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  • 1.
    Bacsich, Paul
    et al.
    Sero Consulting Ltd, UK.
    Pepler, Giles
    Frank Bristow, Sara
    Ossiannilsson, Ebba
    Creelman, Alastair
    Linnaeus University, The University Library.
    Szalma, Eva
    Slaidins, Ilmars
    Adult education and open educational resources: Directorate-general for internal policies, Policy department B, Structural and cohension policies2015Report (Other (popular science, discussion, etc.))
    Abstract [en]

    This study reviews the current use of Open Educational Resources in Adult Education, assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks. It incorporates new research on over 12 Member States, leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by two more recent studies for JRC and LLP.

  • 2.
    Bourelius, Lasse
    et al.
    Blekinge Institute of Technology.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Forsberg, Åsa
    Lund University.
    OER – an international trend with slow development in Sweden2012In: Sciecom Info: Nordic-Baltic Forum for Scientific Communication, ISSN 1652-3202, Vol. 8, no 1Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Creelman, Alastair
    Linnaeus University, The University Library.
    A new ecosystem for learning2015In: Adjacent government, ISSN 2055-7612, Vol. May, p. 275-276Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The worldwide demand for higher education is exploding and projections show an increase from 100 million today to 250 million by 2025. The traditional university system simply cannot cope with this expansion and unless we start building new major universities every day for the foreseeable future, we will need to completely revise the provision of higher education. The demand for higher education among working professionals is growing rapidly and is overtaking the demand from the traditional 18-23 year old target group, which could even shrink as more young people opt out of often over-priced higher education. Whether they like it or not universities are facing a completely new market in the next 10 years. The traditional campus model certainly won’t disappear but there are strong signs that the concept of a university education preparing you for a career is becoming less valid. In addition, there is a massive demand for lifelong learning opportunities from people who have no university background but have gained equivalent skills outside the formal system.

  • 4.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    OER - en resurs för lärande: Projektrapport till Kungliga biblioteket, Programmet för Open Access.se2011Report (Other academic)
    Abstract [sv]

    Flera projekt har belyst problematiken med öppna lärresursers skapande, lagring, sökbarhet, användning och upphovsrättsliga frågor. Ett antal försök har gjorts med databaser av lärresurser, ofta med omfångsrika metadatasamlingar, men dessa system har ofta använts i mycket begränsad omfattning. Samtidigt har Web 2.0 och den sociala webben vuxit fram där användarna, t ex lärarna, kan vara producenter och lärresurser av olika slag läggs in på YouTube, SlideShare och andra webbplatser/portaler. Utbildningsinstitutioner runt om i världen använder redan portaler som iTunes, Academic Earth och YouTube Edu för att distribuera föreläsningar, information och kursmaterial i institutionens namn med dess logotyp.

    Frågan om OER är så komplex att ett projekt inte kan lösa samtliga problem. Det krävs insatser på en rad områden. Detta projekt syftar till att öka användningen av OER genom att synas och närvara i olika kanaler och introducera OER för viktigaste målgrupp – lärarna. Projektet ville särskilt lyfta fram studentnyttan och studenters lärande, bland annat genom att lägga betoningen på att göra kursmaterial i "levande" kurser tillgängligt med lämplig Creative Commons licens (t ex för potentiella studenter). Fördelarna med detta är bland annat att studenter lättare skulle kunna se vad kurserna handlar om och därigenom ha lättare att välja. Öppen publicering av kursmaterial skulle även höja kvaliteten eftersom lärosätena inte vill att material av tveksam kvalitet skall vara publikt tillgängligt. Verksamheten vid lärosätena skulle bli mera transparent vilket i sig skulle leda till högre kvalitet.

    Projektets seminarier behandlar olika aspekter av upphovsrätt, hur Web 2.0 och sociala medier kan användas för hantering av öppna lärresurser, hur dessa kan samspela med lärosätenas egna arkiv och hur olika intressenters intressen (studenter, lärare, utbildningsinstitutioner och intresserad allmänhet) kan tillgodoses i dessa miljöer. Detta projekt syftar till att öka användningen av OER genom att synas och närvara i olika kanaler och introducera OER för vår målgrupp – lärarna. På projektets dialogseminarier som beskrivs nedan har studenter bjudits in för att ytterligare fokusera på studentperspektivet

  • 5.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Public libraries as learning spaces2012In: Scandinavian library quarterly, ISSN 2001-3051, Vol. 45, no 1, p. 16-17Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The role of public libraries is changing rapidly and the rise of open education creates opportunities for them to be hubs for lifelong learning. Alastair Creelman, blogger and e-learning analyst at Linnaeus University in Kalmar, examines some of the key current trends in net-based learning and discusses the future role of public libraries in this context.

  • 6.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Creelman, Alastair (Contributor)
    Linnaeus University, The University Library.
    Eklund, Carola (Contributor)
    Government of Åland, Finland.
    Grubbe, Jørgen (Contributor)
    Monnet Gruppen, Denmark.
    Kekkonen, Taru (Contributor)
    Otavan Opisto, Finland.
    Knudsen, Aina (Contributor)
    Foroya Handilsskuli, Faroe Islands.
    Ruge, Barfuss (Contributor)
    Internettikkut.gl Fjernundervisning og e-læring i Grønland, Greenland.
    Slåtto, Torhild (Contributor)
    Flexible Education Norway, Norway.
    Silent learners: a guide2018Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    The main objective of the project was to try to understand how adult learners participate in educational activities. Why do some learners never make an active contribution to course activities and can socalled “lurking” (no visible active participation in course activities) be a legitimate form of individual personalized learning? If educational institutions genuinely want to offer individualised learning then surely an individual should have the option to be silent and not participate as actively as teachers might wish?

