Author Archives: Joe Wilson

Open Scotland Declaration – Still Garnering International Recognition #OER⤴

from @ ...........Experimental Blog


It is great that this work coordinated and authored by my co-conspirator and co-founder of Open Scotland , Lorna Campbell of Edinburgh University,  continues to attract global recognition and attention.

I've been responding today,  to the Polish Government. I know too  that the work is currently forming the basis of policies in Morocco and beyond in the middle east as well as being the basis for many other global policy initiatives.

But I had to re-iterate today that the Open Scotland Declaration is a statement of intent to engage Scottish policy makers and institutions to support changes across  our system –but it is not,  as yet, reflected in any  government policy.

I know the Scottish Government is currently reviewing its own plans for the next five years - I hope that story changes soon.

Our progress best summarized here in Lorna's post 

In response to the enquiry around adopting Scotland's policy and giving some examples of open policy and practice in Scotland -  I responded 

  1. http://declaration.openscot.net/  is the Open Scotland Declaration,  it is a statement of ambition and demonstrates an approach towards having national policy in place.
  2. http://openscot.net/     Is the community blog from Open Scotland,  a grass roots organisation to promote greater openness. 
  3. https://oepscotland.org/   Is an example of a national initiative led by the Open University in Scotland  to encourage more open practices, this was funded in part as a  response to Open Scotland.
  4. http://open.ed.ac.uk  Is an institutional response to becoming more open from Edinburgh University and is in part as a direct response to Open Scotland. 
I know other work is underway at Glasgow Caledonian University and we are fortunate through ALT the Association of Learning Technology to have a strong network of innovators across Scotland and we can see the green shoots of open education appearing across the University and to some extent the Galleries , libraries and museums sector . It would be great to be able to say that the Government were endorsing this approach in Scotland and that schools , colleges , and the training sector were coming on board.

    Open Scotland Declaration – Still Garnering International Recognition #OER⤴

    from @ ...........Experimental Blog


    It is great that this work coordinated and authored by my co-conspirator and co-founder of Open Scotland , Lorna Campbell of Edinburgh University,  continues to attract global recognition and attention.

    I've been responding today,  to the Polish Government. I know too  that the work is currently forming the basis of policies in Morocco and beyond in the middle east as well as being the basis for many other global policy initiatives.

    But I had to re-iterate today that the Open Scotland Declaration is a statement of intent to engage Scottish policy makers and institutions to support changes across  our system –but it is not,  as yet, reflected in any  government policy.

    I know the Scottish Government is currently reviewing its own plans for the next five years - I hope that story changes soon.

    Our progress best summarized here in Lorna's post 

    In response to the enquiry around adopting Scotland's policy and giving some examples of open policy and practice in Scotland -  I responded 

    1. http://declaration.openscot.net/  is the Open Scotland Declaration,  it is a statement of ambition and demonstrates an approach towards having national policy in place.
    2. http://openscot.net/     Is the community blog from Open Scotland,  a grass roots organisation to promote greater openness. 
    3. https://oepscotland.org/   Is an example of a national initiative led by the Open University in Scotland  to encourage more open practices, this was funded in part as a  response to Open Scotland.
    4. http://open.ed.ac.uk  Is an institutional response to becoming more open from Edinburgh University and is in part as a direct response to Open Scotland. 
    I know other work is underway at Glasgow Caledonian University and we are fortunate through ALT the Association of Learning Technology to have a strong network of innovators across Scotland and we can see the green shoots of open education appearing across the University and to some extent the Galleries , libraries and museums sector . It would be great to be able to say that the Government were endorsing this approach in Scotland and that schools , colleges , and the training sector were coming on board.

