European Guidelines for the Validation of Non-Formal and Informal Learning

cover_3073_enCEDEFOP, the European Centre for the Development of Vocational Training, has recently issued the second edition of the  European Guidelines for the Validation of Non-Formal and Informal LearningThese guidelines set out how validation of informal and non-formal learning could increase the visibility and value of learning that takes place outwith formal education, and support the transferability of skills across Europe. This work is particularly relevant at this point in time given increased migration and social inclusion challenges across Europe, where the recognition of informal and non-formal learning could support transitions into employment and other positive pathways for those without formal qualifications.  According to the guidelines: 

Validation can help combat unemployment by improving skills matching and social cohesion, and supporting the unemployed or those at risk of losing their jobs by enabling citizens to communicate the value of their skills and experiences to potential employers or when returning to formal education. Validation can also form part of the response to the current refugee crisis through identification and certification of migrants’ previous experiences, to support quicker and smoother integration into host countries.  It can also play a major role in combating youth unemployment by making skills acquired through voluntary work, or during leisure, visible to employers.

A key objective of the earlier edition of these guidelines, issued in 2012, is that EU Member States work together towards national arrangements for validation by 2018.

What is particularly interesting about these new guidelines is that they place special emphasis on validation arrangements for education and training facilitated by open educational resources, and in addition, make specific reference to the use of badges with OER.  For reference, the section that relates to OER is included below in its entirety.

One thing to note is that the guidelines’ broad definition of OER includes both MOOCs and open courseware and it is possible that this may point the way to developing a solution to address accreditation and validation for MOOCs. Furthermore, there could be an opportunity to build on the Scottish Open Education Declaration as a basis for developing validation policies within Scotland, given that it already promotes the development of a culture of openness around education and assessment. 

With thanks to Grainne Hamilton of DigitalMe for summarising these guidelines and for highlighting the link to OER and the Scottish Open Education Declaration. 


4.1.1. Validation and open education resources

The recommendation states that the knowledge skills and competences acquired through open educational resources should be addressed by validation arrangements: ‘The arrangements for the validation of non-formal and informal learning [which] enable individuals to have knowledge, skills and competences which have been acquired through non-formal and informal learning validated, including, where applicable, through open educational resources’ (Council of EU, 2012, p. 3, point 1).

The reference to open educational resources (OERs) in the recommendation reflects the rapid expansion of online learning opportunities, particularly promoted by higher education institutions. OERs are defined in the recommendation as ‘digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research; it includes learning content, software tools to develop, use and distribute content, and implementation resources such as open licences; OER also refers to accumulated digital assets that can be adjusted and which provide benefits without restricting the possibilities for others to enjoy them’ (Council of EU, 2012, p. 5, point d). OER may include ‘…full courses, course modules, syllabuses, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world’ (7). Massive open online courses (MOOCs) and open courseware are examples of OERs.

OERs are seen as important supplements to traditional education and training programmes, reducing overall cost, increasing accessibility and allowing individuals to follow their own learning pace. MOOCs are seen as a way to deliver high quality (world- class) teaching to a broad group of learners.

For all these reasons it is important to consider how the outcomes of this learning can be appropriately documented and assessed and how current practices on validation can take them into account. Box 4 indicates some issues to be considered when linking validation and OERs.

Possible requirements for validation of OERs:

  • Learning carried out through OER must be described in the form of learning outcomes.
  • Where the OER brings with it some form of internal credit, for example badges, these must explained and documented in a transparent way encouraging trust.
  • Standards and/or reference points underpinning credits or badges must be clearly explained.
  • Arrangements for quality assurance underpinning OERs must be transparently presented.
  • Methods for assessment/testing must be transparently explained.

The outcomes of online learning have to be treated with the same care and degree of scrutiny as any other learning outcomes. Given the inevitable variation in quality of OERs, along with the varying success of learners to adapt to online learning, attention has to be given – at national, European and international level – to documenting, assessing and certifying the outcomes OERs. For them to be considered in validation, transparency is crucial. The learning experienced through OERs needs to be described through learning outcomes. The status of standards and testing arrangements, if these exist, need to be clear and available to aid validation. Web-based platforms that allow for recognition and assessment of specific skills require careful consideration and need to be compared to existing systems of validation to promote adequate quality assurance and allow for rationalisation of efforts.

