are met. And while there are two concepts of quality, one is fitness for use, which assumes that there is a group of users, each with their requirements and expectations. And the conformance with requirements, this means the requirements of the institution over offering the MOOC and those of the learners. The criteria of quality of MOOC can be divided into several categories and well the first one is, it is not specific, it is characteristic of learning in general because MOOC is a course. So, regardless of the fact whether the material is offline or online, each course should meet certain requirements. The second category is the criteria specific to online learning and that learning materials should be designed with an adequate level of interactivity. And the third one is the category specific to MOOCs, which means that specific aspects of learning using a MOOC should be addressed. For example, this is the size of MOOC, which limits or determines the interaction between students and teachers and between students. To date, while there are now national quality frameworks for MOOCs or at least we at UNESCO are unaware of those. I know some publications from Tasmania and from the UK, but the universities are still experimenting with quality assurance frameworks. Actually, successful quality models existing or developed for online education can be carefully adopted for MOOCs. That's it in brief. I think I have used my time already. Thank you. Thank you, Svetlana. You touched different points that are very, very interesting that need attention from the community. I hope we'll have the time to discuss it later. So, thank you to Svetlana and now the floor is to Abba Oceane-Sanid and fellow and as I said, chair of the Seagantel group that work together with NAP in order to make this webinar possible today. So, how about the floor? So, thank you very much, Antonella. And thanks for the pre-planning for this event with either NAP or with either a special interest group that would tell on quality enhancement. It's a great pleasure to be here and then to discuss this very interesting topic, which I really am interested in. So, my task today is about to talk mainly about the tips framework for open educational resources, which is one of the most useful ones. One reason why I also choose this one is because that framework has a holistic perspective and an emphasis. So, the presentation from Antonella with me is, I can mention that I'm also leading the ICB, International Council for Open and Distance Education. They have last year launched an Advocated Committee for Open Education Resources, which I'm leading and we are some temperamentalist committee over the world. And that's what Antonella mentioned, the excellence and the open up ed frameworks. I also work together with EAD2U as a quality reviewer for universities or for programs on open online learning and MOOCs. And I was also in the editor board for the new manual, the third edition, which came out in 2016. It's available on the web. So, as I, what's represented the EAD2U figure, tell quality enhancement group. I will just show you two slides about that. Maybe some of you know that we have existed now for some years. It was launched in 2015, right. And come to you to activities in 2017 at the EAD2U Young Chipping Conference. We are some 10 people working in that group. I'm leading it and Ulf Ehlers, who is here as well today, is also together with us in the thing. This is the web page we have at the EAD2U web page, so please have a look there if you have an interest. Please contact us also if you have any questions or would like to join. We also have set up a LinkedIn profile where we put some information and discussions about the issues of the work we are doing with the talent quality enhancement. So please also have a look there and contribute. You're most welcome. I would like to start to talk about the STD4 because I think you can't talk about OVR nowadays without talking about sustainability goals. Because open education resources and open education practices and open education culture and open education and such, it's very, very well stressed in the STD4. To ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all. And open education resources, as I said, is especially mentioned to be one of the tools to give access possibilities for learning for all to our life. And that was also one reason why it was decided that education should have an own, be an own goal. Because it also influences all the other 16 development goals. So the TIPS framework, which was a collaboration from the Learning and Genoscope, is about four pillars. I have added here the model, which you maybe have seen, and also the book, the framework where you can read more about it. It is available, of course, free on time. And the TIPS is about those four pillars. And that is the realistic perspective. You can't just talk about the resources as such without talking about other things. Other aspects of open education resources. And that is why open education practices is maybe more relevant to senior because it is an ecosystem. The resources is not just enough. So the TIPS stands for Teaching and Learning Processes. I stands for Information and Material Content. For Presentation, Product and Format. And S, for System, Technical and Technology. So what does that mean? It means that you have to go beyond the resources and the materials as such. For Teaching and Learning Processes, it is about pedagogical issues. Now we are discussing so much about open education, open pedagogy is one of the issues. So here you can find that here. And it is about including student learning to have a learner, not just in the centre, but to have personal learning. And it is also about assessment and support. As long as we are not changing the assessment and the support, we take time to change the mindset because it is all going together and related to each other. And when we change the assessment, then also learning possibilities and the infrastructure for learning will also change and of course the pedagogy. The I, Information and Material Content. That is of course about the content as such. That is what we normally talk about when we are talking about open educational resources. It is about the