      #oerforum #openscot Warsaw European Open Educational Policy Forum⤴

      from @ ...........Experimental Blog

      #OERForum #OpenScot Warsaw

      #OERForum #OpenScot Warsaw

      An Overview of Two days of discussion about Open Educational Policy Across Europe

      1. This is a short snapshot of the proceedings of the Open Educational Resources Policy Forum held in Warsaw 1st-2nd June 2017 supported and facilitated by Alec Tarkowski @atarkowski Centrium Cyfrowe Poland . I was invited to talk about Open Scotland openscot.net , the Open Scotland Declaration declaration.openscot.net and Open Educational Developments in Scotland, as co-founder of Open Scotland. I have to make special mention of my co-conspirator @lornaMCampbell who made sure we had a Scottish voice at these proceedings. I cannot do justice to all of the useful things I discovered over the two day sessions so here is just a sample . I will post up the presentations I delivered across two sessions in a separate post. This was an opportunity to hear about some great developments happening across Europe.
      2. #oerforum getting underway looking forward to hearing lots of radical new ideas to feed back into #openscot pic.twitter.com/zoOVKnCATz
      3. In terms of a nation on the move, the Netherlands was frequently cited as having the most progressive system. Progress is being led by the universities but is embedded in the school system too . This is the policy conundrum . Some Countries have some very ambitious policies - Slovenia , Romania, Georgia , Moldova and USA but less evidence that change is being taken up by the practitioners. In Germany , Poland , Norway , Italy , Spain and France systems at some level are already moving ahead with open educational resources and practices sometimes with fewer policy drivers.
      4. In some countries open practice is more developed in the School or Vocational College sectors rather than in the University Sector. In many countries development is being led at grassroots level rather than being driven by a unified government policy - though increasingly governments across Europe are adopting the principles of the UNESCO Paris Declaration within their policies and practice. Some throw away lines showed educational systems that are enormously progressive . Estonia normalised creative commons licensing across education in 2010. That makes them seven years ahead of Scottish system already !
      5. Slovenia is really leading charge to influence policy across Europe - but other countries are not far behind, as Education Ministries come to understand the benefits to the whole educational system through the adoption of open educational policies and practices.
      6. #OERforum #openscot hope some scottish policy wallahs see this - look how Slovenia moving ahead in this space https://t.co/zGrcqkcUEu
        #OERforum #openscot hope some scottish policy wallahs see this - look how Slovenia moving ahead in this space pic.twitter.com/zGrcqkcUEu
      7. #oerforum @jatenas outlines open education policy examples: national initiatives in Greece, Germany, Italy, the Netherlands & Romania pic.twitter.com/a8g7MmiqB9https://t.co/a8g7MmiqB9pic.twitter.com/a8g7MmiqB9
      8. We did keep returning to the fact that Open Educational Resources and policies in this space are really a subset of a much broader open movement. But that without some specific policy drivers here developments will not happen. In Spain it is already embedded in teacher training and the formal CPD for teachers.
      9. Norway are already 10 years down the road of having a sharing economy for school teachers . They have a set of impressive figures that show the materials that are co-created by learners and teachers in Norway are now used around the globe and have had a postive impact on achievement and retention in Norwegian Schools I have linked to a small sample for English teachers below . You can see scope of project and global partnerships here  https://en.wikipedia.org/wiki/Norwegian_Digital_Learning_Arena 
      10. They have also developed free tools for creating learning materials and mixing existing #OER Content . When I tweeted this out I discovered that a few UK Educational Technologists are using this already . The Moodle and Wordpress Plugins should make it a tool that many teachers and FE staff should be using.
      11. These developments now rolling out globally to provide learning materials for the world.
      12. There are some other useful developments on the way Get CC Certfied should be getting embedded in many professions . The European Digital Skills Framework has been refreshed to pick up open practitioner skills for teachers and learners. A study in Poland will show the impact on teachers and learners of having access to a libary of open text books . The Open Knowlege Foundation continues to map a range of initiatives and people engaged in open educational activity around the world. There are growing sets of resources in place to help teachers and administrators navigate through the world of open education - See USA Department of State Play Book to show teachers how to create accessible open learning materials.
      13. Some governments are using the lever of the Open Government Partnership to bring in new policies around Open Educational Resources . While Sparc continues to support the open research agenda but is now also supporting open educational resource initiatives,
      14. In breakout sessions and in the open forum we spent some time talking through the European Copyright Directives and the aim of getting proper fair usage policies in all European countries. It is worth following this campaign and the broader debate communia-association.org
      15. #oerforum hearing that there is a study on impact of open books on schools in Poland EU Funded useful evidence of impact of #oer #openscot
      16. In the French government presentation some things really jumped out at me . The first is that to date I have not really been aware of the French systems progress in and around open education . There is a rich set of open learning materials becoming available . Here is a sample a self testing language platform  http://certiflangues.univ-littoral.fr/  and an ambitious plan to embed blockchain technology into national certification - so moving to digital certification for all. For France traditionally often seen as conservative and bureaucratic in Education circles - this is amazingly progressive. This based on work of the Learning Machine learningmachine.com/ and on bokk.io/en/home-2/
      17. Our hosts Poland are in the midst of a very ambitious educational reform programme including a lot of teacher training initiatives around embedding open practices new.ore.edu.pl/ and pioneering work around having a national open text book programme  https://www.opensocietyfoundations.org/voices/poland-pioneering-worlds-first-national-open-textbook-program  and are building and sharing resources for global learning e-globalna.edu.pl/
      18. I am looking forward to seeing the full proceedings from two very valuable days of work with some very inspirational people from across the learning universe. I will share this post with the Open Scotland #openscot blog and community.

