talk about MOOC movers and shakers who's setting the agenda and the next person is actually Tobias and Tobias Steiner will be talking about openness and OER in Germany and give the example of Hamburg Open Online University and the next presenter is actually Barbara Ghetto and she will be talking about open education at the University of Duisburg Essen. So and I without further ado I will just hand over to Maureen. Thank you very much. My name is Maureen Nikola Vihil. I'm a senior lecturer in Dublin City University and a senior research fellow with the National Institute for Digital Learning. We have a research agenda that we've been following for the last few years in regards to MOOCs in particular and we're doing this research and I'm going to report on the initial findings. Sorry could you speak up a little bit? Okay is it working that better to hold it like that? Okay so we're going to report on the initial findings of a project that we had. We were running with the IC4 or the Irish Cloud Computing and Commerce Centre in Dublin City University and also Beijing Normal University in China. So I'm very happy to be here. I am sorry that I am sitting down and I'm standing up but I have a problem with my left foot so I'm hop along Cassidy and I hop along but I can't stand for very very long so apologies for that. Okay so when we were looking at this we were at we wanted to try and boil it down to a very very simple question as in who is using the hashtag MOOC to set the agenda to set agenda or agendas using Twitter. So as I've put in here from Columbine you can't just have slogans you can't just have catchy phrases you have to have an agenda. Agenda setting for us is seen as a political act and that's where we have made this connection in with respect to this conference. So what I'm going to go through is to go through the background context and I'll only do that very very briefly because you've heard from other speakers today and there's no point of reiterating and regurgitating the same things as before. I'll also go through the conceptual framework that we have developed with respect to our project and in particular on the findings that will present today and the specific part of the study. I'll just go through what the study was and then some of the findings. I've only given limited findings here as we have findings published in other conferences as well so I didn't I didn't want to repeat those and in other ones to come so we're it's a balancing act as you can imagine. So as you know there are respects to MOOCs there have been numerous analysis of how the MOOC discourse has been developing. So in traditional media we've had many of those so we know that agenda setting is part of the political process and we'll go through the conceptual framework which will actually describe more what we have that. We have you know Niels Lewin and others who gave their literature review on their analysis of papers etc and that's there. Again I don't want to go into it because the last speaker just did and I don't want to bore you with all again. We did one on the Irish story and how the Irish story was being how MOOCs were being discussed within Irish media and recently there have been more of these articles published in relation to North America, Canada etc. So but I thought when I came across this UK research paper a while back and I think it succinctly sort of described how MOOCs were being reported and the agendas that were being set by media so I don't know if you can read that but it just says journalistic writing is significant for this topic because popular discourse in mainstream media titles is shaping the MOOC trajectory. Public attention creates a bubble of hype and a must-have factor which may be contributing to a herd mentality and a stampede to produce MOOCs. Positively spun press articles hail MOOCs as the high tech engine of a transformative revolution that will remake education as a highly engaging engaging open open and low-cost activity. Critical journalism decries the hype surrounding MOOCs and claims that their benefits are illusory and that in reality MOOCs are undesirable and inappropriate behaviors. Whether you agree or you don't agree with that it's very very clear that there's two very diverse discourses being developed. So several studies have been published in the last few years looking at MOOCs in social media and they've come some have come from a learning perspective and others have not. There have been contrasts between hashtag MOOC which is the area that we were looking at in and hashtag OER. Some have looked at how hashtag MOOC has been and the agenda and that has been set in other languages and I just wanted to reference other languages because I think one of the when you go through a lot of the research the over focus on the English language is incredible and I think it's something that we have to be very very cognizant of as a speaker of four languages I find it a little bit limiting when we don't and I've done this we've done the same here with respect to this but I think it's quite limiting if we don't look at the other languages. We also know that not all teachers the term MOOC is by in itself is a term that's quite loaded and we also know that is a term that isn't I suppose as well known as what we would think it is and there is research to support that contention particularly among teachers and learners and most surprisingly amongst learners who've partaken in MOOCs which is quite surprising. So that's just a thing of that research. So coming back to our conceptual framework and the context so we have based our because of looking at agenda setting and agenda setting has been related to broadcast communications and from theories of mass communication but it also has a role and relevance particularly in the policy literature. So we've taken it from the policy implementation literature and viewing policy as a process where a process to know something that is fluid and it's a fluctuating concept. So where we are also influenced by what we have called contextualism is taking fact that the players or the implementers as we look at this place those who are