Difference between revisions of "Open Education"

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Page en français : [[Education Ouverte]] – Seite auf Deutsch: [[Open Education Deutsch|Open Education]]
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= Introduction (proposition d’éléments à faire figurer): = <!--T:2-->
== Introduction (suggestions of elements to include) == <!--T:2-->


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* Au niveau mondial, la fin de la crise du covid annonce un changement de paradigme (voir par ex. Peters et al, <nowiki>https://doi.org/10.1080/00131857.2020.1777655</nowiki> => métaphore du portail: “We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it”.  
* At the global level, the end of the covid crisis heralds a paradigm shift (see e.g. Peters et al, <nowiki>https://doi.org/10.1080/00131857.2020.1777655</nowiki> => portal metaphor: "We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it".
* Au niveau des institutions, elles ont fait des investissements pendant cette période et doivent prendre des décisions sur l’avenir (e.g. licences zoom, salles installées pour la comodalité, valorisation du présentielle et utilisation intelligente du distanciel).  
* At the level of institutions, they have made investments during this period and must make decisions about the future (e.g. zoom licences, rooms set up for co-modality, valorisation of face-to-face and intelligent use of distance learning).
* Au niveau des politiques, l’écologie, la transition numérique, la souveraineté numérique, etc. régissent la période actuelle 2021-2024 et il s’agit d’anticiper la période suivante en installant l’ouvert et le libre dans toutes ses dimensions selon les recommandations de l’UNESCO sur une science ouverte et sur les RELs par ex.  
* At the policy level, ecology, digital transition, digital sovereignty, etc. govern the current period 2021-2024 and it is a question of anticipating the next period by installing open and free in all its dimensions according to the UNESCO recommendations on open science and OER for example.
* Au niveau des praticiens (enseignants-chercheurs et enseignantes-chercheuses), il sont à bout parce qu’ils ont des pratiques qui vont à l’encontre de la mission de formation des universités (universel, ouvert) et le changement de paradigme est une opportunité à saisir. Le design de cours se fait de manière participative, en incluant toutes les parties prenantes et les types de savoir (voir par ex. Funk, J. (2021). Caring in Practice, Caring for Knowledge. Journal of Interactive Media in Education, 11(1). <nowiki>https://doi.org/10.5334/jime.648</nowiki>
*At the level of practitioners (teacher-researchers), they are at the end of their tether because they have practices that go against the educational mission of universities (universal, open) and the paradigm shift is an opportunity to be seized. Course design is done in a participatory way, including all stakeholders and types of knowledge (see e.g. Funk, J. (2021). Caring in Practice, Caring for Knowledge. Journal of Interactive Media in Education, 11(1). <nowiki>https://doi.org/10.5334/jime.648</nowiki>


= Principes libristes = <!--T:4-->
== Open Culture Principles== <!--T:4-->


==Origines du libre : philosophie libre vs technique open-source== <!--T:5-->
===Origins of free: free philosophy vs. open-source technology=== <!--T:5-->


==Écosystème éducation libre / science ouverte== <!--T:6-->
===Free education / open science ecosystem=== <!--T:6-->
Plusieurs représentations visuelles de l’écosystème de l’ouvert et du libre existent (e.g. Stacey 2018, FOSTER 2018, Weller et al. 2018). Nous choisissons de partir des valeurs de l’ouvert et du libre telles que synthétisées par Baker 2017 et de partir d’une représentation qui nous est propre (Figure x).  
Several visual representations of the open and free ecosystem exist (e.g. Stacey 2018, FOSTER 2018, Weller et al. 2018). We choose to start from the values of open and free as synthesised by Baker 2017 and start from a representation of our own (Figure x).


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''Figure x: Représentation de l’écosystème du libre et de l’ouvert''
''Figure x: Representation of the free and open ecosystem''


==Pratiques éducatives ouvertes et libres (PELO)/ pédagogie / andragogie== <!--T:8-->
===Open and Free Educational Practices (OFEP)/Pedagogy/Andragogy=== <!--T:8-->


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Les théories et concepts sous-jacents aux pratiques éducatives libres et ouvertes (PELO) sont similaires et mettent l'accent sur un apprentissage social et la construction des connaissances et compétences par les apprenant-es. Les concepts y associés prennent leur source dans des approches constructivistes, socio-constructivistes et cognitivistes. De manière large, les PELO comprennent l'enseignement et la recherche, reconnaissent la différence entre PELO et REL, valorisent le contexte dans la mise en œuvre de PELO et reconnaissent la nécessité de s'intéresser à la diversité et aux inégalités (Cronin et Maclaren, 2018).
The theories and concepts underlying Free and Open Educational Practices (FOEP) are similar and emphasise social learning and the construction of knowledge and skills by learners. The associated concepts are rooted in constructivist, socio-constructivist and cognitivist approaches. Broadly speaking, PELOs include teaching and research, recognise the difference between PELOs and OERs, value context in the implementation of PELOs and recognise the need to address diversity and inequalities (Cronin and Maclaren, 2018).


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''Tableau 1:''  
''Figure x:''  


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D'un point de vue conceptuel, d'autres caractéristiques ont été ajoutées par la suite : i) les étudiant-es créent des artefacts nouveaux et utiles au-delà de l'apprentissage (renewable assignments) qui sont partagés publiquement à l'aide de licences libres ; et ii) les affordances des licences libres sont mises en avant comme étant cruciales pour une PELO. Les enseignant-es rapportent les barrières suivantes : vie privée des étudiant-es, incertitude de l'apport de PELO au niveau des apprentissages, scepticisme quant à la qualité des ressources crées par les étudiant-es, manque de soutien institutionnel en matière de PELO (Clinton-Lisell, 2021).
From a conceptual point of view, other features were added later: i) students create new and useful artefacts beyond learning (renewable assignments) that are shared publicly using open licenses; and ii) the affordances of open licenses are highlighted as crucial for an OLEP. Teachers report the following barriers: student privacy, uncertainty about the contribution of PELO to learning, scepticism about the quality of student-created resources, lack of institutional support for PELO (Clinton-Lisell, 2021).


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Un cadre a été proposé par Huang et al. (2020) pour montrer les différentes dimensions comprises dans les PELO (Figure x).
A framework has been proposed by Huang et al (2020) to show the different dimensions included in PELOs (Figure x).