      All England but worth reflecting on Skills Policy/ Politics in England⤴

      from @ ...........Experimental Blog


      Thanks to https://unsplash.com/@heftiba for this image

      Education and Skills is thankfully a devolved issue in Scotland and we have our own levers and our own challenges in making Education and Skills in Scotland reflect the needs of Scottish learners, employers and broader civil society. And thankfully education and training is still viewed in the main as a social good across the political spectrum in Scotland.

      But it is worth having a keek over Hadrian's Wall as large UK employers will have an appetite or at least will question the Scottish institutional response to some of the broader English reforms around Further Education and Vocational Skills Reform.

      Some of these policy commitments could have big implications for Scottish training providers operating in England and for FE Colleges in Scotland trying to hold on to training contracts from English based organisations.

      In amongst all of this there are some good ideas, from both sides of this political divide. Some of these ideas might even creep north of the border but only the good ones,  I hope.

      The summaries of Labour and Conservative Manifesto's as reported by The Federation of UK Awarding Bodies appear below along with links to the full party manifesto.

      Labour Party Manifesto
      • Labour would introduce free, lifelong education in FE colleges, enabling everyone to upskill or retrain at any point in life.
      • Labour would abandon Conservative plans to once again reinvent the wheel by building new Technical Colleges, redirecting the money to increase teacher numbers in the FE sector.
      • To implement Sainsbury’s recommendations, we would correct historic neglect of the FE sector by giving the sector the investment – in teachers and facilities – it deserves to become a world-leading provider of adult and vocational education. 
      • Labour would restore the Education Maintenance Allowance for 16-18 year olds from lower and middle income backgrounds
      • Labour would replace Advanced Learner Loans and upfront course fees with direct funding, making FE courses free at the point of use.
      In relation to apprenticeships, the draft manifesto includes commitment to:
      • Maintain the apprenticeship levy while taking measures to ensure high quality by requiring the Institute for Apprenticeships and Technical Education to report on an annual basis to the Secretary of State on quality outcomes of completed apprenticeships to ensure they deliver skilled workers for employers and real jobs for apprentices at the end of their training 
      • Set a target to double the number of completed apprenticeships at NVQ level 3 by 2022
      • Cover apprentices’ travel costs, which currently run to an average of £24 a week – a quarter of earnings if apprentices are on the minimum wage. 
       