agents out there trying to get their agenda across they come from different backgrounds and they come from different contextual backgrounds. This is really really important because when we look at further down the road as looking at the context that Twitter brings in that also relates to the network public notion of network publics and the affordances that the technologies put place upon them. So again implementation is complex we realize that and agenda setting is part of the implementation process and so we have agenting implementers who are influenced by their situated context. With regards to social media, social media doesn't differentiate between macro level implementers that we would be normally in policy analysis that we would normally look at which would be the government, super national things like the EU or not the EU in the case of some countries and then also then at the micro level. So it is a medium and this has been discussed by other researchers in respect to that allows for broadcast in a way and allowed for policy to be implemented and discussed and implemented and agendas to be developed in a very very different way. So Twitter provides such a techno mediated situated context and hence therefore public. So it provides or it provides the opportunity for so you know we can tweet out something but we don't necessarily have to have an audience. So it provides an opportunity to have a public or indeed to be invisible within the public. So networks publics by Dana Boyd is quite an interesting concept and it's one that we've brought on to and taken into respect to this work and it relates to the public's restructured by network technologies. It's an imagined collective she says that emerges as a result of the intersection of people technology and practice. So Twitter structures shape the engagement that people have with their context and public. And this for us is an area that this is why because of the structures of Twitter's IE how you can use Twitter using the hashtag using the affordances that the technology provides allows you to engage with the environment in a very very specific way. So a genetic practice practice of using the hashtag as a label or metadata created by users is to identify the aboutness or subjects of tweets. This is just some literature and some support of our framework and respect to that. People use a hashtag for different reasons in very very specific ways. They use it to identify what their tweet is about in some instances. We know that hashtagging and can develop this notion of participatory culture as in is that if you have people will you know when Ireland are very simple hashtag was believe a few months ago in November when Ireland went to play at New Zealand in Chicago and that became a very popular hashtag in Ireland when we won after 111 years. So this notion has influenced our methodology etc. We know that that many of the reply functions in when people reply to a hashtag or to somebody who's using the hashtag they don't necessarily always have to use the same hashtag within their replies. So it's sometimes that can also have an effect on it. And we know that it brings in that you know talk about they also have this idea that hashtags are used by people or by individuals or implementers within Twitter to lay emphasis on. So we've transformed I suppose this these sort of ideas into how we've engaged with the study and they've they've actually affected how we've gone with respect to our methodology. So what we're saying is regards to participatory culture we would expect people to have used the replies. So when we developed our network we developed our network one of our networks based on those who had replied etc. And we thought that was more indicative of a social network as opposed to just an informational network which was which was where potentially where people had used a hashtag in a tweet but not necessarily were engaged in actual social engagement or interaction and that. So the study itself is a study of data that we drew down from Twitter using the I never say it was probably so the GNIP API from September to December in 2015 approximately 32,000 tweets of them were 70,000 original tweets and then a circa 14k of them were retweets. So we had multiple forms we did complete multiple forms of analysis. And we've had descriptive sentiment analysis and network analytics. So just to give you sort of a flavor of some of the data that we've had, I'm just going to give you some. So these are if you know, you can do loads of different types of analysis but like finding out what was the most common words and so you can see as you'd expect MOOC course learn online eLearn free course for edX edTech all the rest of them. But they're the number of frequency they're the frequency by which they appeared. We're looking at sentiment analysis really as sort of saying things and sentiment here is so what we have here is just a reflection of where sentiment was particularly neutral, saying that people were not sort of when we're saying this is a really bad MOOC or this is a really good MOOC or we used it against a lexian of words that were within the API which was able to classify the tweets with respect to their sentiment. But as you can see, the majority of the tweets were very, very neutral tweets. So we were presumed that they were more informational as opposed to people giving their opinions or they're discussing things in particular. These are even examples of some of the just tweets and the sentiment scores associated with those. So where six you see six, it's a high sentiment, so it's more positive. And then at the minus elements, it's more negative as per how it's compared to our lexian. Okay. So I'll just move on to some of the interesting bits quickly. So we used, I'm not going to go through all the theory stuff of it, but we used some graphs here. So we were looking at who are the influencers and the hopes. So just to get to as you would expect, you would expect to have from our informational network. So these are the people that weren't replying. If I want, I forget about how that network was constructed. If you can let me gloss over