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En partant également du constat que pendant la pandémie, l'enseignement-apprentissage dans l'urgence a été caractérisé par une qualité plutôt basse, Funk (2021) propose les PELO comme alternative intéressante,  à l'aide notamment d'une pédagogie de la compassion et de l'attention (care).
Also based on the observation that during the pandemic, teaching-learning in the emergency room was characterised by a rather low quality, Funk (2021) proposes PELOs as an interesting alternative, using, among other things, a pedagogy of compassion and attention (care).


=Valeur ajoutée= <!--T:15-->
==Added value== <!--T:15-->


==Valorisation de l’intelligence collective / efficience== <!--T:16-->
===Enhancement of collective intelligence / efficiency=== <!--T:16-->
==Mutualisation des ressources d’enseignement / pluralisme==
===Pooling of teaching resources / pluralism===


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De plus en plus, la connaissance se développe par de multiples approches et il est désormais possible de promouvoir cette diversité. Les savoirs traditionnels, jadis mis de côté, font maintenant l’objet d’une valorisation particulière, liée entre autres aux actions d’institutions mondiales et internationales. La justice épistémique soutient plusieurs des objectifs du développement durable énoncés par l’ONU.
Knowledge is increasingly developed through multiple approaches and it is now possible to promote this diversity. Traditional knowledge, once sidelined, is now particularly valued, linked among others to the actions of global and international institutions. Epistemic justice supports several of the UN's sustainable development goals.


==Ajournement de l’information / agilité== <!--T:18-->
===Information deferral / agility=== <!--T:18-->
==Collaboration  internationale==
===International collaboration===


=Ressource éducatives libres= <!--T:19-->
==Open educational resources== <!--T:19-->
==Type de ressources==
===Type of resources===
“Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, adaptation and redistribution by others.” (Green, 2021, p. 16) Swiss OER Conference. Wiley (2021) defines educational resources as informational resources with an extra. They are designed for educational purposes and follow the 5Rs rules.
“Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, adaptation and redistribution by others.” (Green, 2021, p. 16) Swiss OER Conference. Wiley (2021) defines educational resources as informational resources with an extra. They are designed for educational purposes and follow the 5Rs rules.


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Les ressources possibles vont de cours en ligne entiers à des ressources éducatives à petite échelle, des jeux, des simulations, des quiz, etc. (Jung, Sasaki und Latchem, 2016). Elles comprennent tous types de fichiers numériques et non numériques (Olcott, 2012). Pour qu’une ressource soit une REL les critères 5R doivent être pris en compte. En effet, si la ressource ne suit pas tous les critères 5R, elle n’est pas qualifiée de REL (Wiley, 2021). C’est pourquoi Creative Commons, “une association à but non lucratif dont la finalité est de proposer une solution alternative légale aux personnes souhaitant libérer leurs œuvres des droits de propriété intellectuelle standards de leur pays, jugés trop restrictif (Creative Commons, 2021), possède une figure mettant en évidence les différentes licences à choix. Cette figure tableau identifie également lesquelles sont considérées en tant que REL (Green, 2015).  
Possible resources range from entire online courses to small-scale educational resources, games, simulations, quizzes, etc. (Jung, Sasaki und Latchem, 2016). They include all types of digital and non-digital files (Olcott, 2012). For a resource to be OER the 5Rs criteria must be taken into account. Indeed, if the resource does not follow all the 5R criteria, it does not qualify as OER (Wiley, 2021). This is why Creative Commons, "a non-profit organisation whose purpose is to provide a legal alternative for people who want to free their works from the standard intellectual property rights of their country, which are deemed too restrictive (Creative Commons, 2021), has a figure highlighting the different licences to choose from. This figure table also identifies which ones are considered as OER (Green, 2015).  


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Toutefois, l’utilisation de NC (Non Commercial) peut être critiquée (Klimpel, 2012, CC BY-SA 3.0 de).  
However, the use of NC (Non Commercial) can be criticised (Klimpel, 2012, CC BY-SA 3.0 of).


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Les contenus sous licence NC ne sont pas faciles à diffuser. Wikipédia n’accepte par exemple pas de contenu sous licence non commerciale. L’intégration de Wikipédia dans les machines de recherche est déjà considérée en tant qu’utilisation commerciale. Sur un plan juridique, la définition d’utilisation commerciale reste floue. Lorsqu’une personne ajoute une licence non commerciale à son œuvre, elle pense probablement aux entreprises multinationales. Pourtant la licence non-commerciale touche toutes les institutions et tous les individus qui obtiennent de l’argent par leur action. Cela comprend donc toute action qui n’est pas financée par l'État ou des dons. Par exemple, les personnes indépendantes travaillant avec des enfants et des jeunes n’auront pas le droit d’utiliser une ressource sous licence NC, un journal ne pourra pas non plus la publier. Nous pouvons également nous demander si une REL avec une licence NC peut être publiée sur un blog ou portail, si ce blog se finance à l’aide de publicités. Il est possible de garantir que le contenu reste librement accessible, sans forcément utiliser la licence NC: La licence SA (share-alike). Andrasch (2017) met en évidence l’objectif des REL qui est de faire apprendre et de permettre l’accès à la formation. L’objectif principal des REL n’est pas d'empêcher les autres de gagner de l'argent. Une REL est donc une ressource sous licence CC0, CC-BY ou CC-BY-SA.  
NC-licensed content is not easy to distribute. For example, Wikipedia does not accept content under a non-commercial licence. The integration of Wikipedia in search machines is already considered as commercial use. From a legal point of view, the definition of commercial use remains unclear. When someone adds a non-commercial licence to their work, they probably think of multinational companies. However, the non-commercial licence affects all institutions and individuals who make money from their actions. It therefore includes any action that is not funded by the state or donations. For example, independent people working with children and young people will not be allowed to use an NC licensed resource, nor will a newspaper be allowed to publish it. We can also question whether OER with a CN licence can be published on a blog or portal, if that blog is funded by advertising. It is possible to ensure that the content remains freely accessible, without necessarily using the NC license: The SA (share-alike) license. Andrasch (2017) highlights the purpose of OER as learning and access. The main purpose of OER is not to prevent others from making money. OER is therefore a resource licensed under CC0, CC-BY or CC-BY-SA.