Key questions regarding on educational resources

The following questions are important when addressing open educational resources:

  • Are methods for validating learning outcomes acquired through OERs the same as for learning outcomes acquired in a different way?
  • How are internal credits (e.g. badges) considered by validation?

European Guidelines for the Validation of Non-Formal and Informal Learning
http://www.cedefop.europa.eu/en/publications-and-resources/publications/3073

OER16: Open Culture Conference roundup

A round up of resources and recordings from the OER16: Open Culture Conference which took place at the University of Edinburgh on 19th & 20th April 2016.  The conference featured keynotes from Catherine Cronin, National University of Ireland, Galway; Emma Smith, University of Oxford; John Scally, National Library of Scotland; Jim Groom, Reclaim Hosting, and Melissa Highton, University of Edinburgh.

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Melissa Highton, University of Edinburgh, by Anna Page, CC BY SA 2.0.

University of Edinburgh approves new OER Policy

edinburghAs part of its on going commitment to open education, the University of Edinburgh has recently approved a new Open Educational Resources Policy, that encourages staff and students to use, create and publish OERs to enhance the quality of the student experience. The University is committed to supporting open and sustainable learning and teaching practices by encouraging engagement with OER within the curriculum, and supporting the development of digital literacies for both staff and students in their use of OERs.

The policy, together with supporting guidance from Open.Ed, intends to help colleagues in making informed decisions about the creation and use of open educational resources in support of the University’s OER vision. This vision builds on the history of the Edinburgh Settlement, the University’s excellence in teaching and learning, it’s unique research collections, and its civic mission.

The policy is based on University of Leeds OER Policy, which has already been adopted by the University of Greenwich and Glasgow Caledonian University. It’s interesting to note how this policy has been adapted by each institution that adopts it. The original policy describes open educational resources as

“…digitised teaching, learning and research resources that reside in the public domain or have been released by the copyright owner under an intellectual property licence (e.g. Creative Commons) that permits their use or re-purposing (re-use, revision, remixing, redistribution) by others.”

However Edinburgh has adapted this description to move towards a more active and inclusive definition of OER

“digital resources that are used in the context of teaching and learning (e.g. course material, images, video, multimedia resources, assessment items, etc.), which have been released by the copyright holder under an open licence (e.g. Creative Commons) permitting their use or re-purposing (re-use, revision, remixing, redistribution) by others.”

This definition aims to encompass the widest possible range of resources that can be used in teaching and learning, not just resources that are developed specifically for that purpose. This description acknowledges that it is often the context of use that makes a thing useful for teaching and learning, rather than some inherent property of the resource itself.

Although open licensing is central to the University’s OER vision, this is much more than a resource management policy. In order to place open education at the heart of learning and teaching strategy, the University’s OER Policy has been approved by the Senate Learning and Teaching Committee. The policy is intended to be clear and concise and to encourage participation by all. By adopting this policy, the University is demonstrating its commitment to all staff and students who wish to use and create OERs in their learning and teaching activities, and who wish to disseminate the knowledge created and curated within the University to the wider community.

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Open Educational Practices in Scotland Project Forum

The fourth Open Educational Practices in Scotland project forum will take place at Stirling Court Hotel, during Open Education Week, on Wednesday 9th March. The event will feature a keynote from social and educational technologist Josie Fraser which will focus on:

  • Connecting pockets of practice and embedding OER/OEP
  • To what extent what she has done in Leicester has shifted culture
  • The challenges of shifting culture and how she addressed them
  • How to move from a piecemeal approach to a more strategic approach to embedding OER/OEP

The forum will also include workshops on designing a strategic approach to increase the use of OER and OEP in Scotland; using OER – what does good practice look like?; changing culture, changing practice; and open education and digital engagement through a widening participation.

This forum presents an opportunity to discuss the strategic drivers, barriers and challenges to the use of OER and OEP within the formal and informal learning sectors, and provides an opportunity to share experiences of OER and OEP to consider what more could be done strategically and practically to increase their use.

Further information about the forum is available from the OEPS Blog and colleagues can register to participate in this free event here OEPS Forum 4.

