OpenMed Torino Week: course overview

www.openMedproject.eu
Fabio Nascimbeni (UNIR)
Katherine Wimpenny (Coventry University)
Khalid Berrada (Cadi Ayad

Overview of the course

Open Education: fundamentals and approaches
A learning journey to open up teaching in higher education
The course, produced within the OpenMed project with the support of
the Erasmus+ programme of the European Union, aims to build capacity
on Open Education and Open Educational Resources (OER) among
universities in the South Mediterranean region.
The course targets university teachers with an interest in learning more
about Open Education and with a motivation to adopt Open Education
approaches and OER into their teaching.
The course is available in English, Arabic and French.

Learning outcomes
After having taken this course, learners will be able to:
• Understand the potential advantages of adopting OER and open
education approaches in different contexts
• Understand how content released under different kinds of open licences
can be reused and apply open licenses to your content
• Search for, reuse and remix OER
• Understand what MOOCs are and how to produce MOOCs
• Adapt OER and MOOCs to your specific context.
• Incorporate open educational practices into your daily teaching.

Course Design and Production
5 draft Modules
(one author + one
reviewer per module)
External
revision
Open
revision
Consolidated
Modules,
Translations,
Implementation
Pilot
Facilitators’ Workshop (Madrid)
Open Education: fundamentals and approaches.
A learning journey to open up Teaching in Higher Education

THE COURSE
MODULES
EXPERT
WEBINARS
ACTIVITIES
LEARNING
CIRCLES
PROJECT
WORK
TRAINING
WEEK
1 5
5 8+
12 YOUR
Open Education: fundamentals and approaches.
A learning journey to open up Teaching in Higher Education
The OpenMed Capacity Building course aims to build capacity on Open Education and Open
Educational Resources (OER) among universities in the South Mediterranean region. The course
targets primarily university teachers with an interest in learning more about Open Education and with
a motivation to adopt Open Education approaches and OER into their teaching.

Three characteristics of the course
Blended approach: F2F training in Torino + online learning phase & project work
Active learning approach: online training + project work
Participatory and decentralised approach: the course will be run through Local
Learning Circles, that will meet face to face to collaboratively run the online
course and activities, coordinated local Facilitators.

Phases of the course

Phase 1: F2F training week
• Get a understanding of the course (content, platform, etc…)
• Get inspired
• Ask questions
• Design your project work
• Network
• Get ready for the next 4 months of work

Phase 2: online modules
• Module 1. Introducing Openness in Education
• Module 2. Open Licensing and Copyright
• Module 3. Opening Up Education through OER and MOOCs
• Module 4. Localising OER and MOOCs
• Module 5. Open Educational Practices
Each module is composed by some lessons and some hands-on activities
Modules were co-produced by pairs of EU and S-M partners mostly by using
existing OER.
From October to December 2017 (40 hours of work).

Overal view of the course
(specific) Learning Outcomes:
At the end of this module, you are expected to:
Assignment
(automatic
feedback)
Activity (which
contributes to the
Project Work)
M1.
Introducing
Openness in
Education
•Recognise relevant concepts such as OER, Open Educational
Practices, open content, open pedagogy, open assessment
•Understand the potential advantages of adopting OER and
open education approaches in different contexts
•Recognize key milestones of OE movement
1.Self evaluation
2.Forum
Make a pledge for
opening up your
course/teaching
M2. Open
Licensing
and
Copyright in
education
•Distinguish btwCopyright, Open Licences and Public Domain
•Choosing and using Creative Commons licences
•Reuse content released under different kinds of open licences
•Identify Open Licences that fits to your own content
1.Quiz
2. Online game
on licensing
Identify open
licences that you
might apply to your
course
M3. Creating
and reusing
OER
•Identify relevant OER to your course
•Integrating OER into your teaching
•Revise/modify OER for your course
•Create and share OER
•Differentiate between OER and MOOC
1.Find relevant
repository
2.Forum
3.Quiz
Find or create an
OER
M4.
Localising
OER and
MOOCs
•Effectively interact in an intercultural learning community
•Identify the factors affecting intercultural communication
•Localise OER and MOOCs to your local context
1.Forum
2.Quiz
3.Forum
Localise the
resources that you
have selected
M5. Open
Educational
Practices
•Plan your own OEPin your course design and development
•Adopt practical approaches to open-up your teaching
•Practice using social and online collaborative learning tools
•Develop your own open assessment approaches
•Understand the concept of open badges
1.Forum
Discussion
Develop & share
OER plan for action