content as such, about accuracy, about relevance, about up-to-date accessibility. And of course about up-to-date material and research-based material and also user-generated content and the quality aspects about that. We, for presentation, products and formats. That is about openness. Again, you see it goes very well along to what we are talking about open education and open access, about open pedagogy, the whole area of openness. It is about a different kind of media. Quite often we are set spaced. But here again it says it's all kind of variations on the media. It is about design issues, how it is designed, how it is accessed and what kind of open formats it has. And then the S is about system and technical and technology. There needs to be an infrastructure which supports the use of openness. And that is also about the systems you are using and how you both can produce but also use really the 5R, what is connected with open education resources. And as Cetlana was talking about on Monday in her presentation, the 6R, there really much I would like to add and that is about recognition. That goes here again. There is another model by Khan. And he says more or less the same. There are those dimensions which I wanted to talk about, about the tips model. It is about the infrastructure, about the management, about the content as such, about teaching and learning and pedagogy. That's us to never leave. But we also have those other aspects as managerial, pedagogical, technological, financial. And here again we see the need and the requirements to have a holistic approach when you are talking about organization or teachers and students. And there needs to be this recognition. So there need to be a lot of safety in place. And that is because working with open resources is a different kind of approach. It requires a different approach towards the openness. And that is my last issue. And this is an image from Converse of Learning, from both countries. He is a good colleague to me and to all of us. I would say currently I have worked quite a lot with him. But this model from Converse of Learning is how to go from OER and to OER practice to open educational culture. And first of course you need to, they say again, you need to have another kind of mindset about what is learning about and how can you best provide learning possibilities and to have this personal approach just in time, just for me, just in place learning. Then of course you need to have the infrastructure again. It's very important. And it is about to have incentives for teachers, for academics, to have rewards for example, to be recognized. And also to have the infrastructure and to have to support the repositories. So again there is a long pathway that you have to work through if you are going to really use the potentials of open educational resources and to move to open educational culture and practice. So thank you. I think my time is up now so I would have to... Thank you so much. Again, very, very interesting presentation. Especially the focus on the need for a new kind of culture within open education which is really the point, I think, but we'll have the time to discuss it later, I hope. And now instead we give the floor to Daniel Ehlers, Eden Fallow and as Eva reminded us before, he is a member of the Special Interest Group on Quality and he is going to tell us more about current and future open education resources quality. Thank you, Hof, for being with us and the floor is to you. Thank you very much. I hope that everybody can hear me. I am delighted to talk today to all of you and share some thoughts which come a little bit from the past and are going into the future. It was a pleasure in preparation, actually, to think a little bit about the future and I therefore was naming my presentation Current and Future Open Educational Resource Quality and I'm not sharing with you a particular framework. I'm just sharing with you questions I have and some opening the mind issues, maybe. So the problem which I would like to address is that I think that the challenge with OER quality is that OERs are potentially created as educational materials without knowledge of the context and without knowledge about the learner and the context, quality cannot be established. Resource quality can. So I'm trying to distinguish in my thinking between learning quality and resource quality and I think this is an important distinction in order to not think that we can raise the quality by creating wonderful learning artefacts through or with which learners then will start to learn. That can happen, that quality is rising, but it's not a guarantee. In the past decade, I think we can say 10, 12 years, I have been involved in several, I think some of us have been involved in several quality initiatives. The Open Educational Quality Initiative, for example, which was working on the issue of defining open educational practices as the use of OER in order to raise the quality of learning. And what we can see is that there are many frameworks and many initiatives working on this issue and I always say that the real challenge for an organisation or for an educational group, a scenario is to select carefully what you take on board in terms of frameworks criteria so that the dimensions are really meeting your needs. We have together with the Joint Research Centre compiled a report in 2013-2014 to consolidate the body of knowledge which was existing in the field of OER and quality, quality for OER that is downloadable from the web. This slide is unfortunately not working like I had designed it so you cannot see the report here but you can just try to Google JRC report on OER quality then it's going to show up. If we think about quality then we can of course see different perspectives and the old question is learning actually a function of teaching plays a big role here because if we say yes learning is a function of teaching then that means that a good teacher will evoke good learning and then that means that a good resource will evoke a good learning resource will evoke good learning with a learner. If we doubt this and I can tell you right away that I am very strong in strong opposition to this question or this implicit statement, if we doubt it then we have to ask the