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Une REL permet de s’engager dans les activités “5R”. Les personnes sont libres de:  
An OER enables engagement in the 5Rs activities. People are free to:


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* réutiliser – le droit de réutiliser le contenu dans sa version textuelle et intégrale (par ex. faire une copie des contenus) ;
* reuse - the right to reuse the content in its full text version (e.g. make a copy of the contents);
* réviser – le droit d’adapter, de retoucher, de modifier ou d’altérer le contenu lui-même (par exemple, le traduire dans une autre langue ou modifier une activité d’apprentissage) ;
* revise - the right to adapt, retouch, modify or alter the content itself (e.g. translate it into another language or modify a learning activity)
* réarranger – le droit de combiner le contenu original ou modifié avec d’autres contenus pour en créer un nouveau (par exemple, incorporer un contenu dans une œuvre composite) ;
* rearrange - the right to combine the original or modified content with other content to create new content (for example, incorporating content into a composite work);
* redistribuer – le droit de partager avec des tiers des copies d’un contenu, qu’il soit sous sa forme originale ou révisée, ainsi que des œuvres composites qui l’intègrent (par ex. donner une copie du contenu à un ami).
* redistribute - the right to share with others copies of content, whether in its original or revised form, and composite works incorporating it (e.g. give a copy of the content to a friend).
* retenir – le droit de créer, posséder et contrôler des copies du contenu.
* retain - the right to create, own and control copies of the content.


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(Wiley, s.D. et Wiley, 2014 cité par [https://course.oeru.org/lida103-fr/modules/comment-definir-les-rel/comment-definir-les-rel/ OERu], s.D.)
(Wiley, n.d. and Wiley, 2014 [https://course.oeru.org/lida103-fr/modules/comment-definir-les-rel/comment-definir-les-rel/ OERu], s.D.)


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<!--T:28-->
la ressource.  
the resource.


==Granularité / éléments / autonomous / stateful== <!--T:29-->
===Granularity / elements / autonomous / stateful=== <!--T:29-->


===Granularité=== <!--T:30-->
====Granularity==== <!--T:30-->


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<!--T:31-->
Comme mentionné plus haut, les REL peuvent être des cours en ligne entiers, des jeux, des quiz, un document etc. (Jung et al., 2016). Les granularités entre ces types de ressources sont différentes. Hoyle (2009 cité par Weller, 2010) distingue la granularité des REL entre grandes (big) et petites (little) REL. Les grandes REL sont des ressources réalisées par des institutions. Ces REL sont complètes et leur qualité est généralement élevée. Les objectifs pédagogiques sont explicites et le style de présentation est uniforme (Weller, 2010). Les petites REL sont des ressources produites par des individus de manière privée, leur qualité varie (Wiley, 2010). Kerres et Heinen (2015) catégorisent la granularité des REL en trois niveaux:  fiche de travail, module d’enseignement/ manuel de cours et les cours entiers.  
As mentioned above, OERs can be entire online courses, games, quizzes, a document etc. (Jung et al., 2016). The granularities between these types of resources are different. Hoyle (2009 cited by Weller, 2010) distinguishes the granularity of OER between big and little OER. Big OER are resources produced by institutions. These OER are comprehensive and their quality is generally high. The educational objectives are explicit and the style of presentation is uniform (Weller, 2010). Small OER are resources produced by individuals privately, their quality varies (Wiley, 2010). Kerres and Heinen (2015) categorise the granularity of OER into three levels: worksheet, teaching module/coursebook and whole courses.
 


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Tableau: Niveaux de granularités (Kerres, 2016), traduit
Table: Granularity levels (Kerres, 2016), translated
{| class="wikitable"
{| class="wikitable"
|'''Niveau de granularité'''
|'''Granularity level'''
|'''Caractéristique'''
|'''Characteristic'''
|'''Caractéristique didactique'''
|'''Didactic feature'''
|'''Réalisation technique'''
|'''Technical achievement'''
|'''Mis à disposition par ..'''
|'''   Made available by ..'''
|-
|-
|Fiche de travail
|Worksheet
|s’appuie sur une seule activité d'enseignement - d’apprentissage
|based on a single teaching-learning activity
|illustre, entraîne ou approfondit un contenu d'apprentissage
|illustrates, trains or deepens a learning content
|Vidéo, animation, document, infographie..  
|Video, animation, document, infographic.  
|Enseignant·e
|Teacher
|-
|-
|Module d’enseignement/ manuel de cours
|Teaching module/course book
|illustre le programme d'études avec une séquence de contenus d'enseignement et d'apprentissage
|illustrates the curriculum with a sequence of teaching and learning contents
|les contenus d'apprentissage sont systématiquement répartis sur une longue période
|the learning contents are systematically distributed over a long period of time
|Document PDF,
|PDF document,


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<!--T:33-->
Séquence de cours interactive, capsule H5P, …
interactive lecture sequence, H5P capsule, ...
|Maison d'édition, fondation, institution médiatique, administration régionale
|Publishing house, foundation, media institution, regional administration
|-
|-
|Cours entier
|Entire course
|comprend des séquences d'activités d'enseignement et d'apprentissage axées sur un objectif d'apprentissage
|consists of sequences of teaching and learning activities focused on a learning objective
|conduit à un résultat d’apprentissage concret (ex. crédits universitaires)
|leading to a concrete learning outcome (e.g. university credits)
|Formation en ligne, Cours en ligne avec autoévaluations, suivi par un tuteur, examen ...  
|Online training, Online course with self-assessments, tutor monitoring, exam ...
|Prestataires de formation,
|Training providers,


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(haute) école, …
(high) school, ...
|}
|}


==Exemples== <!--T:35-->
===Sharing culture=== <!--T:36-->
===Digital Skills Academy===
===Governance and accountability (emergent vs. planned, institutional vs. informal)===
===Plan romand d’éducation numérique===
===Co-definition of objectives===
===Breathing Games===
===Levels of openness===
 
====Editorial structure (category matrix)====
 
====Cost of access to (re)production / use====
====Publishing capacity (5*)====
====Validation levels (quality matrix)====
====Ownership levels (licences)====
====Translation====
====Multilingual dynamics====


=Culture de partage= <!--T:36-->
===Balance between contributing and adapting=== <!--T:38-->
==Gouvernance et responsabilité (émergent vs planifié, institutionnel vs informel)==
===OER continuity===
==Co-définition des objectifs==
==Niveaux d’ouverture==