that. But our informational network that we had constructed based on the number of followers, we found out that as we expected that the mid platforms and aggregators would be high up there. So they were pushing out a lot of information to users connected with them. When we look at the influencers in the informational network, these two were mostly institutions and platforms were engaged in that. The main influencers in the networks were in the informational network where as I said those, when we look at those who are the individuals. So when I went when we moved to the social network where we were saying which was based on the replies where people had engaged with other members or other users on and we found that these five individuals were top influencers in these networks. So these were where we stripped out we took out the top 25 and then we were looking down for individuals within that, within that, in those results. So as you can see, I just have a few of the mentioned there, who they are, where there are, as you can see, they're mostly people related to academic working in this area. Just giving you some of our other tweets that they put out. So you know a lot of these people. And so what what you can, you can see just some of the stuff that they were putting out at the time. So what we want to do next is we have a fuller and description of these findings coming out at the Emux conference. We also have a complete firing. So we have a full year of data that we're also working on. We also are conducting an individualized and I suppose qualitative quantitative content analysis of the tweets because we've done a lot of statistical analysis of the tweets. We've looked at looked at where the URLs are linking out and things like that. And what we want to do more of a contest and we're also trying to find a framework by which to complete that as well at the moment. So I'm going to end there very quickly because wonderful. Moret. So thank you very much for your presentation. Thank you. Good timekeeping. Okay, are there any questions before before I would like to have one or if you have one or two questions, we have time for that. So if anybody has got a question, if not, Moret is around here and you can ask her and probe her later when you have a question that comes to mind. If there are no questions, I would like to hand over to to be a China who is going to talk about we are in the context of the Hamburg Open Online University. First of all, thanks for having us and me in this case because I'm very sorry to have to excuse the other presenters today who couldn't make it. But anyhow, thanks for the opportunity to present this paper today. What I want to talk about in the following 15 minutes is the current developments that are taking place in Germany at the role that the metropolitan area of Hamburg is taking place within that context. What I'm going to do in the following 15 minutes, I will start out by briefly outlining the history behind as well as sketching out the general situation in Germany in regards to OER. Some of that will maybe cross over to an earlier presentation that we had in the morning. But anyhow, from that, we will then or I will then zoom into current developments within the context of Hamburg as one particular OER hotspot within the German context. Doing so, I will outline how national policies have reflected on decisions made within the Hamburg context and then introduce three specific projects that work within that context. Finally, and to tie things up, I will sketch out how these projects fit into a larger agenda that aims to promote open educational practices within the context of the metropolitan area of Hamburg. So as has been argued by a variety of speakers here at OER 17 as well as the broader academic and general discourse of Germany as a country has been a late coming to the OER party. Oh, geez, that's not loading up. Sorry. There should be a timeline up there. But yeah, anyhow. What seems particularly interesting is the emergence of a group of very early innovators during the 1990s who disseminated ideas about open and shared educational material on a local and regional basis. For example, the central hub for education material on the Internet, aka the Zentrale für Unterrichtsmedia im Internet, which was founded in 1997 or the 1999 inception of the so-called TIMS online lecture platform of the University of Tübingen had pre-mediated the open courseware movement that was put on track by the MIT and other high-ranking US research facilities and universities in 2002. But apart from these very early innovators, open education has long had a difficult stand on the agendas of German policymakers and broader scale use of OER by practitioners alike. Maybe if you want to take out the graphic, that's cut off here as well. Okay. If you check the online website, there is a link to the slides where you can also zoom into the detailed graphic. So, as Jörg and Moos Marholtz and Markus Neumann have recently shown at the OE Global Conference in Cape Town, while important milestones such as the 2002 UNESCO forum on the impact of open courseware for higher education in developing countries or the 2007 Cape Town open education declaration brought the open education movement to the attention of global policymakers in a variety of nations. Germany has only begun its first wider spread of advancements towards OER's latest 2011. But by the end of 2011, the so-called school Trojan scandal caused widespread public critique. The idea of the school Trojan was concocted by a group of German publishing houses as a plagiarism checker software that should check school computers for existing copies of copyrighted material. The tool itself never saw the day of light, the light of day, sorry. But the idea behind it ignited a larger scale of discussions and uproar, particularly from the side of teaching staff in schools who felt spied on by the government and the publishing sector alike. From that, a more widespread discussion about German copyright law arose and highlighted underlying systemic discrepancies between the widely practiced use and remix of school material by teaching