question how is learning actually coming about? Who is responsible for learning and for learning quality? And of course we know that it is always a multi-factor environment in which many factors play together the teacher and the learner and the educational context and so on. I think that in the history of quality development we can see that for some time we have been very much input focused and also in the history of OER the history and actually also the actual time, the actual frameworks are often let's say prescriptive frameworks which so to speak try to outline dimensions and criteria which should be met and then so to speak carry in them the inherent conviction that quality will be raised if these dimensions are going to be met. And I always think that this is actually a good approach because we need scar forwards in order to be able to professionalize as educationalists to professionalize our view and our analysis capacity, how we look at the educational scenario how we are using OERs, what kind of OERs we feel are fitting for the target group or which might not be fitting for the target group but in the end of the day probably learners will not automatically learn in a good way, not automatically achieve a high learning objective a high qualitative learning experience only because we respect certain framework measures for some learners that might work for other learners that might not work. So I think the question is really the focus where we put the focus when we discuss quality is it quality of learning or is it quality of resources and that's why I very much appreciate that I feel at least that the debate in the question of OER quality is moving from frameworks and prescriptive approaches in which we are listing criteria into community oriented approaches where it is stressed that through open learning learners need to be guided in their autonomy in their capacity to reflect, to learn learning methodologies and so on to become autonomous learners and this is what I call the practice oriented the open education practice oriented quality approaches. It's interesting if we look at research how open education resources are actually used and we can see that at least in this piece of research published two years ago we see that there is actually not so much a connection between the use of OER and an innovative pedagogical design. That means that OER and higher education actually are often used within the frame of very traditional pedagogical settings which is also something we need to address because that again emphasizes this underlying implicit quality illusion or understanding that maybe a good resource is already enough and doesn't need an additional very well refined and good pedagogical scenario around it. I just want to go through some slides very, very quickly because my time is already ending. The higher education environment, the education environment at large is changing enormously where in the past we had a clear understanding that we could educate young people to become a professional in a certain field. We know today this is not possible anymore rather this could be maybe rather better expressed in a way to say they can of course become professionals but what a professional is is changing its meaning when we discuss future skills very much. So the future educational scene is actually an open educational scene scenario because it's not a traditional model or a modern model where we focused on mass education. The future will be a mass plus individualized, personalized model and there is no way around to go around individual content and open educational resources. So open education and open educational resources are actually the new value proposition for learning and training and we have just shaped a European network for catalyzing this approach not only for higher education but also for businesses actually. So now my time is up, just come to the end just to let you know that there is some material still on the web, reports and also guidelines which you can use in order to assess your institutions or also as a learner your capability of being an open educational practitioner actually. And the last slide, I think that and that's a little bit leaving now the room for discussion then I think that we can actually think I think the future quality approaches they need to be quality approaches in which we are moving from control to culture from inspection to inspiration from a product oriented view to process and competence oriented view and from islands of learning to island hopping this thought is actually referring to the personalized connected learning ones. So I'm just skipping the other slides and then thank you very much. Thanks to you, thanks to you for this very inspiring presentation with again lots of things to discuss together I think but let's give everyone the opportunity to speak and in the end we can start a brief discussion. So now we after this landscape vision about rules and about the possibility to improve to see the future of quality in OERs we drive our attention to some examples some quality models devised within different international projects and I'm introducing the first one which will be presented by Gemma Thorperer from Universitat de les Illes Baleares and she's going to tell us about a model related to one of the Rasmus Plus project presented today Open Virtual Mobility and of course the quality model devised within the project and their presentation is entitled Assessing the Quality of OERs, the Open VM project thank you Gemma for being with us and the floor is to you. Thank you Professor Bocce for the invitation and thank you to all for sharing such a nice and interesting session which I am very pleased to share with all of you so I'm presenting on behalf of the Open Virtual Mobility Rasmus Plus partnership and I am happy to say that it is the perfect moment because we are doing the first steps in making all the project happen so we've been working hard and now we have some of the first products released and I think it's the perfect moment to show what's going on and the perspective of the quality approach just a short note to present the project in itself so it's about virtual mobility and the open context so we define virtual mobility as the