Invited presentation at the QHPSM conference, Pristina, Kosovo, 1 June 2023.

1. Transforming Higher
Education with Open
Educational Practices
Hans Põldoja
Tallinn University

2. Hans Põldoja
Head of Studies, Associate Professor of Educational Technology
Tallinn University, School of Digital Technologies
Education:
Aalto University, School of Arts, Design and Architecture (2016)
Tallinn Pedagogical University (2003)
hans.poldoja@tlu.ee
http://www.hanspoldoja.net

3. A Literature Review on
Impact of COVID-19
Pandemic on Teaching
and Learning
Sumitra Pokhrel1
and Roshan Chhetri2
Abstract
The COVID-19 pandemic has created the largest disruption of education systems
in human history, affecting nearly 1.6 billion learners in more than 200 countries.
Closures of schools, institutions and other learning spaces have impacted more
than 94% of the world’s student population.This has brought far-reaching changes
in all aspects of our lives.Social distancing and restrictive movement policies have
significantly disturbed traditional educational practices. Reopening of schools
after relaxation of restriction is another challenge with many new standard
operating procedures put in place.
Within a short span of the COVID-19 pandemic, many researchers have
shared their works on teaching and learning in different ways. Several schools,
colleges and universities have discontinued face-to-face teachings. There is
a fear of losing 2020 academic year or even more in the coming future. The
need of the hour is to innovate and implement alternative educational system
and assessment strategies. The COVID-19 pandemic has provided us with an
opportunity to pave the way for introducing digital learning.This article aims to
provide a comprehensive report on the impact of the COVID-19 pandemic on
online teaching and learning of various papers and indicate the way forward.
Keywords
Internet Use, Learning, Pedagogy, Teaching (Academic)
1
Phuentsholing Higher Secondary School, Ministry of Education, Phuentsholing, Bhutan.
2
Department of Electrical Engineering, College of Science and Technology, Royal University of
Bhutan, Phuentsholing, Bhutan.
Corresponding author:
Sumitra Pokhrel, Phuentsholing Higher Secondary School, Ministry of Education, Phuentsholing 450,
Bhutan.
E-mail: bksumipokhrel@gmail.com
Higher Education for the Future
8(1) 133–141, 2021
© 2021 The Kerala State
Higher Education Council
Higher Education Council
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DOI: 10.1177/2347631120983481
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Article
Recent challenges in higher education
REVIEW ARTICLE
Covid-19 pandemic and online learning: the challenges and
opportunities
Olasile Babatunde Adedoyin and Emrah Soykan
Department of Computer Education & Instructional Technology, Near East University, Nicosia, Cyprus
ABSTRACT
The World Health Organization has declared Covid-19 as a pandemic that
has posed a contemporary threat to humanity. This pandemic has
successfully forced global shutdown of several activities, including
educational activities, and this has resulted in tremendous crisis-
response migration of universities with online learning serving as the
educational platform. The crisis-response migration methods of
universities, faculty and students, challenges and opportunities were
discussed and it is evident that online learning is different from
emergency remote teaching, online learning will be more sustainable
while instructional activities will become more hybrid provided the
challenges experienced during this pandemic are well explored and
transformed to opportunities.
ARTICLE HISTORY
Received 5 May 2020
Accepted 18 August 2020
KEYWORDS
Covid-19 pandemic; online
learning; emergency remote
teaching; digital migration
methods; challenges;
opportunities
Introduction
According to Huang et al. (2020), a novel corona virus, known as Covid-19, was discovered in the last
month of the year 2019, in a seafood market in Wuhan. Clinical analysis results of the virus showed
person-to-person transmission (Li et al., 2020; Paules et al., 2020; Wang, Cheng, et al., 2020). The Direc-
tor General of WHO in March 2020 (WHO, 2020) declared Covid-19 as a pandemic after assessment of
the rapid spread and severity of the deadly virus across the globe with additional announcement of
social distancing as a means of curbing the spread of the pandemic. Merriam-Webster Online Diction-
ary (2020) referred to pandemic as “an outbreak of a disease that occurs over a wide geographic area
and affects an exceptionally high proportion of the population”. Social distancing is conscious incre-
ment in the physical gap between people in order to curb dissemination of disease (Red Cross, 2020).
This pandemic has forced global physical closure of businesses, sport activities and schools by
pushing all institutions to migrate to online platforms. Online learning is the use of internet and
some other important technologies to develop materials for educational purposes, instructional
delivery and management of program (Fry, 2001). Hrastinski (2008) stated that the two types of
online learning, namely asynchronous and synchronous online learning, are majorly compared but
for online learning to be effective and efficient, instructors, organizations and institutions must
have comprehensive understanding of the benefits and limitations. This article discussed the
crisis-response migration methods of higher institutions of learning, students and faculty members
into online learning, the opportunities and challenges with respect to Covid-19, and also add
value to the existing body of literature on online learning by providing comprehensive awareness
on the migration methods of instructional delivery adopted by universities, faculty and students,
INTERACTIVE LEARNING ENVIRONMENTS
2023, VOL. 31, NO. 2, 863–875