staff in schools and universities on the one hand and the need of copyright lawyers and publishers or publishing houses on the other hand to account for each single copy made of a textbook. Because of this discussion and forced by pioneers and early adapters, the OER movement in Germany caught traction as an alternative to closed source material for educational purposes, and particularly with the group of media-serving school teachers. Overall, this debate highlighted the need of a substantial reform of federal law because Germany's copyright law currently does not feature a way that allows for easily manageable reuse of material within the context of education and science, as for example, is the case in the US or the UK with corresponding fair use policies. This lack of a firm legal basis on which open access can be built upon can well be seen as a major hindrance towards an earlier development of OER in Germany. Against the backdrop of the larger emerging trends of open science and open access within the German context, the last four years have seen an exponential growth in OER projects and activities, a growth that had been helped along by NGOs such as the Open Education Alliance, aka the Bündnis Freie Bildung, which is supported by the Comedian Germany as well as the Creative Commons Germany branch. Furthermore, the Forum for Higher Education in the Digital Age, aka Hochschulform Digitalisierung, which acts as a national expert group on governance, policies and innovation in digital teaching and learning has substantially contributed to raising awareness on the level of policymakers, thus helping to bring forward the OER movement in Germany. On a governmental level, the Federal Ministry of Education and Research has taken to this trend and established a national guideline that highlights the need to establishing open access in Germany and underlines a strong preference on greenway publication. In 2015, the Standing Conference of the Ministers of Education and Cultural Affairs, the so-called Kultus Minister Conference of Germany's federal states, the lender, in conjunction with the Federal Ministry of Education and Research, particularly called for increased activity in the field of open educational resources. But still, on the side of practitioners, the complicated legal basis manifests in a general lack of knowledge, particularly in the school sector, of what is allowed within the realm of the digital and what is not. And while the school trojan case managed to put the complications that arise when digital material is used and how it should be used within the national law, on the gender of wider public discussion, the current status is one in which an overwhelming majority of teachers in schools and high education institutions who reuse and remix digital media knowingly or unknowingly do so in a legal gray area. These developments make visible the double bind that currently exists in the German context. While it seems beyond debate that Germany needs a substantial reworking of German copyright law that reflects the needs of the educational sector, there is also a dire need to raise awareness and to inform the variety of agents that are working in the educational sector on a larger scale about the existing limitations of German copyright law and the available alternatives, such as OER. Acknowledging this need, the Federal German Ministry of Education and Research in January 2016 published a call for project proposals as part of its newly initiated line of funding named OER Info. As a result, 26 projects with a distinct goal of raising awareness towards OER with a variety of target groups ranging from schools to the sectors of higher education as well as professional training were selected. On the level of overarching policies while some of Germany's federal states, including Schleswig-Holstein and Baden-Württemberg, have pushed for region specific OER papers. Germany as a federal state has yet to publish an OER policy that defines a common national framework regarding open educational resources. Within the metropolitan area of the city of Hamburg, digitization in general as well as the high education specific topic of teaching and learning within the digital sphere have been nascent on a variety of levels and with large conglomerate of regional players involved, which you can see over here. In 2015, Hamburg's major political party, the Social Democrats, decided to put digitization on the agenda of the governmental strategy. This strategy aims at going beyond the implementation of standard IT and e-government strategies and proposes to include aspects of usability, accessibility and last but not least, open source in many aspects of governance. As part of this agenda, the mayor of Hamburg Olaf Scholz proclaimed the inception of two projects for open access in science and higher education. On the one hand, there is the Hamburg Open Archive, which has at its focus is the development of a structural basis for open access material, including repositories, read through digitization of existing analog material, research data management and the establishing of a so-called research information system that proposes to bring together and make accessible the variety of publications and research data existing in homework as part of one centralized system. On the other hand, there is the Hamburg Open Online University, which is thought to become a central virtual space that offers free courses, learning material and scientific data created by conglomerate of Hamburg's higher education institutions, among them the University of Hamburg, which is the uplift. The developing pool of resources will be made available to all Hamburg citizens free of cost and as open access resources, meaning that all materials will be provided at least under a CC by SA license. As one major player within the Hamburg Open Online University cooperative, Hamburg University is responsible for the strategic implementation of open educational resources. As a major player within the Hamburg Open Online University, or as we call it, who, as an acronym, Hamburg University's goal is to make educational resources available