set of ICTs supported activities organised at an institutional level which realise or facilitate international collaborative experiences in a context of teaching and learning but what we are trying to do is that we are challenging all these by making this open and open as much as possible this means opening the digital environment in which these virtual mobilities are developed and also opening the agreements the formal agreements and the formal curricula that's normally or traditionally have been institutionally supported but we are trying to redefine a design where both agents, institutions, professors but also students can open the design so we have three main tasks which are promoting the virtual mobility skills and redefining them in the context of openness and creating a learning hub and the MOOC and what I was trying to introduce in the very beginning was that the learning hub has just been released and I'm happy that here Professor Andoni who is the team leader of making this learning hub open and visible for all of us is here too is sharing the session and we have just done a pre-pilot and the new pilots are also going to be open very soon and also we have here Professor Poce who is the team leader of opening this MOOC so I take advantage of this to also say thank you to them and if they want to add anything to what I am doing so just please give us your insights and the third aim is recognition and open accreditation and we are trying, we also want to accredit by the introduction of the open badges in this open environment the project is really challenging, complex and very integrated so the design of what our tasks are really planned and I think I'm happy to say that the schedule is going on correctly as it was planned so we already have the MOOC and so the working outputs 3, 4 and 5 are the things that are visible and then coming to one integrated thinking both the learning hub and the MOOC and so then the output 7 in which I work with our colleagues we try to set up all these quality framework for such a challenging project shortly to give the context to all these quality framework we were really concerned about all the approaches that the project was about so we wanted to contextualize our work in the context of higher education, the open education the virtual mobility and of course the MOOC so then we had the ENQA recommendations for learning higher education the open education framework by the European Commission, the virtual mobility matrix by IA2 and the diverse models of quality for MOOCs that are already published and that we have used we have tried to focus and to highlight the pedagogical aspects of all this and as well the special focus to the autonomous concept of learning and in particular the self-regulated learning design in particular for the MOOC but as well for the OER selection that we have been working so we have two main frameworks that we refer for the learning hub and for the MOOC and then for the OER so a general approach to the DVRI, to the quality process is the design-based research model so we want to go into a cycle of iterations in which we design, develop, implement and evaluate a product the MOOC, the OER and inform this cycle correct for new iterations change, make improvements and start again the new cycle I think this is really interesting because it tries to challenge this, it tries to tackle the problem of contextualization that professor Ellers have just talked about so I thought that we were all in line about our presentations and our thoughts and the problems we see when talking about the quality in open education and ANTOIA this is the adaptation that we have developed for our work in which we have tried to simplify and the design and development is just one step because of the importance of trying to be a bit more agile than DVRI can be as the first ones then we are also trying to have the perspective of all Asians so it's not only the assessment by the internal partnership but also it's very important to have the approach of our learners who in the end are the most important part of our quality process and for the learners we have a pitfall group assessment which I haven't added here but it's really very open so we can have as much as we can from their approach whereas for the internal partnership we have based our quality assessment on an already existing model very fresh, very new and very complete what we like about this model it's not only that it is very complete but also because we like the processes in which it is based so in the end the three processes the phases that this framework works it's more or less a bit about the phases of the design the design based research so we highly recommend because as we think it is complete and as you can see here it is complete in dimensions and also it is very interesting for the DVR similarities that it is based on and then we have OER so my time I have to spend my time and I need to no please don't worry sorry thank you because we have now the OER coming I really wanted to tell that the OER quality and the way we have addressed the quality in OER is based on a double process of peer review peer review for selecting the OER but also and this is very important peer review for the assessment of OER for this assessment we have also used an existing rubric that has already been published and validated by Pocce, Augusti and Tre and it is very interesting because we have different levels to assess three main characteristics, the quality the appropriateness and the technical aspects that in brief mean analyzing the context in which this OER I created and then analyzing the context in which we want to use this OER so I think these are two very important sides of the same problem and a way of challenging and addressing the problem of contextualization so about the first thing we need all these items all these criteria and this is analyzing the origin of the OER and the author, the institution the process in which it was created and then the appropriateness for our context adapted to our levels and to our skills in the end we need that this adaptation we need to analyze what can we do with this what are the possibilities for edit and for the accessibility and in the end how are we going to design the