Session Information
Contribution
In 2015, the United Nations adopted the 2030 Sustainable Development Agenda with 17 goals (SDGs). Goal 4 (SDG 4) calls on the international community to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This fits well with the conference theme of ECER 2018 where diversity and tensions between inclusion and exclusion are regarded as productive resources for education and educational research. In September 2017 the 2nd OER World Congress took place in Ljubljana. The “Ljubljana OER Action Plan 2017” is the outcome document of the Congress and is based on the outputs of the Regional Consultations, a global online consultation of the document in the months leading up to the Congress, and the deliberations of the 2nd World OER Congress. This Action Plan identifies concrete actions to mainstream OER to achieve SDG 4 on Quality Education. These actions are necessary to cope with five central challenges for mainstreaming OER which are:
1) Building the capacity of users to find, re-use, create and share OER
2) Language & Cultural issues
3) Ensuring inclusive and equitable access to quality OER
4) Developing sustainability models
5) Developing supportive policy environments
The contributions of this symposium tackle a selection of these challenges and their subtopics.
Talk 1 outlines different approaches and results of OER research showing models of good practice, OER research being a supportive action of the first recommendation i.e. capacity building. (Marcus Deimann (University of Applied Sciences (FH) Lübeck); Ingo Blees, Luca Mollenhauer (both German Institute for International Educational Research (DIPF))
Talk 2 deals with “Developing sustainability models” and (the resolving of) “Language & Cultural issues”. The Global Digital Library (GDL, http://digitallibrary.io/) endeavors to increase the availability of high quality reading resources in underserved languages worldwide. It will facilitate translation and localization of these resources to more than 300 languages. (Christer Gundersen, GDL and Norwegian Digital Learning Arena (NDLA))
Talk 3 discusses the way Poland has gone so far for “Developing supportive policy environments” by reporting the actions and achievements of the “Digital School” programme in Poland. (Alek Tarkowski, Centrum Cyfrowe Poland and Creative Commons Poland)
References
2nd World OER Congress, WOERC (2017). Ljubljana OER Action Plan 2017. https://en.unesco.org/sites/default/files/ljubljana_oer_action_plan_2017.pdf Commonwealth of Learning (2017). Open Educational Resources: Global Report. http://hdl.handle.net/11599/2788 Inamorato dos Santos, A. (2017). Going Open. Policy Recommendations on Open Education in Europe (OpenEdu Policies). Science for Policy report by the Joint Research Centre. Luxembourg: Publications Office of the European Union. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC107708/jrc107708_jrc_107708_final__going_open_-_policy_recommendations_on_open_education_in_europe.pdf Inamorato dos Santos, A.; Nascimbeni, F.; Bacsich, P.; Atenas, J.; Aceto, S.; Burgos, D.; Punie, Y. (2017). Policy Approaches to Open Education. Case Studies from 28 EU Member States (OpenEdu Policies). Technical report by the Joint Research Centre. Luxembourg: Publications Office of the European Union. http://publications.jrc.ec.europa.eu/repository/bitstream/JRC107713/jrc107713_jrc107713_policy_approaches_to_open_education.pdf Śliwowski, K.; Grodecka, K. (2013). Open Educational Resources in Poland: Challenges and Opportunities. Moscow. UNESCO Institute for Information Technologies in Education. http://iite.unesco.org/pics/publications/en/files/3214727.pdf
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