  • 7.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Utvärdering av medicinska utbildningsresurser på internet: en översikt2014Report (Other academic)
    Abstract [sv]

    Att kunna hitta relevant utbildningsmaterial precis när man behöver det är en allt viktigare kompetens för alla som arbetar inom medicin, vård och hälsa. Det finns omfattande utbud av utbildningsresurser (såväl hela utbildningar som korta videoavsnitt) fritt tillgängliga på nätet via dator, surfplatta och mobil. Problemet är att resurserna ligger utspridda i många samlingar som gör det svårt att göra övergripande och tillförlitliga sökningar. Ett antal tjänster finns idag som söker bara bland godkända samlingar av utbildningsmaterial. Denna studie har valt ett flertal välkända internationella och nationella portaler och söktjänster som är specialiserade på området medicin, vård och hälsa och tittat närmare på vilka metoder som används för att göra kvalitetssäkrade sökningar. Ett antal kritiska faktorer identifierades och alternativa kvalitetssäkringsmetoder föreslås.

  • 8.
    Creelman, Alastair
    Linnaeus University, The University Library.
    ОНЛАЙН-ОБРАЗОВАНИЕ ДЛЯ БЕЖЕНЦЕВ – БАРЬЕРЫ И ВОЗМОЖНОСТИ: Online education for refugees - barriers and opportunities2019In: ПРЕЕМСТВЕННАЯ СИСТЕМА  ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ:  ПРОЕКТИРОВАНИЕ ИНКЛЮЗИВНЫХ  ОБРАЗОВАТЕЛЬНЫХ СИСТЕМ [Successful Systems of Inclusive Education: Designing of Inclusive Educational Systems]: Материалы VIII Международной научно-практической конференции 21–22 марта 2019 г. [Proceeding of the VIII International Scientific and Practical Conference March 21-22, 2019] / [ed] А. В. Тимирясова, И. И. Бикеев, Д. З. Ахметова, Г. Я. Дарчинова, Н. А. Паранина, Н. В. Климко, Kazan, Russia: Kazan Innovative University , 2019, p. 30-35Conference paper (Other academic)
    Abstract [en]

    The influx of refugees into Europe in the last five years has lead to a wide range of educational initiatives in order to help refugees gain a foothold in their adopted homelands and gain access to formal education and employment. Online education in the form of mobile apps, open educational resources and open online courses such as MOOCs (Massive Open Online Courses) offer flexible learning opportunities for many people This is especially true dur31  ing the asylum-seeking process that can sometimes take up to 2 years and during which access to formal education is usually denied. This article examines the use of online education with refugees and asylum seekers, mostly in Europe, discusses the barriers and opportunities of this approach and suggests some future developments.

  • 9.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Akhmetova, Daniya
    Institute of Economics, Management and Law, Kazan, Russia.
    Morozova, Ilona
    Institute of Economics, Management and Law, Kazan, Russia.
    Zaynullin, Aydar
    Institute of Economics, Management and Law, Kazan, Russia.
    Facilitation as a method for a more inclusive approach to online learning / ФАСИЛИТАЦИЯ КАК ОДИН ИЗ МЕТОДОВ РЕАЛИЗАЦИИ ИНКЛЮЗИВНОГО ПОДХОДА ПРИ ONLINE ОБУЧЕНИИ: Article in English and Russian2013In: Ideas of inclusive pedagogy in the context of modern requirements for preschool, school and professional education, p. 66-80Article in journal (Other academic)
    Abstract [en]

    This article reflects ongoing work in training university teachers in the new demands of synchronous online learning at the Institute of Economics, Management and Law in Kazan, Russia. Successful online teaching requires new skills and teachers require practical assistance in learning to handle online meeting tools such as Skype and OpenMeetings. A study of student attitudes is described as well as methods for helping teachers to adapt to online teaching. The success of online teaching depends on creating a sense of trust and respect between teachers and students and it is essential that teachers can convey a friendly and open attitude despite the limitations of using a web camera and headset. The importance of empathy and humour in online education is also described.

  • 10.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Ehlers, Ulf-Daniel
    Duale Hochschule Baden-Württemberg, Germany.
    Ossiannilsson, Ebba
    Lund University.
    Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project2014In: INNOQUAL - International Journal for Innovation and Quality in Learning, ISSN 2294-9763, Vol. 2, no 3, p. 78-87Article in journal (Refereed)
    Abstract [en]

    Massive Open Online Courses (MOOC) represent a recent stage in open education. In more and more institutions they are moving from an early entrepreneurial stage into the reality. The rapidly rising participation levels, high visibility and a growing community worldwide prompt a number of important questions. The MOOC Quality Project, an initiative of the European Foundation for Quality in ELearning (EFQUEL), addresses the question of quality and MOOCs, not by trying to find one answer which fits all, but by trying to stimulate a discourse on the issue of quality in MOOCs. A series of blogposts by eleven worldwide experts and stakeholders in the field addressed the issues from each participant’s viewpoint. From twelve experts’ blog contributions key quality areas were identified by way of document analysis, amongst which were addressing a massive (and often unspecified) target group, mixing formal and informal learners, learning across contexts, transparency and openness, peer-to-peer pedagogy, choice-based learning and learner support.

  • 11.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Falk, Per
    Ossiannilsson, Ebba
    Lund University.
    Förändringar, utmaningar, gränslöst lärande2014In: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels, Simon Lindgren, Gleerups Utbildning AB, 2014, p. 31-45Chapter in book (Refereed)
    Abstract [sv]

    Utbildningskartan ritas om radikalt just nu. Mest intressant i dag är gränslandet mellan informellt och formellt lärande där flera intressanta initiativ vuxit sig starka. Nätet ger möjligheten att bygga intressegrupper kring vilken fråga eller ämne som helst, vilket leder till nya spännande möjligheter inom informellt lärande.

