The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Overview and analysis of practices with open educational resources in adult education in Europe
Falconer, Isobel · McGill, Lou · Littlejohn, Allison · Boursinou, Eleni

PublishedNovember 2013
Type of workJRC scientific and policy report
PeriodicalPages 1-82
PublisherEuropean Commission Joint Research Centre Institute for Prospective Technological Studies
EditorsRedecker, Christine · Muñoz, Jonaton Castaño · Punie, Yves
CountrySpain, Europe

ABSTRACT
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint Research Centre IPTS, and in collaboration with DG Education and Culture. The project aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The report identifies over 150 Open Educational Resources (OER) initiatives, and develops a typology that classifies them primarily by their main activity type. A survey based on the typology drew 36 responses from initiative leaders, and these are analysed against a context of developments in adult learning to arrive at an analysis of strengths, weaknesses, opportunities and threats facing OER in adult learning in Europe. The analysis reveals six tensions that drive developing Open Educational Practices in adult learning; open versus free; traditional versus new approaches; altruism versus marketisation; community versus openness; mass participation versus quality; addon versus embedded funding. The report recommends: 1. Recognising that ‘learning’ takes place everywhere; 2. Extending the range of people and organisations that produce and use resources; 3. Thinking about OER more broadly than as content; 4. Promoting awareness of open licensing and its implications; 5. Improving the usability of OER; and 6. Planning for sustained change.

Keywords adult education · government policy · higher education · Lifelong Learning · open content

Published atSeville
ISBNISBN 978-92-79-34178-6 (pdf)
ISSNEUR 26258 EN
RefereedDoes not apply
Rights© European Union, 2013 Reproduction is authorised provided the source is acknowledged.
DOI10.2791/34193
URLhttp://ftp.jrc.es/EURdoc/JRC85471.pdf
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
JRC85471.pdf · 1.2MB327 downloads



Viewed by 77 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Open, lifewide learning: A vision
Littlejohn, Allison; Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Pegler, Chris
Match: Falconer, Isobel; McGill, Lou; Littlejohn, Allison

JISC/HE Academy OER Programme: Phase 3 synthesis and evaluation report
McGill, Lou; Falconer, Isobel; Littlejohn, Allison; Beetham, H.
The JISC/HE Academy OER Phase 3 programme (October 2011- October 2012) was designed to build on the sustainable practice identified in the first two stages (Pilot programme, and Phase 2 programme), and to expand in new ...
Match: Falconer, Isobel; McGill, Lou; Littlejohn, Allison

JISC/HE Academy OER Programme: Phase 2 synthesis and evaluation report
McGill, Lou; Falconer, Isobel; Beetham, H.; Littlejohn, Allison
Phase 2 of the JISC/HEA jointly funded UK OER programme was launched in October 2010. The aim of this second phase of funding was to build on the lessons learned in the pilot phase - across institutions, individual ...
Match: Falconer, Isobel; McGill, Lou; Littlejohn, Allison

Massive open online courses: A traditional or transformative approach to learning
Vale, Katie; Littlejohn, Allison; Littlejohn, Allison; Pegler, Chris
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then ...
Match: Littlejohn, Allison

Output 3. SCORE2020: Evaluation report based on regional events organised by each partner
SCORE2020
The SCORE2020 project focused on (regional) support structures in the development and delivery of Open Education and especially of MOOCs. In total, thirteen intellectual outputs are ...
Match: government policy; higher education; Spain; Europe

Output 7 SCORE2020 : Policy arguments for MOOC and open online education
SCORE2020
The SCORE2020 project focused on (regional) support structures in the development and delivery of Open Education and especially of MOOCs. In total, thirteen intellectual outputs are ...
Match: government policy; higher education; Spain; Europe

UNED OER experience: From OCW to open UNED
Ros, Salvador; Hernández, Roberto; Read, Timothy; Artacho, Miguel Rodriguez; et al.
Much as happened with open software, there has been a global attitude shift in the education community toward the open sharing of educational courses and resources. As the largest public distance education university in ...
Match: higher education; open content; Spain; Europe

Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: higher education; Spain; Europe

Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice
Hood, Nina; Littlejohn, Allison
Open education resources (OER) and accompanying open education practices(OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning ...
Match: Littlejohn, Allison; higher education

Instructional quality of Massive Open Online Courses (MOOCs)
Margaryan, Anoush; Bianco, Manuela; Littlejohn, Allison
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey ...
Match: Littlejohn, Allison; Lifelong Learning