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Sharing on the Bayou by Viv Rolfe

Vivien Rolfe, Co-Chair of the ALT Open Education SIG and  Associate Head of Department of Biological, Biomedical and Analytical Science, UWE, has written an excellent blog post on her thoughts on sharing and open education following the recent Hewlett Foundation Annual OER Meeting. Viv reflects on the experiences that sparked her initial interest and engagement with open education and the role of the UKOER Programme in shaping her own open practice and its ongoing influence in connecting networks of open education practitioners across the sector. Fundamentally what drives Viv’s practice and research in open education is exploring the motivation to share.

…there is no doubt in my mind that all people – students, teachers, executive and other partners buy-into the notion of OER very quickly and see that sharing makes sense. Sharing is a positive thing with many benefits, although sometimes the boundaries might require a little definition.

Viv also has some pertinent reflections on the current state of open education in the UK today, and concludes by encouraging us all to just get out there and share.

Not to beat ourselves with a stick – open education from our UK perspective has been transformatory in terms of teaching practice, establishing collaborations and sharing common goals toward a better education system. Unfortunately we have stalled in the UK with very little if any funding now for education innovation projects or research. But we can do something to chip away to complete the OER = sharing = equality loop.

As I said at the Hewlett meeting, my dream for OER was about fair and equal chances for people to access education, and to make these inroads now takes a concerted effort.

SO GO SHARE! Go share an OER story with a colleague or student that has never heard of open. We share where we feel comfortable within our own circles, but how will we ever challenge inequality if we don’t go out and meet it face on?

You can read the rest of Viv’s blog post here Sharing on the Bayou.

Open.Ed launches

OpenEd_tealLast week the University of Edinburgh’s Information Services launched  Open.Ed http://open.ed.ac.uk, a website devoted to showcasing open educational resources  at the university.

The website and the University’s accompanying OER Vision have three strands:

For the Common Good

  • Teaching and learning materials exchange to enrich the University and the sector.
  • Support frameworks to enable any member of University of Edinburgh to publish and share online as OER teaching and learning materials they have created as a routine part of their work at the University.
  • Supporting members of University of Edinburgh to find and use high quality teaching materials developed within and without the University

Edinburgh at its best

  • Showcasing the highest quality open learning and teaching.
  • Identifying collections of high quality learning materials within each school department and research institute to be published online for flexible use, to be made available to learners and teachers as open courseware (e.g. recorded high profile events, noteworthy lectures, MOOC and DEI course content).
  • Enabling the discovery of these materials in a way that ensures that the University’s reputation is enhanced.

Edinburgh’s Treasures

  • Making available online a significant collection of unique learning materials available openly to Scotland, the UK and the world, promoting health and economic and cultural well-being.
  • Identifying a number of major collections of interdisciplinary materials, archives, treasures, museum resources to be digitised, curated and shared for the greater good and to make a significant contribution to public engagement with learning, study and research (e.g. archive collections drawn from across disciplines, e.g. History of Medicine/Edinburgh as the birthplace of medicine/Scottish history/social change).
  • Developing policy and infrastructure to ensure that these OER collections are sustainable and usable in the medium to longer term.

Open.Ed also includes useful How To Guides and up-to-date blog posts from prominent open practitioners.  The site allows users to search for OERs or browse by collections from the University’s colleges.

Highlights include Professor Clive Greated’s fluid mechanics videos;  Our History, a growing online history of the University of Edinburgh and its people;  and 5 minute teaching videos, short videos of University of Edinburgh staff discussing the values that underpin their teaching.

You can follow the University of Edinburgh’s OER Service on twitter here: @OpenEdEdinburgh

ALT Scotland Policy Board – Sector Strategy Updates

During the ALT Scotland Policy Board meeting, which took place at SQA on the 16th of November 2015, a number of strategic updates were presented by a range of sector agencies including SFC, Jisc Scotland, QAA Scotland, SQA, College Development Network (CDN) and Open Scotland.  The following summary of these updates has been approved for circulation to the sector. 

Scottish Funding Council

– David Beards, Senior Policy Officer.