     

    Bildning som betydelsefull del i lärandet är inte alltid prioriterad i formella utbildningssammanhang. Varken det informella lärandet (som sker i det dagliga livet och på arbetsplatsen) eller det icke-formella lärandet (utbildningar som inte leder till erkänd certifiering) erkänns som något som bidrar till kunskap och färdigheter, inte ens av individerna själva. Öppna sociala nätverk skapar möjligheter för ny syn på bildning och tillvaratagande av den enskildes engagemang, motivation, intresse och valmöjligheter, utifrån individuella förutsättningar och villkor. Förändrade lärandekulturer utvecklas om hur vi lär oss tillsammans i öppna nätverk såväl fysiska som digitala. Ett nytt ekosystem för utbildning tar form med nya aktörer och strukturer för bedömning och certifiering av lärande. Det amerikanska initiativet Open Badges (digitala certifikat för informellt lärande) är ett exempel på detta, liksom personliga e-portfolio, där kompetenser och erfarenheter kan valideras och certifieras av arbetsgivare, utbildningsaktörer eller även den enskilde själv. Informellt lärande och erkännande av reell kompetens börjar värderas i högre utsträckning tack vare tillgång till öppna lärresurser, öppna forskningsartiklar, öppna utbildningar, gratis nätbaserade verktyg för kollaboration och skapande samt sociala nätverk. Alla med internetuppkoppling har i dag möjlighet att komma åt information, kunskap, erfarenheter och idéer i överflöd. Information som tidigare fanns på biblioteket eller hos enskilda lärare och professorer är nu tillgängligt via en mobil här och nu, direkt vid behov och bara några klick bort. Nätet ger möjlighet att individanpassa utbildning och därmed förändras den enskildes valmöjligheter och påverkansmöjligheter. Sociala medier och nätverk skapar möjligheter till kollaborativt lärande genom att skapa arenor för diskussion, samarbete och spridning av nya idéer.

  • 12.
    Creelman, Alastair
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Forsberg, Åsa
    Lunds Universitet, Universitetsbiblioteket.
    Open Educational Resources – a resource for learning2010In: ScieCom info – Nordic-Baltic Forum for Scientific Communication, ISSN 1652-3202, Vol. 6, no 3, p. 9-12Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Flera projekt har belyst problematiken med öppna lärresursers skapande, lagring, sökbarhet, användning och upphovsrättsliga frågor. Samtidigt har den sociala webben vuxit fram där användarna, t ex lärarna, kan vara producenter och lägga ut lärresurser på YouTube, SlideShare och andra webbplatser/portaler. Utbildningsinstitutioner, speciellt i USA, utnyttjar dessa medier och distribuerar utbildningsmaterial (föreläsningar, reportage mm) via kanaler som iTunes U och YouTube Edu. Frågan om OER är så komplex att ett projekt inte kan lösa samtliga problem. Det krävs insatser på en rad områden. Projektet OER – en resurs för lärande vill öka användningen genom att synas och närvara i olika kanaler och introducera OER för den viktigaste målgruppen – våra lärare. Vi vill stimulera användningen genom att anordna regionala dialogseminarier, portalnärvaro och goda exempel, samt samverkan mellan lärosäten.  På dessa seminarier kommer vi bland annat att behandla olika aspekter på upphovsrätt, hur sociala medier kan användas för hantering av öppna lärresurser, hur dessa kan samspela med lärosätenas egna arkiv och hur olika intressenters intressen (studenter, lärare, utbildningsinstitutioner och intresserad allmänhet) kan tillgodoses i dessa miljöer.  Projektet vill särskilt lyfta fram studentnyttan. Projektet lägger betoningen på att göra kursmaterial i "levande" kurser tillgängligt med lämplig cc-licens (t ex för potentiella studenter). Detta skulle ha flera fördelar t ex skulle studenterna lättare kunna se vad kurserna handlar om och därigenom ha lättare att välja. Kvaliteten på kursmaterialet skulle antagligen också bli bättre då lärosätena inte vill att material av tveksam kvalitet skall vara publikt tillgängligt. Verksamheten vid lärosätena skulle bli mera transparent vilket i sig skulle leda till högre kvalitet. På de dialogseminarier som beskrivs nedan kommer studenter att bjudas in för att studentperspektivet skall lyftas fram.

  • 13.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Gerestrand, Anders
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Uhlin, Lars
    Karolinska Institutet.
    Kvarnström, Maria
    Karolinska Institutet.
    Hedberg, Maria
    Lund University.
    Åbjörnsson, Lotta
    Lund University.
    Johansson, Kenneth
    Lund University.
    Stenbom, Stefan
    Royal Institute of Technology KTH.
    Whaits, Anne
    IIE Varsity College, South Africa.
    Open courses as virtual mobility and the role of collaborative literacy in staff development2016In: EDEN 2016 Annual Conference. Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS Including the Collection of “Synergy” Synopses / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, Budapest: European Distance and E-Learning Network, 2016 , 2016Conference paper (Other academic)
    Abstract [en]

    Open Networked Learning (ONL) https://opennetworkedlearning.wordpress.com is an open online course that is offered both as an internal professional development course at the partner universities (Karolinska Institute, Lund University, Linnaeus University, KTH in Sweden and IIE Varsity College in South Africa) as well as being open to learners from all over the world. The course has been derived from an earlier model that has in turn led to several other online courses. The primary target group is university teachers, educational technologists and course designers but it also attracts educators from other educational sectors both public and private. Using an open collaborative learning environment learners investigate aspects of connected, collaborative learning with modules based around topics such as digital literacies, collaborative and flexible learning, teaching in open spaces and course design.