https://doi.org/10.1080/10494820.2020.1813180
Article
Online Learning:
A Panacea in the Time
of COVID-19 Crisis
Shivangi Dhawan1,2
Abstract
Educational institutions (schools, colleges, and universities) in India are currently
based only on traditional methods of learning, that is, they follow the traditional
set up of face-to-face lectures in a classroom. Although many academic units have
also started blended learning, still a lot of them are stuck with old procedures.
The sudden outbreak of a deadly disease called Covid-19 caused by a Corona
Virus (SARS-CoV-2) shook the entire world. The World Health Organization
declared it as a pandemic. This situation challenged the education system across
the world and forced educators to shift to an online mode of teaching overnight.
Many academic institutions that were earlier reluctant to change their traditional
pedagogical approach had no option but to shift entirely to online teaching–learning.
The article includes the importance of online learning and Strengths, Weaknesses,
Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of
crisis. This article also put some light on the growth of EdTech Start-ups during the
time of pandemic and natural disasters and includes suggestions for academic insti-
tutions of how to deal with challenges associated with online learning.
Keywords
coronavirus, COVID-19, education, online learning, technology, EdTech
1
Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India
2
Department of Commerce, Delhi School of Economics, University of Delhi, Delhi, India
Corresponding Author:
Shivangi Dhawan, Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India.
Email: shivangidhawan13@gmail.com
Journal of Educational Technology
Systems
2020, Vol. 49(1) 5–22
! The Author(s) 2020
Article reuse guidelines:
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DOI: 10.1177/0047239520934018
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DOI: https://doi.org/10.37074/jalt.2023.6.1.9
Content Available at :
Journal of Applied Learning & Teaching
Vol.6 No.1 (2023)
J
o
u
r
n
a
l
o
f Applied Learning &
T
e
a
c
h
i
n
g
JALT
http://journals.sfu.ca/jalt/index.php/jalt/index
ISSN : 2591-801X
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
Jürgen RudolphA A Head of Research, Kaplan Singapore
Abstract
ChatGPT is the world’s most advanced chatbot thus far.
Unlike other chatbots, it can create impressive prose within
seconds, and it has created much hype and doomsday
predictions when it comes to student assessment in higher
education and a host of other matters. ChatGPT is a state-
of-the-art language model (a variant of OpenAI’s Generative
Pretrained Transformer (GPT) language model) designed to
generate text that can be indistinguishable from text written
by humans. It can engage in conversation with users in a
seemingly natural and intuitive way.
Introduction
Samson TanB B Director of Regional Strategy & Operations (Singapore), Civica Asia Pacific
Shannon TanC C Research Assistant, Kaplan Singapore
I have the knowledge, I have the lived experience,
I’m a good student, I go to all the tutorials and I go
to all the lectures and I read everything we have
to read but I kind of felt I was being penalised
because I don’t write eloquently and I didn’t feel
that was right.
(‘Essay Witch’, a student in New Zealand who used
AI tools for their assignments, cited in Heyward,
2022)
EDUCATIONAL ASSESSMENT & EVALUATION | RESEARCH ARTICLE
Time to Revisit Existing Student’s Performance
Evaluation Approach in Higher Education Sector
in a New Era of ChatGPT — A Case Study
Iffat Sabir Chaudhry1
*, Sayed Ahmad M. Sarwary2
, Ghaleb A. El Refae1
and Habib Chabchoub1
Abstract: Artificial intelligence-based tools are rapidly revolutionizing the field of
higher education, yet to be explored in terms of their impact on existing higher
education institutions’ (HEIs) practices adopted for continuous learning improve-
ment, given the sparsity of the literature and empirical experiments in undergrad-
uate degree programs. After the entry of ChatGPT -a conversational artificial
intelligence (AI) tool that uses a deep learning model to generate human-like text
ABOUT THE AUTHOR
Iffat Sabir chaudhry received her PhD in
Management with a focus on organizational
behaviors and its psychological and social aspects.
Her research activities are primarily focused on the
systems designs, processes, and technology, and
their influence on productivity. Aligned to the
PUBLIC INTEREST STATEMENT
The recent entry of the conversational artificial
intelligence tool of ChatGPT is considered as
a disruptive technology. Based on this premise,
the researchers investigated if ChatGPT can
respond effectively to the variety of assessment
tools used by the instructors at undergraduate
Chaudhry et al., Cogent Education (2023), 10: 2210461
https://doi.org/10.1080/2331186X.2023.2210461
Received: 27 February 2023
Accepted: 01 May 2023
*Corresponding author:Iffat Sabir
Chaudhry, College of Business,
Mohamed Bin Zayed, Al Ain
University, Abu Dhabi Campus, United
Arab Emirates
E-mail: iffat.sabir@aau.ac.ae
Reviewing editor:
Sammy King Fai Hui, Curriculum &
Instruction, The Education University
of Hong Kong, Hong kong
Additional information is available at
the end of the article
TechTrends (2023) 67:402–403
https://doi.org/10.1007/s11528-023-00844-y
COLUMN: GRADUATE MEMBER MUSINGS
ChatGPT in Education: An Opportunity or a Challenge for the Future?
Mohammad Shams Ud Duha1
Published online: 6 April 2023
© Association for Educational Communications & Technology 2023
Why write an article when you (can) ask ChatGPT to
write it for you?
I received this comment from one of my graduate stu-
The good news is that it is not the first time in history that
we are so concerned about the advent of a technological tool
in the education sector. We just adapted our strategies and