SFC is working towards the integration of the QA and outcome agreement processes, and looking to strengthen self-evaluation and integrate different voices in QA processes. SFC believes that QA is in good shape in Scotland and would like to see greater continuity of the existing QA arrangements, however they are waiting to see what happens at UK level as there may be some impact from the TEF and the external examiners review process. QAA Scotland’s recent work on assessment and feedback has been particularly beneficial.

SFC will continue supporting and funding Jisc. Funding has been cut by 5% but this has not affected core services. There may be further cuts as SFC are facing a tough public spending review settlement. As funding is reduced it’s possible that infrastructure will win out over innovation and projects. With Jisc’s new structure it’s important that institutions let Jisc know what their priorities are. The majority of Jisc’s spending has historically been on supporting the digital infrastructure, with most trafficfrom researchers & research groups. However as people are putting more things in the cloud the network infrastructure is supporting equally learning, research and general institutional operations.

In the context of efficiency gains and spending reviews SFC will seek greater cooperation between national agencies. (In terms of organizational structure, David is now on the research universities side of SFC and has no involvement with teaching, learning and Jisc.)

Scottish Qualifications Authority

– Martyn Ware, Head of Assessment.

Development & Delivery Digital evidence is SQA’s guiding theme. SQA is considering the implications of the continuing move amongst its centres from paper to digital evidence over time and for digital to become the default.

SQA have already started to investigate the practicalities of dealing with digital evidence. Can SQA verifiers look at that evidence remotely regardless of where it exists, e.g. Moodle, Mahara? SQA has done a small pilot sample and it looks like this is feasible. There are no overriding barriers; that would prevent verifiers from verifying digital evidence. Along with the benefits for teaching, learning and assessment, reductions in funding play into this agenda, costs savings, reduction in travel costs, increased efficiency. We are starting work with some colleges to develop SQA endorsed templates for use in Moodle and Mahara to encourage staff to use these serves.

Capturing exam responses in digital format is still difficult. As a system we still require students to go into an exam room once a year for their high stakes school leaving exams. We’re starting to look at this with the Paper Plus initiative in partnership with BTL. This approach would allow learners to capture exam responses using digital devices rather than paper. Content is uploaded from the device at 30-second intervals, then at the end of the exam a final copy is uploaded and wiped from the device. We hope it will reassure learners and wider stakeholders that we are starting to explore the application of digital technologies to exams. Edinburgh University and others have already done some work in this area. It’s a difficult area but one we as a system need to explore; for how much longer is it realistic and valid to expect students to continue filing into exam rooms once a year and writing out their responses with a pen?

We need a pragmatic approach but we also have to be open to new developments. It’s not a sudden switch it’s a journey. Digital submission can also enable us to assess things that we cannot assess on paper, e.g. submitting working code samples.

QAA Scotland

– Heather Gibson, Enhancement Team.

Like Jisc, QAA Scotland have had a 5% funding cut so we have had to pull back on certain initiatives. SFC have suggested that efficiency must be prioritized over innovation, in our experience they come together. QAA Scotland have lead innovative projects with very little funding and staffing support.

QAA Scotland will be responding to Universities Scotland with reflections on the TEF proposals. Although we recognise the benefits of monitoring, we also feel that it’s important to understand why data is being collected and how it will be used. No one gets healthier just by taking their temperature. It’s what do you do with the information to improve the learning and teaching process that is important.

In terms of policy it’s a movie feast, everything is very dynamic. It’s unfortunate that the Scottish Government aren’t here, so we could prod them into resurrecting the learner journey work they did. This would give us all a good policy umbrella to work under.

The Focus On Assessment and Feedback project looked at management of e-assessment. There was lots of interest in this project but it was only funded for one year. Funding has now run out but we are still willing to run events and to expand this work into other sectors.

QAA Scotland’s main area of work is the student transitions enhancement theme, which is now in its second year. Institutions have a sum of money to focus on student transitions, and they can interpret the theme as they see fit. We are pulling together a visual map of how people deal with transitions and hope to lead people to existing practice that can be helpful to them. Snook have been appointed to undertake this work.

QAA Scotland haven’t yet decided what work to commission in the coming year, there is only a small amount of funding available. We’re interested in using the digital world creatively and not just replicating existing practice. We’re looking at other campuses around the work and how people spread cultures online.