  • 14.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Jansen, Darco
    European Association of Distance Teaching Universities – EADTU, The Netherlands.
    Zourou, Katerina
    Web2Learn, Greece.
    Löwe, Corina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    How Relevant is Open Education for Refugees? Experience and Discussion from the Erasmus+ Project MOONLITE: Workshop2017In: 26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping, 2017Conference paper (Refereed)
  • 15.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Löwe, Corina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Mainstreaming virtual mobility – helping teachers to get onboard2019In: Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship / [ed] Anna Turula, Malgorzata Kurek, Tim Lewis, Voillans: Research-publishing.net, 2019, p. 15-22Chapter in book (Refereed)
    Abstract [en]

    Despite many innovative initiatives, virtual mobility is still a relatively unexploited aspect of internationalisation at European universities. An internal project at Linnaeus University, Global Classroom, aimed to create a framework and organisation to establish international networking and online collaboration as key elements of all degree programmes. The project aimed to promote the concept of virtual mobility and inspire faculty to adopt it in their degree programmes. A self-evaluation tool was developed for use in workshops, allowing faculty to highlight potential development areas. Each programme team could then implement an action plan in order to achieve these objectives, in consultation with the project team. The project also developed a toolbox for digital collaboration and worked with other institutions to offer an online collaborative course for teachers in the art of online collaboration. Another important issue was to create incentives for teachers to work with virtual mobility, including the use of digital badges. This paper describes these initiatives and discusses how virtual mobility can be mainstreamed, and what types of incentives are needed as a catalyst for development.

  • 16.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Löwe, Corina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Diedrichs, Peter
    Linnaeus University, The University Library.
    Kulmala, Lena
    Linnaeus University, The University Administration.
    Mainstreaming virtual mobility - helping teachers to get on board2018In: Telecollaboration and virtual exchange across disciplines : in service of social inclusion and global citizenship: Book of Abstracts, UNIcollaboration , 2018, p. 24-24Conference paper (Refereed)
    Abstract [en]

    Despite many innovative initiatives, virtual mobility is still a relatively unexploited aspect of internationalisation at European universities. An internal project at Linnaeus university, Global Classroom, has aimed to create a framework and organisation to establish international networking and online collaboration as key elements of all degree programmes. The project aimed to promote the concept of virtual mobility and inspire faculty to adopt it in their programmes. A self-evaluation tool was developed for use in workshops with degree programme coordinators. This tool helps them assess their programme’s present status of internationalisation and highlight potential development areas. Each programme team can then, in consultation with the project team, devise and implement an action plan in order to achieve these objectives. The project also developed a toolbox for digital collaboration and worked with other institutions to offer an online collaborative course for teachers in the art of online collaboration. Another important issue was to create incentives for teachers to work with virtual mobility, including the use of digital badges. This session aims to discuss how virtual mobility can be mainstreamed and what types of incentives are needed as a catalyst for development.

  • 17.
    Creelman, Alastair
    et al.
    University of Kalmar, School of Human Sciences.
    Molka-Danielsen, Judith
    Molde University College.
    Carter, Bryan
    University of Central Missouri, USA.
    Empathy in virtual learning environments2009In: International Journal of Networking and Virtual Organisations, ISSN 1470-9503, E-ISSN 1741-5225, Vol. 6, no 2, p. 123-139Article in journal (Refereed)
    Abstract [en]

    How do we engage teachers and learners in the learning process and what are the benefits of this? How do we get students to learn? Many academic institutions of all levels are asking these questions. Throughout the years new teaching methodologies and strategies have been explored and applied (Blumenfeld et al., 1991; Dewey, 1997). In assessments of these, some have been associated with improving the targeted students' levels of knowledge, understanding, functionality and motivations (Gulbahar and Tinmaz, 2006; Kjellin and Stenfors, 2003). In this study we review a variety of teaching methodologies and introduce a research hypothesis that these methodologies have an unlike potential for supporting empathic aspects of the teacher and learner relationship and that, further, Virtual Learning Environments (VLEs) will have strong potential for empathic support. We set up an evaluation framework using a qualitative approach to examine the empathic factor in VLEs. Finally, we identify design factors for VLEs that could impact learning and suggest these as the focus for future study.

  • 18.
    Creelman, Alastair
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ossiannilsson, Ebba
    Lunds Universitet.
    Quality improvement in the use of OER in higher education - challenges and consequences2011In: PROCEEDINGS EADTU ANNUAL CONFERENCE 2011, Eşkisehir, Turkey, 3 & 4 November 2011: Universities and regional development in an open knowledge society; sharing innovation and knowledge in European universities, Heerlen, Netherlands: EADTU Secretariat , 2011, p. 180-197Conference paper (Refereed)
    Abstract [en]

    A paradigm shift is emerging in universities especially regarding how personalized and collaborative mobile learning should be addressed. Recently three international benchmarking projects on quality of e-learning in higher education have been carried out by Lund University in Sweden. These showed that quality has to be valued from a holistic perspective and to a higher extent from learning dimensions and the learners’ perspectives. Benchmarking was emphasized as a powerful strategic tool to assist decision-makers in improving the quality and effectiveness of organizational processes and thereby striving for excellence in the higher education arena. The studies also showed that other quality dimensions have to be considered, since web 3.0 and collaborative learning will radically extend learning environments. The classroom will move out into the world, instead of (as in earlier technical revolutions) the technology being integrated into the traditional classroom. Furthermore a recent Swedish project on OER in universities indicated that the issue of resource sharing opens up much wider questions of a structural and cultural nature. Collaborative, ubiquitous-/open learning and cloud learning environments in addition to demands from millennium learners entering universities will profoundly impact on the current university arena. This paper will elaborate on challenges and consequences on the emerging OER movement, especially regarding quality from the learners’ perspective and the needs of a changing cultural educational paradigm towards openness, personalisation and collaboration and encouraging benchmarking in the use of OER and search for good practice.