===Structure éditrice (matrice catégories)=== <!--T:37-->
==Technical implementation== <!--T:39-->
===Coût d’accès de (re)production / utilisation===
===Environmental scan of existing OER===
===Capacité d’édition (5*)===
====Collections ?====
===Niveaux de validation (matrice qualité)===
The ROTECO.ch project
===Niveaux d’appropriation (licences)===
The aim of the Roteco project is to create a dynamic community of teachers in the field of robotics and computational thinking who share classroom practices and activities around educational robotics. Members are informed about new developments in the field and are offered training in the use of robots. The Roteco.ch website is a collaborative platform that aims to make information on educational robotics user-friendly and accessible in the form of an Open Educational Resource (OER). To support the start-up and building of a community of teachers, the Roteco project has designed, developed and hosted a web platform under the domain name Roteco.ch. Roteco.ch was developed with the specific needs of teachers in mind and based on them. This encourages the possibility of a bottom-up development of pedagogical tools and OER that could support teachers' needs. In addition to the platform, Roteco also offers training courses for teachers, educational resources and participates in different events to promote educational robotics, such as the FabLearn Europe/ MakeEd 2021 conference.
===Traduction===
===Dynamique multilingue===


==Equilibre entre contribuer et adapter== <!--T:38-->
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==Continuité des REL==
Roteco is a project promoted by several Swiss institutions: the Ecole Polytechnique Fédérale de Lausanne (EPFL), the University of Applied Sciences of Southern Switzerland (SUPSI) and the Wyss Institute of the Swiss Federal Institute of Technology Zurich (ETHZ) and the University of Zurich. These Roteco institutions are also leading the animation and community management in the three languages in partnership with the Universities of Teacher Education of the Swiss cantons of Vaud, St. Gallen, Lucerne, Schwyz, Valais, Zug, Zurich and the SEM (Service des médias des écoles de Genève). These universities of teacher education and science promotion associations have joined the project in order to strengthen and broaden the impact on the local teacher communities in the different Swiss cantons. In 2020, the Roteco team decided to open the access to teachers and experts in educational robotics and computational thinking from abroad in order to enrich the Swiss national community through collaboration and open discussion with teachers from all over the world. The project is funded by the Swiss Academy of Sciences and the ETH Board.
Europe/ MakeEd 2021.


=Mise en place technique= <!--T:39-->
===Collaborative tools=== <!--T:86-->
==Scan environnemental de REL existantes==
====Collaborative documentation: NextCloud, OnlyOffice====
===Recueils ?===
====Video conferencing: Jitsi, BigBlueButton, Matrix====
==Outils collaboratifs==
====Text chat: Mattermost, RocketChat====
===Documentation collaborative : NextCloud, OnlyOffice===
====Research notebook: Hypothesis====
===Vidéoconférence : Jitsi, BigBlueButton, Matrix===
====Platforms: Big blue button====
===Chat textuel : Mattermost, RocketChat===
====Other====
===Carnet de recherche : Hypothèses===
===Community development===
===Plateformes: Big blue button===
In order to make OER effective and functional, the learning community that supports these approaches can be a very important factor.
===Autres===
==Développement de communautés==
Afin de rendre les REL efficaces et fonctionnelles, la communauté d'apprentissage qui soutient ces démarches peut-être un facteur très important.


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L’appropriation sociale des technologies de l’information et de la communication provoque la formation de diverses formes de rassemblements en ligne, regroupés
The social appropriation of information and communication technologies is leading to the formation of various forms of online gatherings, grouped under the common name of virtual communities.


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sous le nom commun de communautés virtuelles. Les recherches sur ce phénomène, qui sont de plus en plus sous le feu des projecteurs, présentent toutes les caractéristiques d’un paradigme en
under the common name of virtual communities. The research on this phenomenon, which is increasingly in the spotlight, has all the characteristics of an emerging paradigm, attempting to define the main elements of the social and cultural environment.


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émergence tentant de définir les principaux concepts, de délimiter les contours de l’objet étudié afin de trouver des
paradigm, attempting to define the main concepts, to delimit the contours of the object studied in order to find appropriate


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<!--T:43-->
méthodologies appropriées.
appropriate methodologies.


<!--T:44-->
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L'enseignement à distance, en tant que domaine, est passé d'un simple enseignement par correspondance à une expérience d'apprentissage interactive, distribuée et hautement sophistiquée,
Distance learning as a field has evolved from simple correspondence teaching to a highly sophisticated, distributed and interactive learning experience,


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<!--T:45-->
distribuée largement et interactive. Le fait qu'en 1982, le "International Council for Correspondence Education (ICCE)" ait été remplacé par le "International Council for Distance Education" (CIEC) est une indication du changement d'orientation de l'enseignement à distance au cours des dernières décennies. Les technologies de télécommunications interactives modernes, telles que les visios-conférences, permettent des interactions synchrones et asynchrones entre les individus à une échelle jamais imaginée auparavant, avec les cours par correspondance (Vrasidas et Glass, 2002).
widely distributed and interactive. The fact that in 1982 the International Council for Correspondence Education (ICCE) was replaced by the International Council for Distance Education (ICCS) is an indication of the change in direction of distance education in recent decades. Modern interactive telecommunications technologies, such as video-conferencing, allow synchronous and asynchronous interactions between individuals on a scale never before imagined with correspondence courses (Vrasidas and Glass, 2002).


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<!--T:46-->
Étudiants, éducateurs, scientifiques, universitaires, chercheurs et praticiens participent à des communautés en ligne, collaborent à des projets, partagent des informations et construisent des connaissances d'une manière qui n'était pas envisageable auparavant. Toutefois les méthodes utilisées et leur efficacité sont loin d'être garanties et bien souvent les dispositifs en place ne sont pas très efficaces.
Students, educators, scientists, academics, researchers and practitioners participate in online communities, collaborate on projects, share information and build knowledge in ways that were not previously possible. However, the methods used and their effectiveness are far from guaranteed and often the arrangements in place are not very effective.