4. Making learning more open
and personal

5. Understanding the background: the
Open Education movement

7. https://creativecommons.org

8. https://ocw.mit.edu

9. (Plourde, 2013)

10. Open education movement
• 2001 — Creative Commons
• 2002 — UNESCO adopts the term Open Educational Resources
(OER)
• 2008 — Cape Town Open Education Declaration
• 2012 — 1st World OER Congress and Paris OER Declaration
• 2017 — 2nd World OER Congress and Ljubljana OER Action Plan
• 2019 — UNESCO Recommendation on OER

11. https://www.unesco.org/en/open-educational-resources

12. Wider perspective on open education
• Open educational resources
• Open online courses (MOOCs, etc)
• Open learning environments
• Open pedagogy: personal approaches to learning and assessment
• Open data and learning analytics
• Thinking outside the institution

13. Three examples from Tallinn University
• Open learning environments
• Learning contracts and Open Badges for personalized
learning and assessment
• Open study information system

14. Open learning environments

15. https://digioppevara.ee

16. Course blog
Learner blogs
Blog-based open online courses

17. Course format
• Course blog + learner blogs
• Additional Web 2.0 and social media tools (Twitter, SlideShare,
YouTube, …)
• Open enrollment
• Open educational resources
• Assignments through blog posts
• Feedback and discussion in comments

18. Bene
fi
ts of using blogs
• Supporting learners to develop and express their ideas
• Supporting collaboration and group work
• Getting feedback from others
• Enriching the learning environment
• Promoting new educational practices
• Motivating learners
(Goktas & Demirel, 2012)

19. From disposable assignments to renewable assignments
educational resources that provide a lasting benefit to the broader community of learners.
We might consider a continuum of criteria that distinguish disposable assignments from renewable
assignments, as indicated in Table 1.
Table 1
Criteria Distinguishing Different Kinds of Assignments
Student
creates an
artifact
The artifact has value beyond
supporting its creator’s
learning
The artifact is
made public
The artifact is
openly licensed
Disposable
assignments
X
Authentic
assignments
X X
Constructionist
assignments
X X X
Renewable
assignments
X X X X
Thus, in determining whether a particular approach should be labeled OER-enabled pedagogy, it matters
whether openly licensed resources are a vital part of the practice. We propose the following four-part test
(Wiley & Hilton, 2018)