  • 19.
    Creelman, Alastair
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ossiannilsson, Ebba
    University of Lund, Center for Educational Development.
    Quality indicators within the use of open educational resources in higher education2011In: Education in a technological world: communicating current and emerging research and technological efforts / [ed] A. Méndez-Vilas, Badajoz, Spain: Formatex Research Center , 2011, p. 372-382Chapter in book (Refereed)
    Abstract [en]

    A paradigm shift is emerging in higher education especially regarding how universities should address personalized and collaborative mobile learning. Experiences from three international benchmarking-projects through the European Association of Distance teaching Universities (EADTU), the European Centre for Strategic Management of Universities (ESMU) and the First dual mode benchmarking club on quality of e-learning in higher education carried out by Lund University showed that quality has to be valued in a holistic perspective, and to a higher extent from the learners’ perspectives and from learning dimensions. In these projects benchmarking was emphasized as a powerful strategic tool to assist decision-makers in improving quality and effectiveness of organizational processes and thereby reaching the position of the best international player in the higher education arena. The studies also showed that other quality dimensions have to be considered, as web 3.0, open educational resources (OER) and collaborative learning radically will extend the learning environment. The classroom will move out into the world, instead of (as in earlier technical revolutions) the technology being integrated into the traditional classroom [1-4]. From a recently completed Swedish project on OER in higher education it became obvious that the issue of resource sharing opens up much wider questions of a structural and cultural nature. Collaborative, ubiquitous-/open learning and cloud learning environments as well as demands from the millennium learners entering higher education will profoundly impact on the current university arena. In addition the global knowledge-based sustainable society will be of utmost importance [5].

    This chapter will elaborate on challenges and consequences on the emerging movement on OER especially regarding quality from the learners’ perspectives. The chapter will also discuss the consequences of the needs of a changing cultural educational paradigm towards openness, personalization and collaboration and encourage to benchmarking on the use of OER and search for good practice.

  • 20.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Pawlowski, Jan
    University of Jyväskylä, Finland.
    Ossiannilsson, Ebba
    Lunds universitet.
    Titlestad, Gard
    International Council for Open and Distance Education – ICDE, Norway.
    Pirkkalainen, Henri
    University of Jyvaskyla, Finland.
    Hoel, Tore
    Oslo and Akershus University College of Applied Sciences, Norway.
    Varis, Tapio
    University of Tampere, Finland.
    Lounaskorpi, Petri
    Johannessen, Øystein
    Hylén, Jan
    Hjorth Lund, Christian
    Ellefsen, Olavur
    The Nordic Alliance for Open Education - State of the art, challenges and opportunities2013In: The Joy of Learning Enhancing Learning Experience - Improving Learning Quality: Proceedings of the European Distance and E-Learning Network 2013 Annual Conference Oslo, 12-15 June, 2013 ISBN 978-963-89559-3-7, Oslo: European Distance and E-Learning Network , 2013Conference paper (Other academic)
    Abstract [en]

    Are the Nordic countries forerunners in Open Education? What is the state of the art, barriers

    and opportunities of Open Education in the Nordic countries? What are necessary actions on

    policy, institutional and individual levels? These are the main questions of this paper.

    Open Educational Resources are discussed widely on a global, European and even Nordic

    level. UNESCO, which has coined the term Open Educational Resources (OER) some 10 years

    ago, published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER

    World Congress). The Declaration shows the importance of Open Educational Resources and

    gives recommendations to governments and institutions around the globe. The European

    Union has started a large-scale initiative on “Opening Up Education”

    (http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf).

    The concept of OER seems promising, potentially leading to educational collaborations,

    having potential for stimulating innovation in education, reducing cost of education, and

    broadening access to education for all. However, the awareness on the opportunities of using

    OERs is still low in the Nordic countries. In contrast to Open Access (for publications) or

    Open Source (for software development), OER are not yet broadly known and accepted /

    adopted. It is highly necessary to combine the initiatives and ideas of open approaches. This is

    the case at a user level as well as on policy level (see also Clements & Pawlowski, 2012).

    Therefore, it is important to promote OER to governments at all levels as well as to

    institutions.

    The Nordic countries seem to be a good ground for openness and sharing: the Nordic

    countries share many values related to education and technology development; the political 

    and governmental institutions are quite similar – there is also a tradition for exchange of

    knowledge and solutions between the countries.

    In this paper, we briefly give an introduction to OER and reflect on the state if the art of Open

    Education in the Nordic countries. In expert workshops by the Nordic Open Education

    Alliance, barriers and possible interventions to overcome them were explored. Based on these,

    we formulate recommendations as well as propose implementation actions. This study is

    based on a position paper from the Nordic Open Education Alliance

    (http://www.nordlet.org/?=position).

  • 21.
    Creelman, Alastair
    et al.
    University of Kalmar.
    Petrakou, Alexandra
    University of Kalmar, School of Communication and Design.
    Richardson, David
    University of Kalmar, School of Human Sciences.
    Teaching and learning in Second Life - experience from the Kamimo project2008In: Online Information 2008 Conference Proceedings: Information at the heart of the business, London, UK: Incisive Media , 2008, p. 85-89Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In this presentation we will describe the Kamimo project, a two year cooperation (2007-2008) between the University of Kalmar (Sweden), University College Molde (Norway) and Central Missouri University (USA) and sponsored by the Norwegian Open University (Norgesuniversitet). The project aims to investigate the potential uses of virtual worlds in higher education by carrying out a number of courses, projects and collaborative work in Second Life.  The project has established two virtual islands, Kamimo Island and Virtual Montmartre in cooperation with external consultants who have assisted with the building and establishment of the islands.   The main objectives of the project are to:  1) Create a stimulating virtual learning environment in SL   2)  Test and evaluate different teaching and learning activities in SL (courses, projects, meetings, roleplay)   3) Test and evaluate how effectively SL can be used in fostering cooperation (between faculties, universities, business)   4) Test selected learning tools or elements together with the virtual environment  The project supports learning activities for different segments of the partner organizations student populations as well as allowing for cross communication between the student bodies. We have offered two courses in English presentation skills run completely in Second Life, several student projects designing and building virtual environments in SL as part of an ongoing degree program, courses for information technology majors and further integration and testing of the virtual world elements for learning and for support of learning and communication between groups within the business sector. These activities are being evaluated and we aim to present research papers based on the findings at a later date.  Our partners at Central Missouri University have built a simulation of Montmartre, Paris as it was in the 1920s in order to provide students with an engaging and immersive learning environment for studies in Afro-American culture and in particular the growth of jazz in post-WW1 Paris. The use of virtual worlds to facilitate immersive role play and enable students to recreate convincingly the era they are studying is being investigated as part of the project and will be presented at the conference. In the evaluation of the project activities we have focused on examining how far teaching methods used in Second Life exhibit affective support for the involvement of learners. We examine how the use of virtual worlds can add a social dimension to distance learning not present in existing learning management systems.  In this presentation we will describe our reasons for working in Second Life, conclusions based on our teaching experience there, ongoing research and thoughts on the future relevance of virtual worlds in higher education. The presentation will use PowerPoint slides as well as a live demonstration of Second life and a meeting on our own Kamimo Island. Several of the project group will participate via Second life as well as possibly a representative from one of the other universities we have collaborated with over the last year.  The Kamimo project group consists of: Björn Jaeger, University College Molde (Norway) Judith Molka-Danielsen, University College Molde (Norway) Dr. Bryan Carter, Central Missouri University (USA) Alastair Creelman, University of Kalmar (Sweden) David Richardson, University of Kalmar (Sweden)  Project blog - http://kamimo-islands.blogspot.com/