At the beginning of the course, learner will have to briefly define their projects, by setting the
objectives, activities and expected results of the project.
At the end of each module, each learner will have to reflect on a specific step that he/she will
take to transform his/her teaching practice by adopting open approaches. The five steps are:
• Project work Step 1: Make a pledge for opening up your course/teaching
• Project work Step 2: Identify open licences that you will apply to your course/resources
• Project work Step 3: Use OER in your course/teaching
• Project work Step 4: Localise OER to your course/context
• Project work Step 5: Develop an open teaching plan and share it with the community
During January and February 2018, learners will focus on their "project", defining in detail
how they intend to apply the knowledge achieved through the course in their daily teaching
practices. The result will be a Project Work Final Report, that will be evaluated by the course
facilitators.
Phase 3: project works

Learning Circles
Ingredients:
• Facilitators
• Content
• Place to meet
• Motivated learners

Facilitators in Egypt
Ayman Eldeib
Cairo University
Hesham Elmahdy
Cairo University
Rasha Elshinety
Alexandria University

Facilitators in Morocco
Khalid Berrada
Cadi Ayyad University
Ahmed Almakari
Université Ibn Zohr

Facilitators in Jordan
Adiy Tweissi
Princess Sumaya University
for Technology
Omar Hiari, German
Jordanian University

Facilitators in Palestine
Rania Qasim
Birzeit University
Osama Mimi
Birzeit University
Saida Affouneh
An-Najah National
University

Webinars
• Webinar M1 “Introducing Openness in education”: 10 October 2017 at h18.00
CET with Lorna M. Campbell, Education Design & Engagement, University of
Edinburgh
• Webinar M2 “Open Licensing and copyright in education”: 25 October 2017 at
h18.00 CET with Cable Green, Creative Commons
• Webinar M3 “Opening up education through OER and MOOC”: 7 November
2017 h18.00 CET with Bea de los Arcos, Institute of Educational Technology, The
Open University, UK
• Webinar M4 “Localising OER and MOOC”: 21 November 2017 h18.00
CET with Shireen Yacoub, Chief Executive Officer, Edraak.org, Queen Rania
Foundation for Education & Development, Jordan
• Webinar M5 “Open Educational Practices”: 5 December 2017 h18.00
CET with Catherine Cronin, CELT (Centre for Excellence in Learning & Teaching) at
the National University of Ireland, Galway

Pedagogical approach

The pedagogical approach to the OpenMed course
• Fink’s (2003) integrated approach
• A taxonomy which goes beyond rote learning, or
straightforward application of skills, towards the development
of more creative, engaging and reflective learning experiences
as both process and outcome.

Learning
how to
learn
Foundation
knowledge
Application
IntegrationHuman
Dimension
Caring
The six categories of Fink’s integrated approach to learning
Adapted from, Fink, L. D. (2003) Creating Significant Learning Experiences:
An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass. (p35)

The model in action
• Learning in any one of the six dimensions impacts every
other dimension, illustrating that learning is
multidirectional
• The importance of aligning the learning outcomes with
the teaching and learning activities developed and the
techniques used for feedback and assessment

Assessment & certification

Assessment
• During the online learning phase, (Oct – Dec, 2017)
activities are proposed within modules, co-ordinated by
Local Facilitators (LF)
• Formative feedback provided by the LF including peer-
to-peer feedback where possible
• Project work phase (Jan-Feb, 2018)
• Peer-based through presentation with summative
feedback provided by the LF based on a common rubric

Common Assessment Rubric for Project Work
• Learning from each module assessed
• Excellent, Good, Satisfactory, Challenging, Problematic
• Descriptors for each
• Not a specific grade for each section but bands of marks
• 35%, 45%, 55%, 65%, 75%
• For example, 45% accounts for the band of marks 40 – 49
• Add up each section and divide by 5 = overall mark
• Course certification – ‘Statement of Participation’

Future of the OpenMed course

Some (good) news from Morocco
• French version of the online course
• New MOOC based on OpenMed course
• Open Morocco Declaration

What’s next
• Pilot phase of the course until spring 2018
• Improvement of the course in Summer 2018
• Opening of the course in Autumn 2018:
• For universities to set up Learning Circles
• For individuals to take the course online
• Possible collaboration with other platforms (EDRAAK etc.)

OPENING UP EDUCATION
IN SOUTH-MEDITERRANEAN COUNTRIES
This work is licensed under a Creative Commons Attribution 4.0 International License
CONTACTS
Cristina Stefanelli
stefanelli@uni-med.net
UNIMED
general inquires: info@OpenMedproject.eu
website: www.OpenMedproject.eu

OpenMed Torino Week: course overview

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