<!--T:47-->
<!--T:47-->
Comme le montre "Connect and Inspire" le rapport du département de l'éducation des états unis sur les communautés en ligne, le lancement d'une communauté de pratique en ligne réussie est bien plus qu'un projet technologique et nécessite une stratégie réfléchie qui prend en compte les objectifs de la communauté, les rôles, le contenu et de nombreux autres critères non technologiques. Toutefois, la technologie doit prendre en charge les types d'interactions utiles qui rendront la participation productive pour les membres de la communauté. Comme il existe des dizaines de plateformes et d'outils de collaboration, chacun avec des différentes fonctionnalités, le choix de la configuration peut être très compliqués. D'innombrables initiatives de collaboration ont échoué après après des efforts considérables de collecte des besoins et d'évaluation des plateformes axés sur la technologie, au détriment des objectifs.    
As "Connect and Inspire", the US Department of Education's report on online communities, shows, launching a successful online community of practice is much more than a technology project and requires a thoughtful strategy that takes into account community goals, roles, content and many other non-technological criteria. However, the technology must support the kinds of meaningful interactions that will make participation productive for community members. As there are dozens of collaboration platforms and tools, each with different functionalities, the choice of configuration can be very complicated. Countless collaboration initiatives have failed after considerable effort in gathering requirements and evaluating platforms with a focus on technology, to the detriment of objectives.  


<!--T:48-->
<!--T:48-->
La solution consiste à s'engager dans une planification minutieuse, mais aussi à commencer petit, en se concentrant sur un public restreint et un ensemble de fonctionnalités.
The solution is to engage in careful planning, but also to start small, focusing on a limited audience and set of features.


==Faire connaître / favoriser l’appropriation== <!--T:49-->
===Raising awareness / promoting ownership=== <!--T:49-->
Afin de faire connaitre et favoriser les interactions sociales, Bourgois et Nizet (1997) ont défini quelques conditions favorables :
In order to raise awareness and encourage social interaction, Bourgois and Nizet (1997) have defined some favourable conditions:


<!--T:50-->
<!--T:50-->* Symmetry of social relations
•Symétrie des relations sociales
* Intensity of the relationship
* Taking into account the socio-affective dimension of social interaction
* Cognitive and social prerequisites (development of social skills, training in group work)
* Tasks that facilitate controversy (introducing alternative viewpoints)
* Ensuring the social significance of the task


<!--T:51-->
==Good practice== <!--T:56-->
•Intensité de la relation
Here are some examples of favourable conditions in the framework of collaborative distance learning (LEARN-NETT) (Charlier & Peraya, 2003)


<!--T:52-->
<!--T:57-->* Objectives and context justifying collaborative distance learning
•Prise en compte de la dimension socioaffective de l’interaction sociale
* Meaningful project -> commitment
* Coherent scenario
* Clear instructions, planning
* Integrated technical resources
* Human resources (tutors, facilitators, trainers, technicians, etc.)
* Preparation of learners (and tutors)
* Social presence for students and tutors (forum, videoconference, personal pages...)
* Reflection, formative evaluation
* Regulation of the system<!--T:67-->


<!--T:53-->
And the potential failure factors stated by Probst & Borzillo (2008):
•Prérequis cognitifs et sociaux (développement de compétences sociales, entrainement au travail en groupe)


<!--T:54-->
<!--T:68-->* Not having a cohesive founding group. The founding group of the project is not totally dedicated to this task, each member has other activities that prevent him/her from being totally dedicated to this community.
•Tâches qui facilitent la controverse (introduire des points de vue alternatifs)
* No interpersonal relationships. Interpersonal relations are complicated because of the covid, but also because of the structure of our school which is on several sites and in two languages.
* No willingness to learn from others. Employees do not have dedicated time for training on their workload. So they have to take training time from other tasks.
* Little identification with the group. Due to the fragmentation of our institution, over several sites, several languages, several fields, the feeling of belonging can be lacking.
* Difficulty in discussing concrete practices. The relatively uncertain climate due to covid, accreditation, an interim director, and structural changes in the study plan in sight makes it relatively difficult to anchor concrete practices.


<!--T:55-->
== Examples==
•Assurer la signification sociale de la tâche
=== University of Teacher Education Bern – OER Policy===
 
''Translation required from the german page.''
=Bonnes pratiques= <!--T:56-->
===Digital Skills Academy===
Voici quelques xemples de conditions favorables dans le cadre d’apprentissage collaboratif à distance (LEARN-NETT) (Charlier & Peraya, 2003)
===Plan romand d’éducation numérique===
 
===Breathing Games===
<!--T:57-->
•Objectifs et contexte justifiant l’apprentissage collaboratif à distance
 
<!--T:58-->
•Projet qui fait sens -> engagement
 
<!--T:59-->
•Scénario cohérent
 
<!--T:60-->
•Consignes claires, planning
 
<!--T:61-->
•Ressources techniques intégrées
 
<!--T:62-->
•Ressources humaines (tuteurs, animateurs, formateurs, techniciens…)
 
<!--T:63-->
•Préparation des apprenants (et des tuteurs)
 
<!--T:64-->
•Présence sociale pour étudiants et tuteurs (forum, vidéoconférence, pages personnelles…)
 
<!--T:65-->
•Réflexion, évaluation formative
 
<!--T:66-->
•Régulation du dispositif
 
 
<!--T:67-->
Et les facteurs d’échecs potentiels énoncés par Probst & Borzillo (2008) :
 
<!--T:68-->
·      Ne pas avoir de groupe fondateur soudé. Le groupe fondateur du projet n’est pas totalement dédié à cette tâche, chaque membre a des activités autres qui l’empêchent de se consacrer totalement à cette communauté.
 
<!--T:69-->
·      Pas de relations interpersonnelles. Les relations interpersonnelles sont compliquées en raison du covid, mais aussi en raison de la structure de notre école qui est sur plusieurs sites et en deux langues.
 
<!--T:70-->
·      Pas de volonté d’apprendre des autres. Les collaborateurs n’ont pas de temps dédié à la formation sur leur feuille de charge. Ils doivent donc prendre ce temps de formation sur d’autres tâches.
 
<!--T:71-->
·      Peu d’identification au groupe. En raison de l’éclatement de notre institution, sur plusieurs sites, plusieurs langues, plusieurs filières, le sentiment d’appartenance peut manquer.
 
<!--T:72-->
·      Difficulté à discuter de pratiques concrètes. Le climat relativement incertain en raison du covid, de l’accréditation, d’une direction ad intérim, et de changement structurel du plan d’étude en vue rend relativement difficile l’encrage dans le concret de pratiques.
 