  • 22.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Completion Rates – A False Trail to Measuring Course Quality?: Let’s Call in the HEROEs Instead2013In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 16, no 2, p. 40-49Article in journal (Refereed)
    Abstract [en]

    Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We have performed three closely linked analyses of empirical data from Linnaeus University aimed at reaching a better understanding of completion rates. Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites.

  • 23.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Schneider, Markus
    Karlstad University, Sweden.
    Slåtto, Torhild
    Flexible Learning Norway, Norway.
    Röthler, David
    PROJEKTkompetenz.eu, Austria.
    Nørregaard, Lotte
    Brock Online Academy, Denmark.
    Arnason, Hróbjartur
    University of Iceland, Iceland.
    Webinars for effective collaboration2015In: The need for change in education. Openness as default?: Official Proceedings of the International LINQ Conference 2015, Brussels, Belgium, 11th-13th of May 2015 / [ed] Christian M. Stracke, Tatiana Shamarina-Heidenreich, Logos Verlag Berlin GmbH , 2015, p. 93-94Conference paper (Refereed)
    Abstract [en]

    Webinars are frequently used for synchronous online meetings with up to several hundred participants, using popular platforms such as Adobe Connect, Webex and Blackboard Collaborate. All too often the tendency is that with more participants the level of interaction decreases and many webinars become simply one-way communication in the same way as the traditional academic lecture in a large lecture hall. However, gathering a large number of interested parties in one online meeting is an excellent opportunity to discuss, exchange experience and build networks. 

  • 24.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Shamarina-Heidenreich, Tatiana
    University of Duisburg-Essen, Germany.
    Changing the trajectory - An Introduction2014In: Changing the Trajectory: Quality for Opening up Education: Official Proceedings of the International EIF / LINQ Conference 2014 / [ed] Stracke, Christian M.; Ehlers, Ulf-Daniel; Creelman, Alastair; Shamarina-Heidenreich, Tatiana, Berlin: Logos Verlag Berlin, 2014, , p. 247p. 8-14Chapter in book (Other academic)
    Abstract [en]

    The international EIF / LINQ Conference 2014 addressed innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities in particular in the light of the European Commission’s Opening up education initiative launched in 2013.

    Thus, the book contributes to the current debate on one of the greatest challenges in today’s quality development for education and training: How to achieve quality for opening up education?

  • 25.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Witthaus, Gabi
    University of Birmingham.
    Facilitated MOOC support - closed bubbles in an open sea2018In: The 2018 OpenupEd TrendReport on MOOCs / [ed] D. Jansen; L. Konings, Maastricht, Netherlands: EADTU , 2018, p. 31-34Chapter in book (Other academic)
    Abstract [en]

    A frequently voiced criticism of MOOCs is that they attract digitally literate graduates rather than learners who would most benefit from open education. Possible reasons for this include lack of awareness of open education, low levels of digital literacy, lack of experience of online learning, language issues, and lack of independent study skills. Those who do participate may find the massive and open nature of MOOCs overwhelming. This chapter looks at ways in which third-party organisations are offering structured social interaction and support for MOOC-based learning, both online and offline, with reference to a growing body of literature in this area.

  • 26.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Witthaus, Gabi
    Art of E-learning, Leicester, UK;University of Birmingham, UK.
    Rodriguez, Brenda Cecilia Padilla
    E-Learning Monterrey;Autonomous University of Nuevo León, Mexico.
    Refugees’ educational resources – RefER project final report2018Report (Other academic)
    Abstract [en]

    The Refugees’ Educational Resources (RefER) project was carried out between June and November 2018. The aim was to provide an understanding of the learning resources offered by organisations working with refugees and asylum seekers in the UK, and to advise the Open University (OU) on how it might repackage existing resources, or create additional ones, to directly respond to the needs of these organisations and the individuals they support. The research methodology was qualitative, and was based on data gathered from respondents working or volunteering in organisations that support refugees in the UK. Data was gathered from 26 organisations through the use of a survey, online interviews and follow-up emails. Participating organisations included national and local charities and universities in the UK. The services they provide include counselling, English language teaching, legal advice, and settling-in support. Their clients vary widely in terms of home countries, first languages, education background and knowledge of English. There is a clear need for lifelong learning provision across all levels, not just higher education.

  • 27.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Röthler, David
    WerdeDigital.at, Austria.
    Webinars as Active Learning Arenas2017In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207Article in journal (Other academic)
    Abstract [en]

    There is still a tendency for educators to use webinars as an online lecture hall, replicating the traditional one-to-many delivery of the physical classroom. This is unfortunate since most web-based communication platforms that are used for webinars today offer a wide range of tools and options for interaction and community building. This paper, based on a Nordic project that ran from 2014 to 2016, presents a wide range of activities, tools and methods to encourage greater audience participation in webinars and looks in particular at methods that allow the discussion to be extended beyond the restricted time frame of the actual synchronous webinar. A flipped classroom approach can allow participants to prepare for the webinar and allow the online event to focus on deeper discussion of the issues at hand. A successful webinar can also be the basis of a community of practice and we investigate a number of tools and methods that can facilitate this.