open and free, while also working to establish an environment in which the five hours of reuse, remix, retain, revise and redistribute, as proposed by Wiley, are made possible. On the more general level of a better culture of education research, the University's goal is to set incentives to raise its teaching staff's willingness to publish content under creative common licenses. I will fast forward here to another project, Hamburg Open Online University's main target group mainly consists of University teaching staff who, via financial support, for so-called early bird projects, are enabled to develop educational resources, which are made openly available in the WHO platform. Supporting input that helps with issues arising during the creation of OER, such as questions regarding the implementation of creative common licenses, is usually realized as additive input. The continuation of WHO as a Hamburg-wide META project secures further financial support that can be used as continuing incentive for deepening the experience made, the experiences made with OER during the early bird phase. With the Sun LLOER project, which we have over here, Hamburg University has set out to tackle the need of raising awareness towards OER on a broader scale. Funded via the Federal Ministry of Education and Research's OER info funding line, Sun LLOER consists of four pillars that have the goal of activating a variety of target groups spanning a large range of institutions and educational settings. Throughout the whole of Hamburg, students teaching assistants and the large number of teachers within the primary, secondary and higher education sectors, as well as media offices and schools are addressed and are brought in first contact with the world of OER. Or in all, a creative mix of raising awareness, teacher training and support office in all in one package that is hoped to ignite a more widespread occupation with the topic of OER. Or in all, Hamburg University's Sun LLOER project offers support structures for the technological, legal and conceptual dimensions for the creation of OER. Hence, Sun LLOER will establish synergies between the early project experiences made within the context of the Hamburg Open Online University towards a sustainable model of OER production dissemination and awareness that is understood to act as an accelerator towards an environment of open educational practices. So to tie things up, what can be stated is there is still a lot to do in Germany if we want to make possible an open culture that allows participation in the sense of open educational practices. First of all, what we need to tackle is over here the general lack of knowledge about OER and OEP throughout all parts of education. We deem it crucial to raise awareness on a broad scale towards the problems posed by German copyright law as it currently exists. What can be proposed as a legally viable alternative is the active occupation with open educational resources and an engagement in corresponding projects. It is also necessary to highlight the fact that OER don't just pop out of nowhere so to speak and that the creation of OER needs to follow a large agenda. On the school level, it would help teachers tremendously if editorially checked OER were to be aligned with existing school curricula so that sets of OER can be easily mapped to particular school years. This would also imply the creation of a new type of editorial work that ought to be financed via national funding. And when talking about the higher education sector, what might be called for is an open network that brings together the multitude of already existing OER as to make use of synergy effects and to avoid the building up of parallel structures on a national scale and between the federal states. All in all we need to increase the pressure on policymakers in Germany to not stop at the first attempts of raising awareness for OER but also to find a sustainable way to finance the developments and long-term operation of shared infrastructures and improved platforms that allow an easy access to OER for all. As Kerstin Meinberg has argued, tackling those issues is a complex but worthwhile task that allows for an overall development towards furthering digital literacy of students and teachers that implement OEP within the context of digital teaching and learning. Thank you. Thank you Tobias for this presentation. So ladies and gentlemen, has anybody got a question concerning OERs within the Hamburg region? I need a chance. Yes, Gaby. Thank you, that was really interesting and this question is not just for you, it's for everybody I think. Towards the end you mentioned OERs having having a plan whereby teachers can produce OERs that are mapped onto the curriculum and sort of an extra layer of editing of OERs. While you were speaking and I don't know, it's not just your presentation, there's been a build-up for me through other discussions in this conference and outside. I'm wondering, are we not trying to control openness too much? Is openness not more better conceptualized as coming from the people, right, so the teachers in this instance? If they want to produce stuff that's related to their curriculum, let them produce it and let them tag it somewhere, make it findable by others. The more you try and control it, I think that was one of the mistakes we made in the disk-funded projects in the UK was we set up these special teams, task forces with division of labor and workflow and all the OERs that were produced, I mean not all of them, but certainly the case I was involved in, the OERs had to come through this bottleneck, we were the gatekeepers we framed ourselves as the supporters, we're here to help you, we're here to make it easier for you so you don't have to spend so much time and you don't don't bother your pretty little head about the legal details kind of thing, we've got a copyright librarian in the team but in reality what happened then was the academics were very happy, the ones that bought in and that agreed to participate to give us their stuff and then they washed the hands of it it was like their job was done Gabby sorry to butt in but do you