assessment based on this we use such of the OER and so again another instrument which is relevant and important for all the quality approach that here I wanted to summarize in a figure and as a main process highlighting again the DVR iterative cycle of the OER and just a last second to say thank you again and honored to be here and sharing with you and available for your questions and thank you very much for describing the project and then focusing on quality which is the topic we discussed and so yes as you might see time is always running but we now have another very meaningful example with another Erasmus Frost project model and it is presented by Diana Andone Eden Vice President for Communication and Communities and a professor at Polytechnica University of Timisoara, Romania she is now speaking from US so thank you so much Diana for your effort because I know there is very very early in the morning so thank you so much and the floor is to you I don't want to steal your time please. Thank you very much to everybody and Antonella and all my friends which are some from Eden Executive Committee, some from the European Erasmus project in which I'm working and the planner Neil with whom I've been I know and been working for some time now my slides are loading now I'm hoping that you can hear and see me properly because my internet connection is very low very early in the morning now I'm in Mississippi at the Mississippi State University in the hotel now I just been until yesterday at Tulane University in New Orleans so I'm going to speak now about the DigiCulture project and I hope that all the 50 participants which are there some of them probably are also my students from Romania which also greet from here and who probably will see that this is something which relates also to the work which they are doing so basically my presentation is about the open educational resources which we developed in the DigiCulture project which is an Erasmus Plus project about improving the digital competencies and social inclusion of adults in creative industry the DigiCulture project has several partners some present here which is Antonella Pocce for example but some which are not and it's mainly focusing for the creative industries which includes not only culture but also media advertising architecture and digital media a lot of other factors so what we are mainly doing we are doing MOOC we have open online course about the digital skills which is going to improve their digital skills based on 12 modules they are going to be delivered through branded learning and we are trying to encourage young adults in the creative industries to gain more digital competencies the recent statistics from Eurostar shows that this is one of the lowest one area which is the lowest digital competence level so what we are doing in terms of quality obviously we have an e-assessment tool which is a tool which will mainly assess group year validation and learner validation some of the context which we are going to develop in the project and some is already done and we are going at the end to issue open badges for digital skills and all of them are under the creative common licensing but mainly I want to speak about the students as creative creatives you are probably very familiar about the concept of Ritmal and Malmönd from 2013 about the creative creatives, the students and the youngsters which can go the extra mile to provide and to do some more say work content and also value to the society but by doing a bit extra than their normal work so what we are going to do we are trying to involve somehow the art and the technology sector by creating some virtual reality examples and some study cases I have here unfortunately some videos which are not working and I will kindly ask Cristina to share with you the YouTube files so you can also see some of them the idea of students as our creators I need to be honest is not part of the Erasmus Plus project is something which we have done for several years now this is the third year in which we are doing this and is trying to involve students in creating a resource normally an educational resource which also needs to be open based on a specific topic which they have learned research or analyzed during their semester in fact they are paired automatically in a team based on the topics which we share to them as ideas on which they can do their open educational resource for the students they need to understand research analyze for a dedicated topic they need to do this much more depth that sometimes is needed for let's say a normal exam or a normal educational activity in a higher education university why because they also need to present it in a different way because they need to use multimedia creator tools either videos, either animations or infographics to be able to present it in a more interactive and let's say video rich way to their peers they need to understand also open education principles one of we keep doing studies in our university and the other universities with whom we are working that students they don't really understand the concepts of open education common licenses and how this works so this is why we came with this because the best way for the students to understand and to know and to what to say to enrich their experience in higher education through open education is for them to produce open education how is validated they are usually validated by the peer evaluation their colleagues validate the evaluate the open education resources which they created and also us as teachers as processors we validate and evaluate them some of them are already in the creative commons in the wiki commons area some of them are in some other projects how to say areas some of them are in our virtual campus which is the Polytechnica University of Tinshara online environment this is a video which unfortunately we cannot see this is a video about Duolingo about how to use Duolingo of communicating between two different students which one is an Erasmus exchange students and the other is not which is trying to learn a language this is a an infographic for example another one done by another student this is a master student exactly like the previous video this is about the history of copyright and