  • 28.
    Grubbe, Jørgen
    et al.
    The Danish Association for Flexible Learning – FLUID, Denmark.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Is lurking working?2016In: EDEN 2016 ANNUAL Conference : Re-Imagining Learning Scenarios: Budapest, Hungary 14-17 June 2016. Book of Abstracts / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, 2016, p. 102-102Conference paper (Other academic)
    Abstract [en]

    In this workshop, we will discuss reasons for passive/silent participation in courses and seminars (both online and onsite) and generate methods for encouraging more active participation. We will present the background and initial findings of our current project Is Lurking working? (Nordplus, 2015), and the findings of this workshop will provide valuable input to the project’s work. We believe that there are similarities between those who are silent learners on campus and online and that although the online environment may make it easier to remain silent the phenomenon is more about learner’s feeling of security and sense of belonging than a specific online issue. 

  • 29.
    Kvarnström, Maria
    et al.
    Karolinska Institutet.
    Hedberg, Maria
    Lund University.
    Ossiannilsson, Ebba
    Lund University.
    Åbjörnsson, Lotta
    Lund University.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Uhlin, Lars
    Karolinska Institutet.
    From awareness to participation: student engagement in an online environment2015In: MOOCs in Scandinavia, Karolinska Institutet, Stockholm, 11-12 June 2015, Karolinska Institutet , 2015Conference paper (Other academic)
    Abstract [en]

    A central challenge for all who design open online courses is establishing a supportive community and encouraging “passive” learners to become more active through careful scaffolding (Smith & Smith, 2014). An additional challenge is how to work on learners’ individual experience and goals while simultaneously promoting interaction and collaborative learning and achievement (Swan, 2002). The course Open Networked Learning (ONL) attempts to meet these challenges by designing a collaborative online learning environment including scaffolding for individual and group inquiry and building of Personal Learning Networks (Ossiannilsson, E., Uhlin, L. & Creelman, A. 2014). 

  • 30.
    Ossiannilsson, Ebba
    et al.
    Lund University.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    From proprietary to personalized higher education : how OER takes universities outside the comfort zone: [ La formazione universitaria da proprietaria a personalizzata : come le OER potrebbero portare le Università fuori dalla loro comfort zone ]2012In: Je-LKS: Journal of e-Learning and Knowledge Society, ISSN 1826-6223, E-ISSN 1971-8829, Vol. 8, no 1, p. 9-21Article in journal (Refereed)
    Abstract [en]

    Present trends in the mainstream adoption of educational technology coupled to the increased acceptance and adoption of openness in terms of sharing resources and open access force higher education into a radical rethink of its structures and educational strategies. This article examines the current shift in focus from the simple production and sharing of open educational resources (OER) towards wider concepts such as open educational practices (OEP) and cultures (OEC). OER involves mostly educators whereas OEP and OEC demand the commitment of management, administrators and politicians. 

    This openness is already spawning alternative types of peer-based collaborative learning both inside and outside the formal education system. In particular the increased awareness of the importance of informal learning has raised a clear need for some kind of certification model and the current open badges initiative lead by Mozilla and several US authorities is examined and discussed. In 2011 the OER university partnership announced an innovative approach to combining formal and informal learning by planning to offer credible credentials for students who have acquired the necessary skills through their own learning paths. The road to future higher education may not be entirely behind the campus walls.

  • 31.
    Ossiannilsson, Ebba
    et al.
    Lund University.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    OER, Resources for learning – Experiences from an OER Project in Sweden2012In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, no 1Article in journal (Refereed)
    Abstract [en]

    This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.

    Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring the creation of material that can easily be adapted and reused by teachers in other countries and contexts.

  • 32.
    Ossiannilsson, Ebba
    et al.
    Lund University.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    OERopoly:A game to generate collective intelligence around OER2012In: Next Generation Learning Conference 2012. Conference Proceedings., Dalarna University, 2012, p. 75-82Conference paper (Other academic)
    Abstract [en]

    This workshop aims to enable participants to investigate relationships between open educational resources (OER) projects, usergenerated content (UGC), Web 2.0 technologies and associated online learning communities within a collaborative environment. Participants will play a board game called OERopoly where gaming provides them with a grounded and enjoyable experience of collaborative intelligence in action. The OERopoly board game features international OER projects, organisations and their influence on academic practice. During the workshop participants will collaborate and share knowledge on OER by playing a highly adapted version of the well-known Monopoly format. The workshop thus exposes and explores the perceived relationships (both synergies and tensions) between three worlds: OER projects, UGC, Web2.0 technologies and associated online learning communities. Although there is a high international level of interest in OER and associated areas the field is still relatively unexploited in Sweden. The aim of this board game is to introduce participants to key concepts, projects and initiatives and offer the opportunity to share experience of OER and related web 2.0 technologies from their own universities. The focus of this board game, in stark contrast to the original, is collaboration and collective intelligence. By exploring key concepts and sharing knowledge in a game-based context participants will hopefully be inspired to discover more. This workshop has been devised with the full cooperation of the creators of the original version of OERopoly by Connolly, Makriyannis and Lane

  • 33.
    Ossiannilsson, Ebba
    et al.
    Lund University, Sweden.
    Uhlin, Lars
    Karolinska Institutet, Sweden.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Building your own personal learning network2014In: NGL 2014, Next Generation Learning Conference, Conference Summary: March 19-20, 2014, Dalarna University, Falun, Sweden / [ed] Erik Brunnert Walfridsson, Falun: Högskolan Dalarna, Dalarna University , 2014, p. 63-67Conference paper (Other academic)
    Abstract [en]

    Learning is not a solitary task and neitheris teaching. We need to keep ourknowledge and skills updated and are dependenton knowing where to find the latestnews and ideas in our subject area.Teachers have always networked with colleaguesin the same department or institution,but seldom on a national or internationalscale, this is on the other side verynatural for researchers, to work internationallyand collaborative. Today’s socialnetworking tools make networking on aglobal scale an invaluable resource for allteachers. Building a Personal LearningNetwork (PLN) with a wide range of contactsfrom all over the world, provides asource of news, support, inspiration anddiscussion that is an invaluable and integralpart of professional development.