=Bénéfices= <!--T:73-->
==Construire à partir des ressources existantes et y contribuer==
==Passer d’une culture compétitive (carriérisme académique) à une culture valorisant la qualité de la coopération et le pluralisme==
 
=Risques= <!--T:74-->
=Ressources additionnelles (bibliothèques / boîte à outil)=
=Références=
Andrasch, M. (2020, août 17). ''NC ist doof : 10+x Gründe gegen die Verwendung der „noncommercial“-Lizenzvariante''. Blog - Matthias Andrasch. https://matthias-andrasch.eu/blog/2017/nc-ist-doof/
 
<!--T:75-->
Creative Commons. (2021, décembre 8). Dans ''Wikipedia''. https://fr.wikipedia.org/w/index.php?title=Creative_Commons&oldid=188672729
 
<!--T:76-->
Green, C. (2021). ''Swiss OER Conference'' [Diapositives]. Google Docs. https://docs.google.com/presentation/d/1EvJ8mIrIGP_ETQ4mf7nyp5jamEtFxLhwAmoPTz4beZU/edit#slide=id.p16
 
<!--T:77-->
Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four “R”s of openness and ALMS analysis: Frameworks for open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44. doi:10.1080/02680510903482132
 
<!--T:78-->
Jung, I., Sasaki, T. & Latchem, C. (2016). A framework for assessing fitness for purpose in open educational resources. International Journal of Educational Technology in Higher Education, 13(1), 3. https://doi.&#x20;org/10.1186/s41239-016-0002-5
 
<!--T:79-->
Kerres, M. (2016). Open Educational Resources (OER). In: Norbert Gronau, Jörg Becker, Elmar J. Sinz, Leena Suhl & Marco Leimeister (Hrsg.): Enzyklopädie der Wirtschaftsinformatik. 9. Auflage. Berlin. <nowiki>http://www.enzyklopaedie-der-wirtschaftsinformatik.de/lexikon</nowiki>
 
<!--T:80-->
Kerres, M., & Heinen, R. (2015). Open Informational Ecosystems: The Missing Link for Sharing Educational Resources. ''International Review of Research in Open and Distance Learning'', ''16'', 24–39. https://doi.org/10.19173/irrodl.v16i1.2008
 
<!--T:81-->
Klimpel, P. (2012). ''Freies Wissen dank Creative-Commons-Lizenzen : Folgen, Risiken und Nebenwirkungen der Bedingung « nicht kommerziell »''. https://irights.info/wp-content/uploads/userfiles/CC-NC_Leitfaden_web.pdf


<!--T:82-->
==Benefits== <!--T:73-->
Olcott, D. J. (2012). OER perspectives: Emerging issues for universities. Distance Education, 33(2), 283–290. https://doi.org/10.1080/01587919.2012.700561
===Building on and contributing to existing resources===
===Move from a competitive culture (academic careerism) to a culture that values quality cooperation and pluralism===


<!--T:83-->
==Risks== <!--T:74-->
Weller, M. (2010). Big and Little OER. In Open Ed 2010 Proceedings. Barcelona: UOC, OU, BYU. http://hdl.handle.net/10609/4851 [Accessed: 08/02/2022].
==Additional resources (libraries / toolbox)==
==References==


<!--T:84-->
* Andrasch, M. (2020, août 17). ''NC ist doof : 10+x Gründe gegen die Verwendung der „noncommercial“-Lizenzvariante''. Blog - Matthias Andrasch. https://matthias-andrasch.eu/blog/2017/nc-ist-doof/
Wiley, D. (2021, 10 décembre). The Difference Between an Informational Resource and an Educational Resource. Improving Learning. https://opencontent.org/blog/archives/6892
* Creative Commons. (2021, décembre 8). Dans ''Wikipedia''. https://fr.wikipedia.org/w/index.php?title=Creative_Commons&oldid=188672729
</translate>
* Green, C. (2021). ''Swiss OER Conference'' [Diapositives]. Google Docs. https://docs.google.com/presentation/d/1EvJ8mIrIGP_ETQ4mf7nyp5jamEtFxLhwAmoPTz4beZU/edit#slide=id.p16
* Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four “R”s of openness and ALMS analysis: Frameworks for open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37–44. doi:10.1080/02680510903482132
* Jung, I., Sasaki, T. & Latchem, C. (2016). A framework for assessing fitness for purpose in open educational resources. International Journal of Educational Technology in Higher Education, 13(1), 3. https://doi.&#x20;org/10.1186/s41239-016-0002-5
* Kerres, M. (2016). Open Educational Resources (OER). In: Norbert Gronau, Jörg Becker, Elmar J. Sinz, Leena Suhl & Marco Leimeister (Hrsg.): Enzyklopädie der Wirtschaftsinformatik. 9. Auflage. Berlin. <nowiki>http://www.enzyklopaedie-der-wirtschaftsinformatik.de/lexikon</nowiki>
* Kerres, M., & Heinen, R. (2015). Open Informational Ecosystems: The Missing Link for Sharing Educational Resources. ''International Review of Research in Open and Distance Learning'', ''16'', 24–39. https://doi.org/10.19173/irrodl.v16i1.2008
* Klimpel, P. (2012). ''Freies Wissen dank Creative-Commons-Lizenzen : Folgen, Risiken und Nebenwirkungen der Bedingung « nicht kommerziell »''. https://irights.info/wp-content/uploads/userfiles/CC-NC_Leitfaden_web.pdf
* Olcott, D. J. (2012). OER perspectives: Emerging issues for universities. Distance Education, 33(2), 283–290. https://doi.org/10.1080/01587919.2012.700561
* Weller, M. (2010). Big and Little OER. In Open Ed 2010 Proceedings. Barcelona: UOC, OU, BYU. http://hdl.handle.net/10609/4851 [Accessed: 08/02/2022].
* Wiley, D. (2021, 10 décembre). The Difference Between an Informational Resource and an Educational Resource. Improving Learning. https://opencontent.org/blog/archives/6892

Latest revision as of 12:53, 13 May 2022

Page en français : Education Ouverte – Seite auf Deutsch: Open Education

Introduction (suggestions of elements to include)

  • At the global level, the end of the covid crisis heralds a paradigm shift (see e.g. Peters et al, https://doi.org/10.1080/00131857.2020.1777655 => portal metaphor: "We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it".
  • At the level of institutions, they have made investments during this period and must make decisions about the future (e.g. zoom licences, rooms set up for co-modality, valorisation of face-to-face and intelligent use of distance learning).
  • At the policy level, ecology, digital transition, digital sovereignty, etc. govern the current period 2021-2024 and it is a question of anticipating the next period by installing open and free in all its dimensions according to the UNESCO recommendations on open science and OER for example.
  • At the level of practitioners (teacher-researchers), they are at the end of their tether because they have practices that go against the educational mission of universities (universal, open) and the paradigm shift is an opportunity to be seized. Course design is done in a participatory way, including all stakeholders and types of knowledge (see e.g. Funk, J. (2021). Caring in Practice, Caring for Knowledge. Journal of Interactive Media in Education, 11(1). https://doi.org/10.5334/jime.648

Open Culture Principles

Origins of free: free philosophy vs. open-source technology

Free education / open science ecosystem

Several visual representations of the open and free ecosystem exist (e.g. Stacey 2018, FOSTER 2018, Weller et al. 2018). We choose to start from the values of open and free as synthesised by Baker 2017 and start from a representation of our own (Figure x).