20. Challenges in blog-based courses
• Coordinating and following the course activities
• Creating and sustaining the learning community
• Designing content and activities
• Feedback and assessment
(Väljataga et al., 2011)

21. V
ä
ljataga, T., P
õ
ldoja, H., Laanpere, M. (2011).
Open Online Courses: Responding to Design
Challenges. In H. Ruokamo, M. Eriksson, L. Pekkala,
& H. Vuoj
ä
rvi (Eds.), Proceedings of the 4th
International Network-Based Education 2011
Conference The Social Media in the Middle of
Nowhere (pp. 68-75). Rovaniemi: University of
Lapland.
Proceedings of the NBE 2011
68
Open Online Courses: Responding to Design Challenges
Terje Väljataga
terje.valjataga@tlu.ee
http://terjevaljataga.eu
Hans Põldoja
hans.poldoja@tlu.ee
http://www.hanspoldoja.net
Mart Laanpere
mart.laanpere@tlu.ee
Tallinn University
Centre for Educational Technology
Narva road 25, 10120 Tallinn, Estonia
Tel: +372 6409 355, Fax: +372 6409 355
Open education and open educational resources movement as a recent trend in higher education focuses on providing free access to a
wide range of educational resources and online courses. However, such a narrow approach fails to acknowledge the transformative and
innovative opportunities openness can offer in higher education. The authors of the paper take a wider perspective to the concept of
openness in formal higher education. In addition to open technology, content and knowledge sharing openness in course design is an
important dimension to consider. Although open online course design solves many educational problems and challenges, at the same
time it also creates new ones. This paper discusses about the re-occurring course design challenges that facilitators face while designing
and running open courses. Through a multiple case study a variety of design responses to the design challenges is analyzed and
demonstrated.
Keywords: open online course model, open educational resources, pedagogical design, multiple
case study
1 Introduction
The concept of openness has multiple interpretations and dimensions in the context of higher education. Among
others, it has been used by proponents of open classroom approach in 1970-ties and by distance education
enthusiasts while establishing open universities”. The purpose was to solve a number of educational problems
and challenges, for instance, to improve access to existing study programmes and attract more (or better)
students following Huijser, Bedford, and Bull’s (2008) claim that everyone has the right to education. In
general, openness in education is attributed to a barrier-free access to education in terms of time, affordability
and admission requirements being freely available through the Internet.
A recent trend is the open educational resources (OER) movement (Atkins, Brown & Hammond, 2007), which
provides free access to a wide range of educational resources and online courses. OER and its importance has
been widely documented and demonstrated (Downes, 2007). The key tenet of open education is that “education
can be improved by making educational assets visible and accessible and by harnessing the collective wisdom
of a community of practice and reflection” (p. 2) (Iiyoshi & Kumar, 2008).
The notion of openness in education is clearly triggered by the opportunities technological development offers.
In addition to growing access to Internet, the latest evolution of digital technology and Web has fostered a new
culture of creating and sharing open content in online communities. It has been possible due to the blurred line
between producers and consumers of content allowing shifted attention from access to information toward
access to other people (Iiyoshi & Kumar, 2008). In the light of ongoing technological development, there are
educators who are exploring ways to expand the notion of openness in education beyond public sharing of
educational content. Iiyoshi & Kumar (2008) point out that with the concept of openness we might tend to grow
our collections of educational tools and resources and miss the transformative and innovative opportunities
“openness” can offer. One of the emerging practices in this direction is the open online course model.