Jisc Scotland

– Jason Miles-Campbell, Head of Jisc Scotland and Jisc Northern Ireland.

Jisc Scotland have to balance Scottish priorities with the national agenda as Jisc are a large UK organisation. There are great efficiencies to be gained from exploiting the UK wide nature of Jisc. We are getting used to being two thirds of the size we used to be. Developments are progressing but some things are not moved on as fast as we’d hoped. It’s good we have a new CEO who is graduate of St Andrews and who understands the Scottish context.

Jisc has a strategic contact at each institution who liaises with their Jisc account manager. We have moved away from being seen as an IT organisation, but account managers still tend to get shoved in the direction of institutional IT managers. We are focusing more on technology enhanced learning now.

Key themes:

  • Getting efficiencies through existing technologies, e.g. Office 365.
  • Learning analytics is a key engagement theme.
  • Revising learning spaces and digital classroom, and looking at how we use estate.
  • Transnational education and supply of resources to learners outwith the UK.
  • Supporting development of the young work force, and employer engagement.

We have a better view of Scottish institutional projects; there are a lot of assessment projects in Scotland, Accessible by Design is also an important area of activity, along with building digital capability frameworks. We need to get more colleges involved though.

In terms of the open agenda, universities have been more focused on the open access research agenda, rather than open education practice due to research council mandates. The new CEO has got an interest in open badges so we may see some movement on this. Open education practice is not currently emerging through college and university engagement as a priority for Jisc.

Open Scotland, the Scottish Open Education Declaration and OEPS

– Lorna M. Campbell, EDINA Digital Education Manager and OER Liaison.

Learning Teaching and Web Directorate The University of Edinburgh have committed funding to Open Scotland in order to support the OER16 Conference which will be taking place in Scotland for the first time and to promote the Scottish Open Education Declaration.

The Declaration is now available online as a version 1.0 public document. Feedback from institutions suggested that while the Declaration proved to be very useful for raising awareness of open education at senior level within institutions, senior managers were unwilling to be steered by a document in draft format. Many institutions across the sector have already contributed to the Declaration and the 1.0 version is still open for comment.

The Declaration has been forwarded to Cabinet Secretary for Education and Lifelong Learning Angela Constance and her predecessor Mike Russell and although it has met with a positive response, we have not yet been successful at getting traction for open education at Government level.

The OEPS Project have recently suggested using the Declaration as the basis for the development of a concordat which all Scottish HEIs would be encouraged to sign up to. Pete Cannell, OEPS Project Co-director, has suggested that the Concordat might be similar to Athena Swan with perhaps three tiers of commitment. At each level there would be specific commitments that would be designed to develop a growing and sustainable engagement with open education. The Concordat would have it’s roots in the Declaration but it would be different in the sense that, whereas the declaration is an open document and should change on an ongoing basis, the Concordat would be fixed for some specified period. OEPS are proposing to look at whether there are international examples that might influence the development of the Concordat, explore how a Concordat could articulate with the Declaration and talk to people around the sector, including the Universities Scotland Learning and Teaching Committee about how such an idea could be implemented.

While the focus on open education practice is to be encouraged, there is a feeling in some quarters that open educational resources have been done and dusted and are rather old hat. This is clearly not the case. There is still a lot of work to be done in this area and there is a strong ethical case to be made that all publicly funded educational content should be openly licensed. Several of the large cultural heritage institutions south of the border are leading the way by releasing their digital collections under open license. Education institutions are rather lagging behind in this regard which is one of the reasons we want to draw the open education community together with the cultural heritage sector through the OER16: Open Culture Conference.

The University of Edinburgh is in the process of formulating institutional policy for open education resources and have developed a vision for OER at the university. The proposed OER vision has three strands:

  • For the common good – teaching and learning materials exchange to enrich the University and the sector.
  • Edinburgh at its best – showcasing openly the highest quality learning and teaching.
  • Edinburgh’s treasures – Making available online a significant collection of unique learning materials available openly to Scotland, the UK and the world, promoting health and economic and cultural well-being.