how it evolves and what is doing with this this is for example an ARIAN padlet where teams of students have shared what they have done in using augmented the reality of virtual reality on producing OER because I need to say that some of the OERs which we are using and the students create are also using augmented and virtual reality tools as co-spaces, unity or asthma high real and several others and this is the area where they share how they are doing it and what their experience and what is the resource information resource which they are using and another example like this I'm sorry the image is probably moved a tiny bit and this is for example something which they created in co-spaces which is a very friendly and easy to use methods for creating virtual realities in a classroom as it is also says in their advertisement but it's quite friendly for everybody to use so the students quite know how to do it as I already mentioned our project mainly is about digital culture and we are trying to improve the knowledge and the images about the city of Timishara and this is the Timishara cathedral presented in virtual reality and this you can see through VR glasses or through a simple mobile phone using a specific application similar about Liberty Square in Timishara which is in both ways using VR and also augmented reality and all of these have been created by the students with a great degree in multimedia at the end for example this year we asked all of the students to evaluate their experience on creating R&D I would like to direct your attention that the result is very positive obviously in the middle is the highest score they somehow somewhat agree that creating the VR was fun it was also useful and encourage peer collaboration but it was also difficult to create they faced several challenges by doing this but they overcome that I need to say that all the students have submitted an OS some at a better quality we were using in fact a method of quality evaluation of their OS and all of them have agreed they strongly agree with this thing that this activity helps them to learn new things which is the most positive probably result which we have from this project now at this moment we have around 100 OS created by students which are all validated at good quality which are all under creative commons license uploaded either in Wikicommons or in other platforms my suggestion is to challenge also students and also us as educators to collaborate to be more innovative to learn to be open and to become more open students and at the end to create this is a goal here in the United States in New Orleans where you can see people are sharing things they are sharing drink looks to the streaming audience downstairs and you can relate that the audience is our worldwide audience which is looking forward to see more information more engaging materials and more good quality open educational resources thank you very much and I hope I will be able to see the question again lots of input for discussion I really like this idea that is coming out from your presentations regarding self-assessment sharing evaluation all issues driving in the direction we mentioned before regarding the need for individualization so thank you so much Diana I hope we will have the time to discuss all together in the end about what came out of your presentation and now we really welcome Neil Butcher from the World Bank South Africa Neil was very kind in being available today because we know he was already engaged on the mobile learning week giving another presentation so thank you so much Neil for being with us thank you again and he's going to introduce his presentation entitled developing new CPD models for effective or your practices in African higher education so again another opportunity to know more about a different context so thank you so much Neil for being with us thank you very much I hope I'm audible I've had to come back to my hotel room I made it yes no no we hear you I'm going to talk very briefly about a totally different aspect of quality but it's something that is becoming increasingly important to us in the work that I do with an initiative called Africa where we focus particularly on what we call effective OER practices one of the things that I've discovered participating in the OER community over the years is that very often people seem to make the mistake of assuming that just because there is use of OER that equates with good quality pedagogical or educational practices and there's not a sufficient interrogation of what the actual quality of the educational practices using OER are and whether or not they're actually leading to improved experiences for the students so as part of our engagement with African universities we've really noticed that despite all the talk and the rhetoric and the push by IDOs like UNESCO effective OER practices really aren't disseminating especially well through African universities and we think that this is specifically linked to a very large scale need for professional development not around OER and open licensing itself although those are obviously things that need to be learned but actually around basic pedagogical and cognitive skills and competences so our experience is that people are massively overestimating in fact the level of pedagogical skill and knowledge of the typical academic in an African university. I'm speaking specifically about Africa because that's where we're working but as I travelled around the world I think that this is actually also a global problem, it's not just a problem in Africa and I think a lot of it is just linked to the assumption that academics can teach, a lot of it is also linked to the emphasis that's still placed on research rather than teaching and learning for career development purposes and so on and then connected to that when we are investing in continuous professional development predominantly the models being used for CPD are still formal courses or else face-to-face workshops both of which are very expensive and very hard to scale Africa consists of thousands of universities and tens or hundreds of thousands of academics so the scale of face-to-face workshops as a CPD model across to all of them is clearly not going to be affordable in a context