22. http://www.edufeedr.net

23. P
õ
ldoja, H., Duval, E., & Leinonen, T. (2016). Design
and evaluation of an online tool for open learning
with blogs. Australasian Journal of Educational
Technology, 32(2), 64–81. http://dx.doi.org/
10.14742/ajet.2450
Australasian Journal of Educational Technology, 2016, 32(2).
64
ascilite
Design and evaluation of an online tool for open learning
with blogs
Hans Põldoja
Tallinn University, Estonia
Erik Duval
Katholieke Universiteit Leuven, Belgium
Teemu Leinonen
Aalto University, Finland
Blogs are used in higher education to support face-to-face courses, to organise online
courses, and to open up courses for a wider group of participants. However the open and
distributed nature of blogs creates problems that are not common in other learning contexts.
Four key challenges related to the use of blogs in learning were identified from earlier
research: fragmented discussions, a lack of coordination structures, weak support for
awareness, and a danger of over-scripting. The EduFeedr system has been designed to
address these issues. In this paper, the authors present their evaluation of its design and
effectiveness in a total of 10 courses. The results indicate that learners find the EduFeedr
system useful in following discussions and in comparing their progress with other learners.
The coordination and awareness issues are seen as more important than the fragmentation
of discussions and a danger of over-scripting.
Introduction
Blogs are used in higher education to provide a space for reflection, a forum for discussions, a portfolio of
completed assignments, and for opening up courses for a wider group of participants. While some recent
research has focused on the pedagogical aspects of using blogs in higher education, Sim and Hew (2010)
suggest that one focus of future research should be the development of web technologies that will
enhance the conversational and interactive aspects of blogging. Our study focuses on designing and
evaluating an online tool that aims to address some of the issues that impede the use of blogs in online
and blended learning courses.
A blog is a website where the content is comprised of posts that are displayed in reverse chronological
order. A typical blog is a personal website that is written by a single person; however it is also possible to
have several authors. Readers can become engaged by writing comments on blog posts. Syndication
technologies such as really simple syndication (RSS) and Atom enable readers to receive new posts and
comments automatically. All blogs and their interconnections are often referred to as the blogosphere.
The blogosphere can be seen both as a social network and as an ecosystem.
The possibilities for using blogs in learning became evident soon after blogs emerged (Oravec, 2003;
Williams & Jacobs, 2004). Sim and Hew (2010) identified six major applications for blogs in education:
(a) maintaining a learning journal, (b) recording personal life, (c) expressing emotions, (d)
communicating with others, (e) assessment, and (f) managing tasks.
Kim (2008) suggests that the use of blogs may help to overcome various limitations of other computer-
mediated communication systems, such as difficulties in managing communication, passiveness of
students, lack of ownership, instructor-centeredness, and limited archives of communication. Previous
studies show that reading other blogs and receiving feedback on one’s own blog posts were the more
effective aspects of using blogs in learning (Churchill, 2009; Ellison & Wu, 2008). Blogs are useful in
disciplines that require students to discuss, write, reflect, and make comments about content or ideas
(Cakir, 2013). Blogging has been found particularly beneficial in teacher education because it can
motivate learners, foster collaboration and cooperation, promote different instructional practices, and
enrich the learning environment (Goktas & Demirel, 2012). Teachers who acquire these competences
during the blogging assignments can later apply these methods in their own teaching.

24. https://www.netvibes.com

25. Learning contracts and Open
Badges for personalized
learning and assessment

26. Learning contract template
• Topic: What is the topic I wish to learn about?
• Purpose: What is the purpose of my task? Why do I wish to learn about or learn to do a
particular task?
• Resources: What kind of technological, material and human resources do I need? How can I
get access to these?
• Strategy: How do I intend to go about learning this particular topic/task? What action may be
involved and in what order will these be carried out?
• Outcome evaluation: How will I know when I have completed the task/topic successfully?
How shall I judge success?
• Re
fl
ection: How well did I do? What has worked? What has not worked? Why? What remains
to be learnt? What are my strengths and what are my weaknesses? What shall I do next?

27. https://gettermagistriope.wordpress.com/2022/09/11/opileping/

28. https://opikeskkonnad.ee/2020/09/20/opilepingute-kokkuvote/

29. Knowles, M. (1986). Using learning contracts.
Jossey-Bass.

30. (Class Hack, n.d.)

31. (Open Badges, 2013)

33. Badge points
• Basic knowledge badges — 10 points
• Golden badges for basic knowledge — 15 points
• Broken badge for basic knowledge — 5 points
• Learning resource author — 24 points (36 points for a golden badge)
• Researcher — 36 points
• Enlightener — 10 points
• Wikipedist — 12 points

