Gard Titlestad, Secretary GeneralInternational Council for Open and Distance Education

Member of UNESCO IITE Governing Board

2 November 2016, Webinar, LangOER

Enhancement of cultural and linguistic variety through OER

OER – state of play

Approaching the tipping point?

More BC Open Textbook StatsAs of December 4, 2015 As of November 1, 2016

General StatsStudent Savings$985,700- 1,214,092Number of participating institutions 24 31Number of students affected 9,857 20,067Number of textbooks on open 137 168+65http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/

http://open.bccampus.ca/about-2/

http://open.bccampus.ca

$1,989,738 – $2,512,617

https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx

February 2016

Target 3, point 43.:A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities can increase access, equity, quality and relevance, and narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. The provision of tertiary education should be progressively free, in line with existing international agreements.

Framework for Action Education 2030:

http://www.unesco.org/new/en/education/resources/online-materials/single-view/news/the_global_education_community_adopts_and_launches_education_2030_framework_for_action/#.VmYS9OPqhBc

Adopted 4 November 2015.

We know:• the costs for students and parents for education is

increasing• many governments cut funding for education• there is a strong call for innovation and creativity among

students and teachers in education• there is need for innovation in education

Still, we observe governments and educational authorities are hesitant and reluctant investing in open education resources, OER.

OER has a great potential to:

• make educational resources updated and more relevant• lower costs for governments and students• include students and teachers in co-creation and use of

educational resources• increase effect of investments in education• stimulate innovation in education

So what is holding back a turnaround to active utilise this potent resource?

We know education in your native language:

• will favour better learning experiences• is stimulating creative capacities among learners• builds self-confidence – compared with the alternative• is of a particular importance for education on bachelor

level and below, most important for the lower educational levels

So why is countries and regions with lesser used languages lagging investing in OER compared with countries with larger languages, in particular English?

A well-functioning OER lifecycle – create-access-use-adapt

Examples

Secondary Education

Norway

Rec 2: For Governments to Facilitate in partnership with private, public and the educational sector, market places and collaborative arenas for quality OER.

Numbers:

Norway:5 mill citizens200.000 students upper secondary

Pageviews since 2008

Pageviews / year

Usergrowth / last year

Unique users / week

Total use of NDLA in Norway

Øivind Høines, NDLA

Higher Education

France

In Norway, one of the most connected countries in the world, if a professor want to use OER in public health for nurses - she will find nothing or very few open resources, and no organized connected, collaborative opportunities.

If the same professor in France engaged, she would find more than 200 licensed education resources regarding public health for nurses, all linked to the higher education curricula. In fact, a student in France can use collaborative free quality assured educational material for her grades, e.g. bachelor and master within the equational system, all made possible and digitalized by collaborative thematic universities in a connected French educational system.

http://www.sup-numerique.gouv.fr/pid33288/moteur-des-ressources-pedagogiques.html

France:38.500 peer reviewed resources for Higher Education

MOTEUR DES RESSOURCES PÉDAGOGIQUES

Feasibility study: Global Open Library?

ICDE and UNTPartners:• AVU• OEC• Slovenia OER Chair• UNESCO• UNISA

Policy recommendation

”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL”

Sustainable Development Goal 4: Education 2030

THANK YOUtitlestad@icde.org

www.icde.org

Seize digital opportunities, lead education transformation