of resource constraints so what we've been engaged in the last year and are continuing to engage in partnership with the Association of African Universities and the African Libraries Association is to investigate in much greater detail whether there might not be alternative professional development models that would help people to develop these kinds of competences and then through that be able to improve the quality of their OER practices so what we did is went back rather than starting with OER we went back to talk about specific pedagogical skills that we think are important and we identified six core areas which are listed on the slides they are not going to go through them all but we've unpacked each of those and try to understand first of all what would it take for a person to be good at effective learning design and then understanding from there what role OER might play in that so if I move on to the next slide you can see just one example of that so here we have effective learning design for programs and courses we've unpacked to give an indication of what core competences OER might need in order to be able to do effective learning design and then we've linked to that the different ways in which OER and OER practices can contribute to effective learning design we think that that extra step is really important and it's very often missing from OER discussions on quality so people assume that if you're using OER then that's a good quality educational practice but we think by unpacking it in this way and we've done this for all six of the learning area the six core areas of pedagogy we identified we think that's hopefully a more helpful way of thinking about professional development around the use of OER what we are then doing at the moment is piloting together with various universities on the continent and also through our partnership with AAU and ATHLEA the design and implementation of a series of standalone tutorials which are designed to be very granular in scope so if you look at this particular diagram each one of the blocks that you see reflected here is a standalone tutorial each of them takes probably no more than 25 to 30 minutes to complete and what we've tried to make sure is that if an academic comes in and actually completes one of these tutorials they will immediately be able to take away with them something of concrete and practical relevance and use that they can take into their classroom practice into their teaching and learning practices in their university and it will immediately bring benefit to them so for example we've got one module there on the Google advanced search which has been improved to be very popular because the vast majority of academics unfortunately appear not to even be aware that Google has advanced search facilities so by teaching them about them on the one hand we're able to teach them about open licensing but on the other hand we're able to give them a practical skill that they immediately can take away and start using to improve the quality of their research searches their teaching and learning their OER searches and everything else but if the academics then accumulate the knowledge across all of these tutorials then they will have gained a much broader level of knowledge around finding open content and we piloted this one learning pathway what we're expecting to do over the course of the next two years is to build out another six to eight teaching and learning pathways of this kind and then work with AAU and ATHLEA to see whether or not this model of professional development can actually scale effectively so we are very much hoping that if this can be successful and if it gets traction with academics it can provide one important piece of the puzzle of quality of focusing on helping academics in a practical, simple, straightforward and very cheap way enabling academics to learn some critical skills around OER and around effective pedagogical practices that don't require them to travel long distances to spend three or four days in a workshop or to register with a formal course and we're then hoping to embed these in the CPD strategies of both AAU and the African Libraries Association so what I just wanted to do today is to highlight the link between quality in OER and effective continuing professional development and to flag what we think is the importance of different models of CPD to complement the mainstream models of professional development and hopefully the experiences that we're gaining from this will prove useful over the course of the next two years if anyone's interested in partnering with us as we move forward with this project we'd be very interested in exploring working with you as we do this Thank you Thank you, thank you so much Neil and actually yes, I have different ideas about the possibility of cooperating and now before going to my own brief, brief contribution related to the next incoming conference, the Eden conference in Bruges I just wanted to you know, because time is running I just want to collect some ideas from all the presentation that we had today regarding quality We started with Svetlana and Svetlana, I liked the concept that I really appreciated the idea that anyway OER's open education is related to course development and so of course quality and rules and in a way frameworks and pedagogy and so on and so forth should be at the center of our attention anyway besides recommendations, frameworks and so on and so forth and this concept was developed by Abba when she said that we need a different culture, we need to spread this different culture and actually Neil himself underlined this idea that a new culture should be spread and professional development should be cared of Ulf of course gave us the line that everyone in a way developed because he told us that actually we need to focus on individualization on student centered learning but especially on this idea that the quality is directly connected to personalization of learning and so we need to be careful when we choose or when we design our courses in an open environment the models we took as examples are all in this direction actually because both the Open VM project and Gemma's presentation highlighted these aspects underlining and highlighting the design