      •  Roll out of T Levels with an average of 900 teaching hours per year and a 3 month work placement. No specific mention of or timescales licences etc.
      • Repeated commitment to create 3 million apprenticeships for young people by 2020.
      • A UCAS-style portal for technical education
      • Commitment to establish skills as a key part of the "modern industrial strategy"
      • £250 million investment in skills by the end of 2020 from the National Productivity Investment Fund
      • Double the Immigration Skills Charge levied on companies employing migrant workers, to £2,000 a year by the end of the parliament.
      • Ensure that the skills and qualifications gained by members of the armed forces are recognised by civilian employers
      • New institutes of technology, backed by leading employers and linked to universities, in every major city in England. They will provide courses at degree level and above, specialising in technical disciplines, such as STEM, whilst also providing higher-level apprenticeships and bespoke courses for employers
      • Employers still "at the centre of these reforms" with Skills Advisory Panels and Local Enterprise Partnerships working at a regional and local level.
      • Discounted bus and train travel for apprentices
      • A new right to request leave for training for all employees.
      • A national retraining scheme - the costs of training will be met by the government, with companies able to gain access to the Apprenticeship Levy to support wage costs during the training period.
      •  A right to lifelong learning in digital skills.
       
       
       
       
       

       







       
       



       
       





       



       

      All England but worth reflecting on Skills Policy/ Politics in England⤴

      from @ ...........Experimental Blog


      Thanks to https://unsplash.com/@heftiba for this image

      Education and Skills is thankfully a devolved issue in Scotland and we have our own levers and our own challenges in making Education and Skills in Scotland reflect the needs of Scottish learners, employers and broader civil society. And thankfully education and training is still viewed in the main as a social good across the political spectrum in Scotland.

      But it is worth having a keek over Hadrian's Wall as large UK employers will have an appetite or at least will question the Scottish institutional response to some of the broader English reforms around Further Education and Vocational Skills Reform.

      Some of these policy commitments could have big implications for Scottish training providers operating in England and for FE Colleges in Scotland trying to hold on to training contracts from English based organisations.

      In amongst all of this there are some good ideas, from both sides of this political divide. Some of these ideas might even creep north of the border but only the good ones,  I hope.

      The summaries of Labour and Conservative Manifesto's as reported by The Federation of UK Awarding Bodies appear below along with links to the full party manifesto.

      Labour Party Manifesto
      • Labour would introduce free, lifelong education in FE colleges, enabling everyone to upskill or retrain at any point in life.
      • Labour would abandon Conservative plans to once again reinvent the wheel by building new Technical Colleges, redirecting the money to increase teacher numbers in the FE sector.
      • To implement Sainsbury’s recommendations, we would correct historic neglect of the FE sector by giving the sector the investment – in teachers and facilities – it deserves to become a world-leading provider of adult and vocational education. 
      • Labour would restore the Education Maintenance Allowance for 16-18 year olds from lower and middle income backgrounds
      • Labour would replace Advanced Learner Loans and upfront course fees with direct funding, making FE courses free at the point of use.
      In relation to apprenticeships, the draft manifesto includes commitment to:
      • Maintain the apprenticeship levy while taking measures to ensure high quality by requiring the Institute for Apprenticeships and Technical Education to report on an annual basis to the Secretary of State on quality outcomes of completed apprenticeships to ensure they deliver skilled workers for employers and real jobs for apprentices at the end of their training 
      • Set a target to double the number of completed apprenticeships at NVQ level 3 by 2022
      • Cover apprentices’ travel costs, which currently run to an average of £24 a week – a quarter of earnings if apprentices are on the minimum wage. 
       