    The workshop at NGL14 aimed to introducethe concepts of PLN and communityof practice (CoP) to teachers who have notyet developed an extensive professionalnet-based network. During the workshopparticipants worked collaboratively ingroups to discover relevant tools and networksto join and benefit from. The mediumof the workshop was net-based collaborativeworkspaces where links and notesfrom the session can be shared and whichare available for all participants long afterthe workshop is over. The workshop allowedparticipants to examine a representativeselection of the numerous online toolsavailable for networking, sharing and collaboration.

  • 34.
    Pawlowski, Jan
    et al.
    University of Jyväskylä, Finland.
    Hoel, Tore
    Oslo and Akershus University College of Applied Science.
    Varis, Tapio
    University of Tampere, Finland.
    Lounaskorpi, Petri
    Didactec, Finland.
    Johannessen,, Øystein
    Qin AS, Norway.
    Titlestad, Gard
    ICDE Internationa Council for open and distance education.
    Ossiannilsson, Ebba
    Lunds universitet.
    Creelman, Alastair
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hylen, Jan
    Hjorth Lund, Christian
    Basidia, Denmark.
    Ellefsen, Olavur
    Simprentis, Faroe Islands.
    Towards a Nordic Alliance for Open Education – a Position Paper2013Other (Other (popular science, discussion, etc.))
    Abstract [en]

    The paper outlines the current situation of Open Education / Open Educational Resources in the Nordic country. We show examples and practices  - based on expert workshops, we discuss barriers and necessary actions to overcome those. The paper is meant to be dynamic and will be improved and further developed - be part of the process at http://www.nordlet.org

    Open Educational Resources are discussed widely on a global, European and even Nordic level. UNESCO coined the term Open Educational Resources (OER) some 10 years ago and published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER World Congress). The Declaration shows the importance of Open Educational Resources and givesrecommendations to governments and institutions around the globe. The European Union has started a large-scale initiative on “Opening Up Education"  (http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf). Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013.

     

    These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have the potential to become a forerunner in OEP and the use of OER activities in Europe:

     

    1 The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a tradition for exchange  f knowledge and solutions between the countries. Focusing on arelatively homogeneous region llows the newly-formed group to come up with specific recommendations that can reach the  ears of policy makers, be implemented in policies and practice, and be used in new project  proposals.

     

    2 Open Educational Resources could potentially be a change agent in schools as well as in universities and vocational education. Having OER as scope allows the group to use one strong prism to reflect the crossroads the educational systems have to navigate in the target countries.

     

    In this document, we will briefly give an introduction to OER and reflect on the main recommendations as well as propose implementation actions for governments and institutions.

  • 35.
    Röthler, David
    et al.
    PROJEKTkompetenz.eu, Austria.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Learning Design and Conceptual Issues: Is there a conflict between open and closed learning spaces? Can closed facilitate openness?2016In: Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016) / [ed] Mohammad Khalil, Martin Ebner, Michael Kopp, Anja Lorenz & Marco Kalz, Graz, 2016, p. 515-519Conference paper (Refereed)
    Abstract [en]

    The issue of openness is central to all discussions on MOOCs and although there are widely differing interpretations of openness in terms of copyright, a key characteristic of all MOOCs is that they are open to all. In this workshop we would like to explore the constraints of openness and whether closed or restricted learning spaces can actually enhance an open course. 

  • 36.
    Slåtto, Torhild
    et al.
    Flexible Education, Norway.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Schneider, Markus
    Karlstad University.
    Röthler, David
    Projektkompetenz, Austria.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Effective Interactive Webinars: Methods to facilitate learning in open collaborative learning environments. A toolbook for practitioners/facilitators2016In: EDEN 2016 ANNUAL Conference Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, Budapest: European Distance and E-Learning Network , 2016, p. 98-98Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Webinars are becoming an increasingly popular arena for the dissemination of information, primarily in the form of online presentations to large distributed audiences. However current practice shows a tendency towards largely oneway communication, especially when the number of participants rises above thirty. This happens at a time when oneway presentations or lectures are increasingly being questioned as an environment for effective learning. Many have experienced large webinars, which are just as tiresome as monotonous lectures, or even worse. As webconferencing, services get more traction both within the educational and corporate sphere, the need to develop online pedagogies, methods and formats that fit with learning goals and build on what is known about adult learning has become urgent. Universities, adult education centres as well as companies and institutions have been experimenting with the use of web-conferencing services to support learning. However many experiments to increase flexibility and to open the learning arena still seem to be based on replicating on-line what has been done on-site with mostly disappointing results. During our workshop we will present, demonstrate and discuss pedagogies which can help make webinars vibrant learning environments.

  • 37. Stracke, Christian M.
    et al.
    Ehlers, Ulf-DanielCreelman, AlastairLinnaeus University, The University Library.Shamarina-Heidenreich, TatianaUniversity of Duisburg-Essen, Germany.
    Changing the Trajectory: Quality for Opening up Education: Official Proceedings of the International EIF / LINQ Conference 20142014Conference proceedings (editor) (Refereed)
    Abstract [en]

    The international EIF / LINQ Conference 2014 addressed innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities in particular in the light of the European Commission’s Opening up education initiative launched in 2013.

    Thus, the book contributes to the current debate on one of the greatest challenges in today’s quality development for education and training: How to achieve quality for opening up education?

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