College Development Network

– Joe Wilson, Chief Executive

College senior management teams are looking for advice on communicating at scale across multi campus colleges. They are also looking at effective use of email & other tools for time management. Another priority area is getting better data and dashboards to manage activity across bigger colleges.

CDN are working closely with the OEPS Project to cascade out their outputs across the sector.

Learning technologists in the Scottish FE are now beginning to refocus following regionalization and mergers. Getting Moodle working across multiple college sites is a priority. CDN are investing in CMALT certification through ALT and are looking to support staff development in colleges in Scotland. We’re trying to encourage colleges to look at the bigger ALT family in order to help them plug into colleagues in HE.

CDN are progressing access to Jisc collections and going through clearance so we can all have access to Glow. There are actually lots of really useful resources in Glow that will help a lot of schools and colleges to work in partnership.

CDN have hosted the Re:Source open learning object repository. This was a subset of Jorum, so we’re now caught up in the Jisc debate regarding what will replace Jorum. We’re having monthly calls with the Jisc people who are looking at what comes next. Jisc are building an app store, a content store and an online academy for FE. We’re hoping that the content or app store will provide us with a suitable solution that will replace the Re:Source platform and enable us to continue sharing open education resources. However conversations with Jisc collections suggest they are more focused on creating a shop window for selling back high quality content to the sector.

CDN sit on the learner led part of the FELTAG / ETAG work. Jisc are funding a range of activities south of the border; this is where the FE Academy work is coming from. It will be interesting to see what comes out of this. We have already achieved super efficiencies in Scotland; AOC are now facing a 25% cut and regionalization and it will be interesting to see the impact of this on the FELTAG work.

We are actively promoting developments coming out of UfI, e.g. Citizen Maths, and a blended learning MOOC for FE staff.

Next year the standards for FE lecturers are due for review and this will give us real leavers to get digital and open practice embedded in the sector.

We already have free online resource about copyright have embraced OER and Open Badges.

Following regionalization, colleges are back to focusing on what learners want. West College Scotland and City of Glasgow College have done two surveys of what learners expectations of technology usage. 90% of students have smart phones and they now expect to bring their own device. Learners also really do want online blended learning. NE College are leading the charge on BYOD. Clyde College are looking at the Alfresco EduSharing repository to share learning materials regionally. City of Glasgow have opened their new riverside campus and invested in wireless data projectors rather than digital whiteboards across whole centre, which should facilitate new delivery models in classrooms.

70% of modern apprentices spend time in colleges and there is talk of an employers’ levee to fund apprenticeships. This may change employers expectations regarding the delivery of learning and may drive online learning etc.

CDN are revitalizing all 32 of their networks, communities and mailing lists. Some are on Jiscmail but we need to look at something that will support communities in this space. Jisc could look at how it could support a social platform for learners.

ALT Scotland Policy Board

alt-logo_0_0On behalf of the Members of the Association, the ALT Scotland Policy Board is convening in Glasgow on the 16th of November 2015, 10.00-13.00. The Policy Board will bring together representatives of Scottish ALT Member Organisations and individual members to discuss key policy issues for Learning Technology and the wider education and training landscape in Scotland.

The Policy Board will be chaired by Professor Linda Creanor, Head of Blended Learning, Glasgow Caledonian University, and Joe Wilson, Chief Executive of the College Development Network and is organised with the ALT Scotland Members Group.

The number of participants in this event is limited to 30 and places will be allocated to representatives of member organisations based in Scotland and individual members based in Scotland on a first come first served basis.

Tea and coffee are served on arrival and a working lunch with conclude the proceedings.

There are still a few places available for this event, to register please go to https://www.alt.ac.uk/civicrm/event/info?reset=1&id=185

US Federal Government Support for Open Education

doeLast week the US Federal Government announced that it is

“supporting the use of open educational resources to provide equitable access to quality education.”

Building on a recent International Open Education Workshop that examined existing open education initiatives and identified opportunities for future collaboration, the U.S. Government aims to continue expanding and accelerating the use and availability of openly licensed educational materials worldwide.

Today, the Department of Education formally announced that it is proposing a new regulation that would require all copyrightable intellectual property created with Department grant funds to have an open license.