      •  Roll out of T Levels with an average of 900 teaching hours per year and a 3 month work placement. No specific mention of or timescales licences etc.
      • Repeated commitment to create 3 million apprenticeships for young people by 2020.
      • A UCAS-style portal for technical education
      • Commitment to establish skills as a key part of the "modern industrial strategy"
      • £250 million investment in skills by the end of 2020 from the National Productivity Investment Fund
      • Double the Immigration Skills Charge levied on companies employing migrant workers, to £2,000 a year by the end of the parliament.
      • Ensure that the skills and qualifications gained by members of the armed forces are recognised by civilian employers
      • New institutes of technology, backed by leading employers and linked to universities, in every major city in England. They will provide courses at degree level and above, specialising in technical disciplines, such as STEM, whilst also providing higher-level apprenticeships and bespoke courses for employers
      • Employers still "at the centre of these reforms" with Skills Advisory Panels and Local Enterprise Partnerships working at a regional and local level.
      • Discounted bus and train travel for apprentices
      • A new right to request leave for training for all employees.
      • A national retraining scheme - the costs of training will be met by the government, with companies able to gain access to the Apprenticeship Levy to support wage costs during the training period.
      •  A right to lifelong learning in digital skills.
       
       
       
       
       

       







       
       



       
       





       



       

      #oereumt UNESCO Regional Consultations for 2nd World #OER Congress 2017 #openscot #digitaldifference⤴

      from @ ...........Experimental Blog



      Interview with Joe Wilson

      Joe Wilson

      Spotted that the papers and all the sessions from the UNESCO #OER Regional Consultations are now up - if you are interested in this important global dimension of learning really worth having a good dig around.  You can get all the key notes here  and if you don't already know about Video Lectures as a platform worth having a look at that too.

      Here is me caught on one of the coffee breaks on a sunny balcony over looking Valletta harbour.
      Shout out to https://twitter.com/LornaMCampbell whose work I plugged in session but is not mentioned in this edited version.

      Main lessons coming out of sessions

      1. Open Educational Resources is  a subset of Open Practice
      2. That countries need quite clear competency frameworks around digital literacy for learners and for those who work with learners ( teachers , lecturers , trainers , librarians , community education workers , GLAM workers ) which includes an understanding of Creative Commons , open licensing and how to create, publish , find and re-purpose open educational resources and embed this in their practice.
      3. That to move on both digital skills and open educational practice there needs to be some quite clear policy drivers - not sector by sector - but from government. To be really effective this can't be from Education Ministry alone it should be seen in broadest context to get both civil society and industry engaged,  they all have things that they can share openly to support learning. But Education Ministry is a good place to start.
      4. That there does need to be some sort of technical infrastructure a national repository or another suitable  aggregation, tagging , discovery  tool as a means of  finding and tracking openly available learning materials

      Remember too where ever you are in the system you can just share your own learning materials with an appropriate creative commons licence . You don't have to wait for permission to innovate. 

      #oereumt UNESCO Regional Consultations for 2nd World #OER Congress 2017 #openscot #digitaldifference⤴

      from @ ...........Experimental Blog



      Interview with Joe Wilson

      Joe Wilson

      Spotted that the papers and all the sessions from the UNESCO #OER Regional Consultations are now up - if you are interested in this important global dimension of learning really worth having a good dig around.  You can get all the key notes here  and if you don't already know about Video Lectures as a platform worth having a look at that too.

      Here is me caught on one of the coffee breaks on a sunny balcony over looking Valletta harbour.
      Shout out to https://twitter.com/LornaMCampbell whose work I plugged in session but is not mentioned in this edited version.

      Main lessons coming out of sessions

      1. Open Educational Resources is  a subset of Open Practice
      2. That countries need quite clear competency frameworks around digital literacy for learners and for those who work with learners ( teachers , lecturers , trainers , librarians , community education workers , GLAM workers ) which includes an understanding of Creative Commons , open licensing and how to create, publish , find and re-purpose open educational resources and embed this in their practice.
      3. That to move on both digital skills and open educational practice there needs to be some quite clear policy drivers - not sector by sector - but from government. To be really effective this can't be from Education Ministry alone it should be seen in broadest context to get both civil society and industry engaged,  they all have things that they can share openly to support learning. But Education Ministry is a good place to start.
      4. That there does need to be some sort of technical infrastructure a national repository or another suitable  aggregation, tagging , discovery  tool as a means of  finding and tracking openly available learning materials

      Remember too where ever you are in the system you can just share your own learning materials with an appropriate creative commons licence . You don't have to wait for permission to innovate.