want to have an answer for that from the plenary? If so, we have to give them a slight chance that's okay so anybody has got the answer that we are all looking for Well I'm personally very grateful for this point actually because that is a problem which I think I would plea for not one or the other but a collaborative way so just a service that you can offer which may tag yeah certain materials to a certain curricula because that was that is what we are experiencing when contacting teachers that they just don't know how to add material to their curricula like level seven English lessons or something like that so it is perceived by as teachers I would say as very helpful if we could tag those OERs but not in a prescriptive way but in an additive way so to speak or a collaborative way yeah okay great thank you very much good I'm afraid that's all the time we have for the questions for Tobias and now I would like to welcome Barbara Ghetto and she is talking about open educational resources in the context of the University DuSburg Essen good afternoon again and first of all I would like to thank you thank you for having me it's my first time here on this conference on the OER conference yeah and I really appreciate the chance to present here today I proposed this paper together with David Ekhoff and Michael Keres I am Barbara Ghetto I'm a postdoc researcher on higher education development at the learning lab at the University of DuSburg Essen my focus is innovations in teaching and learning digitization in higher education at the learning lab in DuSburg Essen I'm also head of a digital agency for North Rhine-Westphalia the federal state of North Rhine-Westphalia where we promote e-learning and I think you heard about a lot about the governmental structures in Germany the past two days so I will keep it really short in fact today I'm here as a researcher of the University of DuSburg Essen I want to present you our digital strategy and how we want to use OER to enhance our digital strategy and to enhance our overall university strategy which is to become more open you see our claim the University DuSburg Essen is in a development process of becoming more open and hence outreach and educational equality we want to be even more open-minded so here the brief outline of my presentation what you can expect the next 10 to 15 minutes I'm sure my team never keep the time and be strict yeah I want to say some few words about the context we're working in again Richard and also Tobias and Ingo told you a lot about the structures in Germany since I want to talk about the University DuSburg Essen I will give you some of our objectives of our characteristics I will say something about this and how we want to enhance the overall strategy of our university with digitization and OER so we have a lot of programs mostly funded by our federal ministry of education and research at the moment fostering digitization in higher education we have I would say three fields that's research on design and technology enhanced teaching and learning technical innovations but also what has come to be a very important subject for a lot of universities and colleges is the question of how to develop strategies digital strategies for teaching and learning not to have those single projects in different aspects of the university but to put it all together and to support this and also to be as mentioned it before the German forum for higher education in the digital age actually has a new program where they support universities and colleges with the development of strategies for digitization in teaching and learning the OER info we heard about it in several talks is also one of the national programs to support open education it's an information hub we are building up but since I wanted to talk to you about the university DuSburg Essen I will move on to some facts on our university where two campus university had in the in the Ruhr area in North Rhine-Westphalia it's a very densely populated traditionally very industrialized region we have two campus university 20 minutes by car separated from separated campuses from each other we have a shuttle service for our students they want to go from one campus to the other we also have a sort of it's called a free way a bicycle free way so the students can go by bike I never tried it I live in Cologne some facts on the university DuSburg Essen it's one of the younger universities too it's found was founded in the 70s with the merger in 2003 we became one of the 10 largest universities in Germany so it was the university of DuSburg the university of Essen now we're together that's why we have the two campuses in two cities the we have 11 departments the humanity social sciences educational sciences and economics would be the largest we have and we also have a large center for teacher education so what's very characteristic about our university our students we have a very special very particular crowd we have a lot of students with migration backgrounds international students many first-generation students students that study part-time or have responsibilities as parents taking care of their family this is for us this is this is a very important subject the university DuSburg Essen was the first university in Germany who actually had a vice president for diversity management so this special student crowd is something we take very seriously and for us it is very important to find ways to create fair education to support every one of those students independent of their gender or their ethnic or social background so this is this is all of our framework and this is why we need we need more flexibility for those diverse needs of those students and because of this greater need of flexibility teaching technology enhanced teaching and learning has become very important to us we see it as a key to more flexibility not only considering the study times or study places but also different approaches a different pedagogy so the university has put a lot of effort and a lot of money into funding programs for digitization and teaching and learning for the past 10 to 15 years we build up many programs to