based approach that we try to develop in this project but of course Diana told us even more with the other project the digital culture project telling us about self-assessment fear assessment, this idea of having the students as OER creators themselves and then Neil who told us and I'm going back to this concept this idea of professional development which is absolutely central and which is what we really care about in our network of academics and professionals and as I said this webinar was promoted and made possible by the work of the NEP in joint connection with the decigental group coordinated by EBA if we go to this slide that I prefer that is related to the road to Bruges thank you so much Cristina we can see that our next conference will be as you know, I think all of you know and all the ones who are there and I know there are lots of people that will be in Bruges next June from the 15th to the 19th and on that occasion during the conference of course you will have the chance to meet lots of colleagues, different academics and professionals working within common and shared scientific interests but on that conference we will have also the opportunity to meet again in a different way to support this professional development that Neil was mentioning because the NEP, the network of academics and professionals will organize a workshop built on the speed dating framework so this is a framework that we started last year in general during the general conference and that we kept on offering in Barcelona and now we are going to have it in Bruges where based on this speed dating idea we try to put people and groups through and we start discussing common interests common research interests in order to build up on these short meetings but very effective meetings from last workshop we had the opportunity to build up new groups and so start new projects new researches and so on and so forth so I am sure and I look forward to meeting you all in Bruges beside that I am looking in the chat if I can see some questions we have 10 minutes about 10 minutes for questions so let me check if there is there is something in the chat I have seen one question that I can I can report to all of you there are others anyway this question is I think is addressed to all of you and it says in the policy assessment procedure how can you coordinate the different feedback coming from different stakeholders I think the question was asked by Francesca from Roma and she if I interpreted correctly she would like to know how you manage in finalizing different perspectives and different needs when you get feedback from the different stakeholders so I don't know who wants to start maybe Svetlana was the first to speak here is Svetlana, please question and from my point of view I am sure I was talking about quality assurance for open educational resources and for this particular field in which I am working I believe that quality models should be developed for every component of course or module of open educational resources and if we speak about MOOCs identity management pedagogy and this is assessment and this is credentialing and actually I don't have an answer how this can be integrated into one system so I hope that my peers will provide some additional information maybe I could try to answer but the fact is that we haven't started this process of crossing the feedback from both stakeholders the plan is that we will try to do this for example I have noticed that in the first round but only in an observational way without having been very strict I have noticed for example that the students have enjoyed video based OER and that in the selection of OER in some pre pilots there are quite a few video but also we have increased the OER the ones that are text based so now I think in the DVR process we will have to ask ourselves and review if text based OER are needed as much as we have introduced them so far so I think we will have to do this referencing of feedback and it will have to be a careful process because there is information which can be really relevant for the quality of the final planning design yeah please Emma I think it is a good question but also in one way it is impossible to answer because it is not just one model or one framework fits all I think we all have given perspectives that there are so many dimensions of OER opening up education we stress the importance of teaching the mindset towards open education and then there are so many aspects and dimensions in that and there are also so many stakeholders we have the learners, we have the institutions we have the society, we have a very broad group of stakeholders so it is just one framework but I think it is very important I think we all also have said that you need to have this holistic approach and what need was really stressing and that was also when I saw that in some of the feedback I have the model you have developed in South Africa I was immediately interested in that because we need to change the culture to change things we need to work with people because in the end of the day it is about people and that is why it is so important with the fact that the language is used and how you can make it Thank you Thanks to you all I think we are going we are running out of time for these issues as I said will be core aspects of the next conference in Bruges and we will all have the opportunity to have talks and discussions regarding these issues, these very important issues and also do not miss the opportunity for you or for your colleagues in your institutions to this webinar but other webinars and the Eden Trials that we are offering as Eden and network of academics and professionals in particular the new term just started there is a very interesting and rich program out there you can read it on the Eden website and so this opportunity for professional development will be there for anyone who is interested already from next March to 20th so I will wait for all of you at our virtual events but especially on our face to face event that will take place in Bruges next 16th 19th of June thank you so much for being there thank you for your availability participation from all these different countries around the world thank you so much thank you bye bye thank you so much