Figure x: Representation of the free and open ecosystem

Open and Free Educational Practices (OFEP)/Pedagogy/Andragogy

The theories and concepts underlying Free and Open Educational Practices (FOEP) are similar and emphasise social learning and the construction of knowledge and skills by learners. The associated concepts are rooted in constructivist, socio-constructivist and cognitivist approaches. Broadly speaking, PELOs include teaching and research, recognise the difference between PELOs and OERs, value context in the implementation of PELOs and recognise the need to address diversity and inequalities (Cronin and Maclaren, 2018).

Figure x:

From a conceptual point of view, other features were added later: i) students create new and useful artefacts beyond learning (renewable assignments) that are shared publicly using open licenses; and ii) the affordances of open licenses are highlighted as crucial for an OLEP. Teachers report the following barriers: student privacy, uncertainty about the contribution of PELO to learning, scepticism about the quality of student-created resources, lack of institutional support for PELO (Clinton-Lisell, 2021).

A framework has been proposed by Huang et al (2020) to show the different dimensions included in PELOs (Figure x).

Figure x:

Also based on the observation that during the pandemic, teaching-learning in the emergency room was characterised by a rather low quality, Funk (2021) proposes PELOs as an interesting alternative, using, among other things, a pedagogy of compassion and attention (care).

Added value

Enhancement of collective intelligence / efficiency

Pooling of teaching resources / pluralism

Knowledge is increasingly developed through multiple approaches and it is now possible to promote this diversity. Traditional knowledge, once sidelined, is now particularly valued, linked among others to the actions of global and international institutions. Epistemic justice supports several of the UN's sustainable development goals.

Information deferral / agility

International collaboration

Open educational resources

Type of resources

“Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, adaptation and redistribution by others.” (Green, 2021, p. 16) Swiss OER Conference. Wiley (2021) defines educational resources as informational resources with an extra. They are designed for educational purposes and follow the 5Rs rules.

Possible resources range from entire online courses to small-scale educational resources, games, simulations, quizzes, etc. (Jung, Sasaki und Latchem, 2016). They include all types of digital and non-digital files (Olcott, 2012). For a resource to be OER the 5Rs criteria must be taken into account. Indeed, if the resource does not follow all the 5R criteria, it does not qualify as OER (Wiley, 2021). This is why Creative Commons, "a non-profit organisation whose purpose is to provide a legal alternative for people who want to free their works from the standard intellectual property rights of their country, which are deemed too restrictive (Creative Commons, 2021), has a figure highlighting the different licences to choose from. This figure table also identifies which ones are considered as OER (Green, 2015).

Figure X:

However, the use of NC (Non Commercial) can be criticised (Klimpel, 2012, CC BY-SA 3.0 of).

NC-licensed content is not easy to distribute. For example, Wikipedia does not accept content under a non-commercial licence. The integration of Wikipedia in search machines is already considered as commercial use. From a legal point of view, the definition of commercial use remains unclear. When someone adds a non-commercial licence to their work, they probably think of multinational companies. However, the non-commercial licence affects all institutions and individuals who make money from their actions. It therefore includes any action that is not funded by the state or donations. For example, independent people working with children and young people will not be allowed to use an NC licensed resource, nor will a newspaper be allowed to publish it. We can also question whether OER with a CN licence can be published on a blog or portal, if that blog is funded by advertising. It is possible to ensure that the content remains freely accessible, without necessarily using the NC license: The SA (share-alike) license. Andrasch (2017) highlights the purpose of OER as learning and access. The main purpose of OER is not to prevent others from making money. OER is therefore a resource licensed under CC0, CC-BY or CC-BY-SA.

Figure X:

An OER enables engagement in the 5Rs activities. People are free to:

  • reuse - the right to reuse the content in its full text version (e.g. make a copy of the contents);
  • revise - the right to adapt, retouch, modify or alter the content itself (e.g. translate it into another language or modify a learning activity)
  • rearrange - the right to combine the original or modified content with other content to create new content (for example, incorporating content into a composite work);
  • redistribute - the right to share with others copies of content, whether in its original or revised form, and composite works incorporating it (e.g. give a copy of the content to a friend).
  • retain - the right to create, own and control copies of the content.

(Wiley, n.d. and Wiley, 2014 OERu, s.D.)

the resource.

Granularity / elements / autonomous / stateful

Granularity

As mentioned above, OERs can be entire online courses, games, quizzes, a document etc. (Jung et al., 2016). The granularities between these types of resources are different. Hoyle (2009 cited by Weller, 2010) distinguishes the granularity of OER between big and little OER. Big OER are resources produced by institutions. These OER are comprehensive and their quality is generally high. The educational objectives are explicit and the style of presentation is uniform (Weller, 2010). Small OER are resources produced by individuals privately, their quality varies (Wiley, 2010). Kerres and Heinen (2015) categorise the granularity of OER into three levels: worksheet, teaching module/coursebook and whole courses.


Table: Granularity levels (Kerres, 2016), translated

Granularity level Characteristic Didactic feature Technical achievement Made available by ..
Worksheet based on a single teaching-learning activity illustrates, trains or deepens a learning content Video, animation, document, infographic. Teacher
Teaching module/course book illustrates the curriculum with a sequence of teaching and learning contents the learning contents are systematically distributed over a long period of time PDF document,

interactive lecture sequence, H5P capsule, ...

Publishing house, foundation, media institution, regional administration
Entire course consists of sequences of teaching and learning activities focused on a learning objective leading to a concrete learning outcome (e.g. university credits) Online training, Online course with self-assessments, tutor monitoring, exam ... Training providers,

(high) school, ...