support e-learning and I would say quite successful we have the learning lab doing research in field educational sciences and with digital teaching and learning we have a support team at the university do's book S and that supports the faculty to produce or to how to use e-learning we have also many programs that support the teachers at our university if they want to use digital teaching and learning also we want to bind our digital initiatives more closely to the overall strategy of the university so in 2014 we actually launched an e-learning strategy is what we called it back then and here again the main objectives are flexibilization to achieve more compatibility of study and private life and also the development or quality development for another use of the face-to-face learning times with more comprehension-oriented interaction and feedback like inverted classroom concepts or integrating interactive experiments including self-learning units podcasts and also making use of E-assessment tools so the university has the will the will to open up and we have programs to support digital teaching and learning so now to promote openness in the field of teaching and learning the university has launched a two-year project to develop its own OER strategy and this is not one of the projects in the funding line from our federal ministry but it's actually money that our university gave us to for this two-year project to support OER but being a traditional presents learning institution and providing education for higher education for high school graduates and focusing on formal study programs and if we say we want to promote this openness with using OER with digital strategies we have to differentiate what does openness mean for a traditional presents university we're not going to give up the exclusivity we have where we still want to give credit points we still want to have formal study programs so the scope of openness as an institution wide objective for us still has to be discussed and has to be differentiated so when I talk to you today about the openness we are trying to achieve I'm talking more about the pedagogical level of openness we want to foster the exchange of teaching and learning contents teaching concepts best practices to improve conditions for our students by using open technologies and collaborative flexible learning so in some of the measures we do some of the things we do yeah we're now facing the challenge of opening up our digital teaching and learning contents first step is we're raising awareness we're talking to our faculty we're having workshops we're giving them information on our platform we use Moodle at the university do's book essence the learning management system we use there are a lot of contents a lot of online learning contents but I would say none of them is licensed CC Bayer and I think I would have to estimate how many people in our faculties actually know about how to not very many but this summer we're having our our teaching our annual teaching day with the subject OER and we're trying to raise awareness we're trying to give information we're trying to involve our faculty members and trying to tell them what's in for them so we're providing information we're raising awareness also we are we have a technical part of this project where we are developing a platform where we can put all the contents and we're creating interfaces so we can use the contents we already have and make them findable make people use them and we give support by for producing the contents so this is it on one slide here you see our OER program fostering the exchange of teaching and learning content contents teaching concepts and best practices is going to enhance our digital strategy with more flexible learning arrangements with the quality development to then foster our overall aim the equal opportunities opportunities for students and educational success so thank you for listening and I would be very happy to answer questions and exchange thoughts on this and ideas now thank you so ladies and gentlemen any questions anything that you would like to know with regard to how they are going to implement a strategy once the strategy is there or basically maybe how they would actually develop a strategy that is actually one of the things that I would be interested in so who are the people that are actually working on an institution-wide strategy thank you for the question yeah we have in 2014 when we were talking about the digital strategy first the e-learning strategy we also founded a working group it's called the E-Alliance in our university and it's members of all units at the university who were involved in the subject so it's it's from the faculties it's from the support system it's from the technical working groups and it's our vice president for teaching and learning who's actually the head of the group you just mentioned that the vice president leads this group so how much does he know about OER she she I'm sure yeah our vice president is a she and she's very much involved in the subject of digitization good for us I think otherwise we wouldn't be able to to do all this work in our university and she's an educational scientist so she actually has a sensitivity for the subject which is good for us good for our work she's very supportive at this and I think this is one of the key the key is to success in our university if you want to implement digitization and teaching and learning and you have a strong or a supportive management it's always helpful certainly there's no doubt about this questions that you might have if not the good news is outside is coffee and tea waiting for you but before you rush out please Maran Deepwell asked me to ask you to stay seated well not immediately not now but reserve your seeds dash out to get a coffee and then come straight in because we are on a very very tight schedule for the last and really interesting platterist session that we're going to have for today so if you have got your seeds now keep them reserved be quick about it thank you very much for your cooperation thank you bye bye


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