John King, senior advisor to the Deputy Secretary of Education commented

“By requiring an open license, we will ensure that high-quality resources created through our public funds are shared with the public, thereby ensuring equal access for all teachers and students regardless of their location or background.”

In tandem with this announcement, The U.S. Department of Education announced the launch of #GoOpen, a campaign to encourage states, school districts and educators to use openly licensed educational materials.  As part of this initiative a cohort of ten districts has committed to replace at least one textbook with openly licensed educational resources within the next year and a group of #GoOpen Ambassador Districts have committed to help other school districts move to openly licensed materials.

Clearly the education landscape in the US differs significantly from the Scotland and the UK more widely, however it is encouraging to see a national government actively supporting open education initiatives at this level. It will be interesting to see how these initiatives progress and what transferrable lessons can be learned from the experiences of our colleagues in the US.

Links

Whitehouse Blog: Openly Licensed Educational Resources: Providing Equitable Access to Education for All Learners

Office of Educational Technology: Open Education Notice of Proposed Rulemaking and #GoOpen Initiative

Press release: U.S. Department of Education Launches Campaign to Encourage Schools to #GoOpen with Educational Resources

Fact Sheet: Enabling Innovation and Teacher Creativity through Open Licensed Educational Resources

Open Badges as Bridges – Design, Create, Connect event

A guest post from Gráinne Hamilton, Programme Director (HE / Adult Learning), DigitalMe, about a forthcoming Open Badges event.  

digital me logoAnyone interested in recognising learning in a way that can be communicated across the web using an open infrastructure, is invited to join the DigitalMe consultants for a free event on designing, creating and connecting Open Badges on Wednesday 28th October at the Scottish Youth Theatre, Glasgow.

We know that increasing numbers of people are investigating Open Badges but it can be challenging to know where to start, how to turn an idea into reality and how to connect Open Badges to opportunities. This event will start with hands-on activities for participants to design their own badges, followed by the opportunity to create, issue and share the badge(s) they have designed using DigitalMe’s new website and mobile app, the Open Badge Academy.

The design aspect of the day will use the DigitalMe Badge Canvas, which has been created with the aim of making explicit the value proposition for the earner, issuer and consumer of the badge. The canvas works well as a social activity, helping a group of people to dig into the detail of a badge at the same time as keeping the value of the badge to the fore. Everyone can contribute in whatever way they feel comfortable, quietly contributing some text to the canvas or discussing some of the finer points of the assessment methodoloy, what evidence should be required or what to include in the badge criteria.

To date, the process of creating, issuing and sharing a digital badge has not necessarily been the most straightforward. Being able to easily display and share badges has perhaps been the least developed aspect of the infrastructure so far but participants will have the chance to use DigitalMe’s new Open Badge Academy, which features the end-to-end process, from creation, issuing, tracking and displaying badges via a website or mobile app. The mobile aspect of the platform allows badge earners to collect evidence on the go, ensuring applied skills can be captured and easily shared from their phone.

The event is influenced by one of the key aims of the Scottish Government’s Youth Employment Strategy, Developing the Young Workforce, which is to build bridges between education, business and industry. It also aims to respond to the current Enhancement Theme for the Quality Assurance Authority for Higher Education (QAA)Student Transitions into, during and out of university. Participants will be able to hear case studies of how Open Badges are being used to bridge transitions and engage in activities to create badge pathways connecting learners to destination points such as learning opportunities or employment. DigitalMe has been working extensively with employers, such as those involved in the Tech Partnership trailblazer group (over 600 technology companies defining the new standards for technology related apprenticeships) to develop employer endorsed badges that allow badge earners to showcase the hard and soft skills employers are saying they are looking for.

The intended outcomes of the event are to:

  • Learn what Open Badges are and how they can communicate the skills your organisation needs or evidence the skills you have
  • Learn how to design a badge of value
  • Learn how to create, issue and share a badge using a website and mobile app
  • Learn how to create badge pathways to learning or employment opportunities
  • Learn how badges can support transitions and act as bridges between education and employment

The event should be of interest to educators, employers, charities, voluntary organisations and anyone else who is interested in recognising learning.

You can register here.

Gráinne Hamilton
Programme Director (HE / Adult Learning)
DigitalMe