Sharing culture

Governance and accountability (emergent vs. planned, institutional vs. informal)

Co-definition of objectives

Levels of openness

Editorial structure (category matrix)

Cost of access to (re)production / use

Publishing capacity (5*)

Validation levels (quality matrix)

Ownership levels (licences)

Translation

Multilingual dynamics

Balance between contributing and adapting

OER continuity

Technical implementation

Environmental scan of existing OER

Collections ?

The ROTECO.ch project The aim of the Roteco project is to create a dynamic community of teachers in the field of robotics and computational thinking who share classroom practices and activities around educational robotics. Members are informed about new developments in the field and are offered training in the use of robots. The Roteco.ch website is a collaborative platform that aims to make information on educational robotics user-friendly and accessible in the form of an Open Educational Resource (OER). To support the start-up and building of a community of teachers, the Roteco project has designed, developed and hosted a web platform under the domain name Roteco.ch. Roteco.ch was developed with the specific needs of teachers in mind and based on them. This encourages the possibility of a bottom-up development of pedagogical tools and OER that could support teachers' needs. In addition to the platform, Roteco also offers training courses for teachers, educational resources and participates in different events to promote educational robotics, such as the FabLearn Europe/ MakeEd 2021 conference.

Roteco is a project promoted by several Swiss institutions: the Ecole Polytechnique Fédérale de Lausanne (EPFL), the University of Applied Sciences of Southern Switzerland (SUPSI) and the Wyss Institute of the Swiss Federal Institute of Technology Zurich (ETHZ) and the University of Zurich. These Roteco institutions are also leading the animation and community management in the three languages in partnership with the Universities of Teacher Education of the Swiss cantons of Vaud, St. Gallen, Lucerne, Schwyz, Valais, Zug, Zurich and the SEM (Service des médias des écoles de Genève). These universities of teacher education and science promotion associations have joined the project in order to strengthen and broaden the impact on the local teacher communities in the different Swiss cantons. In 2020, the Roteco team decided to open the access to teachers and experts in educational robotics and computational thinking from abroad in order to enrich the Swiss national community through collaboration and open discussion with teachers from all over the world. The project is funded by the Swiss Academy of Sciences and the ETH Board. Europe/ MakeEd 2021.

Collaborative tools

Collaborative documentation: NextCloud, OnlyOffice

Video conferencing: Jitsi, BigBlueButton, Matrix

Text chat: Mattermost, RocketChat

Research notebook: Hypothesis

Platforms: Big blue button

Other

Community development

In order to make OER effective and functional, the learning community that supports these approaches can be a very important factor.

The social appropriation of information and communication technologies is leading to the formation of various forms of online gatherings, grouped under the common name of virtual communities.

under the common name of virtual communities. The research on this phenomenon, which is increasingly in the spotlight, has all the characteristics of an emerging paradigm, attempting to define the main elements of the social and cultural environment.

paradigm, attempting to define the main concepts, to delimit the contours of the object studied in order to find appropriate

appropriate methodologies.

Distance learning as a field has evolved from simple correspondence teaching to a highly sophisticated, distributed and interactive learning experience,

widely distributed and interactive. The fact that in 1982 the International Council for Correspondence Education (ICCE) was replaced by the International Council for Distance Education (ICCS) is an indication of the change in direction of distance education in recent decades. Modern interactive telecommunications technologies, such as video-conferencing, allow synchronous and asynchronous interactions between individuals on a scale never before imagined with correspondence courses (Vrasidas and Glass, 2002).

Students, educators, scientists, academics, researchers and practitioners participate in online communities, collaborate on projects, share information and build knowledge in ways that were not previously possible. However, the methods used and their effectiveness are far from guaranteed and often the arrangements in place are not very effective.

As "Connect and Inspire", the US Department of Education's report on online communities, shows, launching a successful online community of practice is much more than a technology project and requires a thoughtful strategy that takes into account community goals, roles, content and many other non-technological criteria. However, the technology must support the kinds of meaningful interactions that will make participation productive for community members. As there are dozens of collaboration platforms and tools, each with different functionalities, the choice of configuration can be very complicated. Countless collaboration initiatives have failed after considerable effort in gathering requirements and evaluating platforms with a focus on technology, to the detriment of objectives.

The solution is to engage in careful planning, but also to start small, focusing on a limited audience and set of features.

Raising awareness / promoting ownership

In order to raise awareness and encourage social interaction, Bourgois and Nizet (1997) have defined some favourable conditions:

  • Symmetry of social relations
  • Intensity of the relationship
  • Taking into account the socio-affective dimension of social interaction
  • Cognitive and social prerequisites (development of social skills, training in group work)
  • Tasks that facilitate controversy (introducing alternative viewpoints)
  • Ensuring the social significance of the task

Good practice

Here are some examples of favourable conditions in the framework of collaborative distance learning (LEARN-NETT) (Charlier & Peraya, 2003)

  • Objectives and context justifying collaborative distance learning
  • Meaningful project -> commitment
  • Coherent scenario
  • Clear instructions, planning
  • Integrated technical resources
  • Human resources (tutors, facilitators, trainers, technicians, etc.)
  • Preparation of learners (and tutors)
  • Social presence for students and tutors (forum, videoconference, personal pages...)
  • Reflection, formative evaluation
  • Regulation of the system

And the potential failure factors stated by Probst & Borzillo (2008):

  • Not having a cohesive founding group. The founding group of the project is not totally dedicated to this task, each member has other activities that prevent him/her from being totally dedicated to this community.
  • No interpersonal relationships. Interpersonal relations are complicated because of the covid, but also because of the structure of our school which is on several sites and in two languages.
  • No willingness to learn from others. Employees do not have dedicated time for training on their workload. So they have to take training time from other tasks.
  • Little identification with the group. Due to the fragmentation of our institution, over several sites, several languages, several fields, the feeling of belonging can be lacking.
  • Difficulty in discussing concrete practices. The relatively uncertain climate due to covid, accreditation, an interim director, and structural changes in the study plan in sight makes it relatively difficult to anchor concrete practices.

Examples

University of Teacher Education Bern – OER Policy

Translation required from the german page.

Digital Skills Academy

Plan romand d’éducation numérique

Breathing Games

Benefits

Building on and contributing to existing resources

Move from a competitive culture (academic careerism) to a culture that values quality cooperation and pluralism

Risks

Additional resources (libraries / toolbox)

References

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