Quality Models for Open, Flexible, and Online Learning

This article is based on research conducted for the European CommissionEducation & Training 2020 working group on digital and online learning(ET2020 WG-DOL) specifically regarding policy challenges, such as thefollowing: 1) Targeted policy guidance on innovative and open learningenvironments under outcome;2) Proposal for a quality assurance modelfor open and innovative learning environments, its impact on specificassessment frameworks and its implication for EU recognition and transparencyinstruments. The article aims to define quality in open, flexible,and online learning, particularly in open education, open educationalresources (OER), and massive open online courses (MOOC). Hence,quality domains, characteristics, and criteria are outlined and discussed,as well as how they contribute to quality and personal learning so thatlearners can orchestrate and take responsibility for their own learningpathways. An additional goal is to identify the major stakeholders directlyinvolved in open online education and to describe their visions, communalities,and conflicts regarding quality in open, flexible, and online learning.The article also focuses on quality in periods of crisis, such as duringthe pandemic in 2020. Finally, the article discusses the rationale and needfor a model of quality in open, flexible, and online learning based on threemajor criteria for quality: excellence, impact, and implementation fromthe learner’s perspective.

Human Rights and Social Justice through Open Educational Resources and Lifelong Learning

A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal.

创新学习与创新学习空间

本文拟阐述、分析和讨论创新学习空间和下一代学习空间领域的发展现状,尤其是把空间、技术和教学法有机结合在一起以确保学习者取得成功这方面的实践。文章对创新学习空间的概念和特点以及教育领域所面临的全球性挑战展开深入讨论。如何使学习空间符合学习者的期望和如何使学习者学有所乐——这两点在全球对传统学习空间的反思中得到高度重视。今天,学习无所不在,随时随地都可以学习,而且学习形式多样化,包括正式、非正式和非正规等形式。不管是物理空间还是虚拟空间都可能对学习产生深刻影响。学习环境创建者(比如教师、学习技术专家、图书馆管理员和行政管理人员)知道学习者的期望对学习空间的影响,也明白哪些原则和活动能促进学习以及技术和数字化在学习中所发挥的作用。然而,最重要的利益相关者是学习者。在21世纪,学习者是自己学习的共建者、控制者和策划者。从教学法的角度看,提供和实施创新学习空间还关乎学习者权益。换言之,学习者可以期望也有权要求能用上现代化、高质量的学习空间,因为这些空间能促进和实现21世纪学习。