34. Three methods combined
• Personal learning contracts
• Open badges
• Personal learning pathways

35. Põldoja, H., Jürgens, P., & Laanpere, M. (2016).
Design Patterns for Badge Systems in Higher
Education. In M. Spaniol, M. Temperini, D.K.W.
Chiu, I. Marenzi, & U. Nanni (eds.), Advances in
Web-Based Learning — ICWL 2016 (Vol. 10013, pp.
40–49). Springer. http://dx.doi.org/
10.1007/978-3-319-47440-3_5
Design Patterns for Badge Systems in Higher Education
Hans Põldoja
(✉)
, Pirje Jürgens, and Mart Laanpere
Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia
{hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee
Abstract. Open Badges as a method for assessment and recognition of learning
originates from the context of informal learning. Thus, it cannot be introduced
into formal higher education without reconsidering the existing assessment
processes.This paper presentsexperiencesfrom three years of using Open Badges
in a master level course. In each iteration, the badge system was revised based on
learners’ feedback. Special attention was given to supporting learners with
different learning styles. To summarize our findings, this paper proposes a set of
design patterns for developing badge systems in higher education. While the
learning styles proved to be useful as generic design guidelines for separating two
alternative learning pathways for the course, more research is needed on advanced
learning-style-based learning pathways.
Keywords: Open Badges · Assessment · Higher education
1 Introduction
Open Badges (OB’s) is a web technology for recognizing and verifying knowledge,
competencies or involvements gained in online or offline settings. In a basic sense,
badges are digital images that contain embedded information about the accomplish‐
ments. The development of the Open Badges technology started in 2010, when a group
of open education activists came up with the initial concept during the Mozilla Drumbeat
Festival. Inspired by the use of digital badges in gaming and various social apps, they
proposed that badges could be used for verifying learning. The technical specification
of the Open Badges Infrastructure (OBI) was developed together with the Mozilla
Foundation and released in 2012. While digital badges are typically used within a single
environment, OBI was developed as an open standard that allows people to collect
badges from different issuers. The initial scenarios about using open badges focused on
informal learning contexts [1]. However, in recent years there have been a number of
studies about using badges in schools [2, 3] and in higher education [4–6].
Introducing open badges to formal higher education courses provides an opportunity
to reconsider the existing assessment procedures. Recent research on open badges has
proposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] see
badges as motivators for behavior, pedagogical tools for promoting particular learning
activities, and credentials for recognizing learning achievements. While Jovanovic and
Devedzic [8] identify similar roles for open badges, they discuss additional benefits such
as supporting alternative forms of assessment (e.g. peer-assessment), providing learners
© Springer International Publishing AG 2016
D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016.
DOI: 10.1007/978-3-319-47440-3_5

36. Open study information
system DigiÕIS

37. Study information system
• Study programmes and course descriptions
• Courses, enrollments and grades
• Course feedback
• Student data
• Study contracts and invoices
• Applications and documents

38. Could some of this data be …
… open?
… linked?
… visualized?

39. https://dti.tlu.ee/digiois/

40. Goals
• Making the data about the organization of studies available
for teaching stuff, students and other interested parties
• Improving the organization of studies and supervision through
the availability of data
• Improving the decision making processes and involving a
larger group of stakeholders through the availability of data

41. Schedule of courses by semester

42. Teaching by semester

43. Supervising

44. Final theses

45. Graduates and dropouts

46. Supervising

47. Open should be the default, closed
should be an option

48. References
• Class Hack. (n.d.). Open Badge Anatomy (Updated). http://classhack.com/post/
45364649211/open-badge-anatomy-updated
• Goktas, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects
on prospective teachers’ ICT competencies and perceptions. Computers &
Education, 58(3), 908–917. http://doi.org/10.1016/j.compedu.2011.11.004
• Plourde, M. (2013). MOOC (massive open online course). https://et.wikipedia.org/
wiki/MOOC#/media/File:MOOC_poster_mathplourde.jpg
• Wiley, D., & Hilton, J. L. (2018). De
fi
ning OER-Enabled Pedagogy. The International
Review of Research in Open and Distributed Learning, 19(4), 133–147. https://
doi.org/10.19173/irrodl.v19i4.3601

49. Photos
• “My Instagram network, visualised” by Andy Lamb is licensed under CC BY
2.0
• “badge collection” by tommydgnr8 is licensed under CC BY 2.0

50. This work is licensed under the Creative Commons Attribution-ShareAlike 4.0
International License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/4.0/
Hans Põldoja
hans.poldoja@tlu.ee
Tallinn University
School of Digital Technologies
http://www.hanspoldoja.net
https://www.slideshare.net/hanspoldoja