ReOPEN project multiplier event in Kaunas “Open Studies for Open

Society”

November 9, 2017

Estela Daukšienė,

Margarita Teresevičienė

Vytautas Magnus University, Lithuania

Matthias Murawski,

ESCP Europe Business School Berlin, Germany

Designing non-formal open learning curriculum

Training material for teachers

• describe and explain the open learning philosophy and its building blocks

• plan non-formal open course description;

• design learning plan for non-formal open learning.

Learning outcomes (3 UNITS)

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Unit 1. Open Learning

• Unit 2. Non-formal open learning curriculum characteristics

• Unit 3. Curriculum designing for non-formal open learning

Units and Topics (3 Units)

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Unit 1. Open Learning

– Topic 1. Introduction to the open learning philosophy

– Topic 2. Student empowerment

– Topic 3. Active learning experiences, community and connectedness

• Unit 2. Non-formal open learning curriculum characteristics

– Topic 1. Formal, non-formal and Informal learning

– Topic 2. Structural features of non-formal open learning course

• Unit 3. Curriculum designing for non-formal open learning

Units and Topics

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Unit 1. Open Learning

• Unit 2. Non-formal open learning curriculum characteristics

• Unit 3. Curriculum designing for non-formal open learning

– Topic 1. Variety of learning methods for non-formal open learning

– Topic 2. Planning non-formal open learning course preparation

– Topic 3. Preparing learning and marketing materials for non-formal open learning course

Units and Topics

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Learners accessing freely available online content

• Learners enrolling on free open/distance learning courses

• Learners collaborating on open knowledge-building projects

• Learners sharing outcomes with one another

M. Murawski, TM1 Unit1

Some Principles of Open Learning

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Online classroom not a place where a teacher’s role is to ‘pour’ expert knowledge into passive students who sit in rows of virtual desks

• Instead, students need to be encouraged to be actively involved in their own process of learning, through meaningful interactions with both the platform itself and the community of students and teachers that it connects

• Interaction as a success factor of open learning

M. Murawski, TM1 Unit1

Active Learning Experiences

Please refer to TM1 of ReOPEN project for further details, references, etc.

Formal, non-formal and informal learning (UNESCO, 2012)

Please refer to TM1 of ReOPEN project for further details, references, etc.

M. Teresevičienė, TM1 Unit 2

Formal vs non-formal learning(Adopted from: Harrison, 2012)

Control- hierarchical

Purposes• Long-term

& general

Content

• Academic

• Entry requirements determine

Timing • Long cycle

Delivery system

Self-governing/ democratic

Purposes• Short-term &

specific

Content

• Practical

• Clientele determined

Timing• Short-

cycle/recurrent

Delivery system

• Flexible• Institution based

Please refer to TM1 of ReOPEN project for further details, references, etc.

M. Teresevičienė, TM1 Unit 2

Structural features of open non-formal course

• Learning needs and expectations

• Curriculum

• Delivery

• Assessment

• Certification

Non-formal open

learning programme

Please refer to TM1 of ReOPEN project for further details, references, etc.

M. Teresevičienė, TM1 Unit 2

Please refer to TM1 of ReOPEN project for further details, references, etc.

M. Teresevičienė, TM1 Unit 2

• LO are competency based as designate exactly what students need to do, to demonstrate mastery of course material;

• LO are brief, clear, specific statements of what learners will be able to perform at the conclusion of instruction activities;

• LO allow visibility and portability of such outcomes in the lifelong learning system, in the labour market or in the community and recognition in formal system.

Competencies, learning outcomes (LO)

M. Teresevičienė, TM1 Unit 2

Please refer to TM1 of ReOPEN project for further details, references, etc.

Acquisition oriented

Participation oriented

Contribution oriented

• Lectures

• Handouts or books

• Learning from the community

• Platform and activities

• Learners –co-creators

• Co-authors

Three pedagogical approaches (Kirkwood ,2014)

M. Teresevičienė, TM1 Unit 2

Please refer to TM1 of ReOPEN project for further details, references, etc.

Variety of learning methods for non-formal open learning

by Kokcharov (2015)

Please refer to TM1 of ReOPEN project for further details, references, etc.

Assessment supports student learning best when:• it captures sufficient student ‘time on task’ and distributes

this time evenly across weeks and topics;• the time spent on task engages students in high levels of

cognitive activity;• it clarifies for students the goals they should be achieving;• it provides sufficient good quality feedback, that is

understandable, in time for it to be useful in tackling the next task; and

• in so doing, it develops students’ meta-cognitive ability to supervise their own learning in the future. (Gibbs, 2010)

Assessment strategies for open non-formal learning

M. Teresevičienė, TM1 Unit 2

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Persons demonstrating all prescribed competences in an accredited course or training program should obtain a credential or statement of attainment which is recognized within the national qualification framework.

• In a case non-formal learning program is guided by a formal curriculum, credential should state not only completion fact of the program but also its connectedness to the formal learning programs and institutions.

Certification

M. Teresevičienė, TM1 Unit 2

Please refer to TM1 of ReOPEN project for further details, references, etc.

Individual learning methods

Active• concept mapping,

• written assignments (projects, essays, reports, etc.),

• reflections,

• content based games or simulations,

• self-evaluation tests,

• inquiry based learning

Passive

• listening to lectures,

• looking at pictures,

• watching the videos or video/audio presentations,

• reading papers or slides;

E. Daukšienė, TM1 Unit 3

Please refer to TM1 of ReOPEN project for further details, references, etc.

Group learning methods

Active• discussion forums,

• peer review projects,

• role-playing,

• group debates,

• written assignments (group projects, reports, essays etc.),

• problem solving or project based learning.

Passive

• listening to lectures,

• looking at pictures,

• watching the videos or video/audio presentations,

• reading papers or slides.

E. Daukšienė, TM1 Unit 3

Please refer to TM1 of ReOPEN project for further details, references, etc.

• Guide teachers in – Understanding what open learning is– Elaborating characteristics of the “ideal” teacher for open

learning

• forming and defining requirements and preparing a learning plan for non-formal open learning course

• Provides templates for – Non-formal course description– self-learning or mentored learning (learning in groups) course

plan for your learners– Tools to check if the course is prepared for non-formal open

learning.

TM1 Assignments

Please refer to TM1 of ReOPEN project for further details, references, etc.

Put yourself in the learner’s shoes.

Before that – let’s find out who you are?

Assignment

• Answer questions in AnswerGarden.ch/ … -

• Limit your answers with 20 characters

• Provide as many asnwers as you needs

• Time for learning – how long should the course last?

• Intensity – how many hours could you spend for learning each week?

• Synchronous or asynchronous consultations

• Individual tasks or groups activities?

• Learning material - downloadable or accessible online? Adapted for mobile learning? More readings, videos or learn by doing activities?

Assignment Put yourself in the learner’s shoes