Nie, M (2013) Open education policy research: a snapshot from the POERUP project #oer13 #abs47

Dr Ming Nie presented the outcomes from the POERUP project (Policies for OER uptake) at the OER13 conference at Nottingham University, UK the 26th of March 2013 (work done by Ming Nie, Gabi Witthaus and Grainne Conole). POERUP is funded by the European Commission’s Lifelong Learning Programme, partners include: The UK, The Netherlands, France, Italy and Canada. POERUP  build on earlier OER project as OPAL and OLnet and has so far produced country reports and case studies, they have made an inventory of more than 100 OER initiative, with 11 country reports and with 15 minicountry reports in a Wiki and they will produce 7 in-depth case studies and 3 EU-wide policy papers.

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POERUP is carrying out research to understand how governments can stimulate the uptake of OER by policy means. POERUP aim to convince decision-makers that in order to be successful with OER, they will have to formulate evidence-based policies based on looking beyond one’s own country, region or continent, beyond the educational sector they look after. POERUP aims to study the end-user–producer communities behind OER initiatives. By comparing in-depth European case-studies to selected non-European ones they will refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities. Poerup provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives.provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives.

Dr Nie presented three groups of findings:

 Policies Countries with OER policiesThe Netherlands
National strategy and

•Wikiwijs Programme
•Making OER mainstream in every sector of education
•Involving Euro 8 million in public funding in the 2009-2013 period

USA

•A wide range of OER activities occurring in different sectors:
§Schools
§Universities (OCW, MERLOT, Connexions)
§Non-profit organisations (The Khan Academy, P2PU)
§Private/commercial organisations (iTunes U)
•Between 2011-2014, USD 2 billion government investment aimed at improving education at community colleges through OER
•Recommendations to OER are included as part of educational strategy planning documents, such as the National Education Technology Plan (2010)

Romania has OER in Government Programme:

•The Government Programme for 2013-16: support the innovative integration of Web2.0 and OER in education

OER in educational policies:

•The public policies for ICT integration in the pre-university system:  promotion the use of open/free resources; development and sharing of resources by teachers

South Africa; Active in tertiary education: OCW, OER Africa

•The Department of Higher Education and Training has included the development of an Open and Distance Learning (ODL) policy framework in its strategic plan for 2010–2014, which will include OER.
•The Integrated Strategic Planning Framework for Teacher Education Development requires that all educational resources developed through funded projects have to be released under a CC licence.
•The Southern African Development Community is currently developing an ODL policy and strategic plan that will see the region sharing learning materials at all levels of education.

country is active, egymostly at tertiar level, integration strategies

 Active Countries active in OER activitiesAustralia, New Zeeland, Spain, Poland, UK and Canada
 Driving  Countries driving open education
Italy, Greace, France, Hungary,  while Denmark, Finland and Norway

Challenges

  • Economic crises; decreas in investment in education & innovation, promotion more challenes
  • opportunities and further work; opportunities- the rise of moocs  and Future learn, Furtehr work; in depth analyses on oer policy and practixce, in depth research into end users of OER

Opportunities and further work

Next phase of the POERUP project will be to investigate OER uptake in differernt sectors and to build consortium countrywise

The rise of MOOCs – a new business model

FutureLearn in the UK

In-depth analysis on OER policies & practices

In-depth research into end-users of OER

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Contact info 

Dr Ming Nie: ming.nie@le.ac.uk

Blogging on this post: Ebba Ossiannilsson Lund University, Sweden @EbbaOssian

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3 thoughts on “Nie, M (2013) Open education policy research: a snapshot from the POERUP project #oer13 #abs47

  1. Pingback: Open Educational Resources: OER13 Day 2

  2. Pingback: OER Policies in 26 countries – POERUP at OER13 | OER13: Evidence, Experience, Expectations

  3. Pingback: [EDEN-News] POERUP Newsletter – Issue 2 | Virtual School Meanderings

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