Call for proposals
Open Education Global 2019 Conference
OPEN EDUCATION FOR AN OPEN FUTURE
(Resources, Practices, Communities)
26 – 28, November 2019
Call for Proposals
The Open Education Consortium and Politecnico di Milano (Polimi), hosts of the Open Education Global 2019 Conference to take place in Milan, Italy, 26-28 November 2019, invite proposals for conference sessions.
The Open Education Consortium is a global network of educational institutions, individuals and organizations that support an approach to education based on openness, collaboration, innovation and collective development and use of open educational materials.
Politecnico di Milano is Italy’s largest university for Engineering, Architecture and Industrial Design: quality of research, teaching innovation and a fruitful cooperation with the industrial system are among its key strengths.
The theme of the Open Education Global 2019 Conference is Open Education for an Open Future – Resources, Practices, Communities.
This theme aims to emphasize opportunities offered by Open Education as a means to empowerment and to increase accessibility and quality of educational opportunities for all. Under this theme, the Conference serves as a platform to imagine scenarios and discuss strategies to help safeguard an Open Future.
Open boundaries: Our world is increasingly being characterized by divisions and the building of walls. Open education and open resources play a critical role in ensuring that the doors to learning and educational opportunities remain open, and supports the open sharing of ideas, projects and educational content.
Open Opportunities: Increasingly, people around the world are marginalized or at risk of being marginalized because they lack the opportunities and skills required by new job market scenarios. This is true both at local and global levels. Open education can actively contribute to expand opportunities for individuals who want to build their future on a set of skills which can be acquired through Open Educational Resources (OER).
|Strategies for the further development of open educational resources, practices, and communities through cross-boundary collaborations||a) Open connections and collaborations||1) Connecting different worlds of open, such as open access, open science, open source software, open
design, open data
2) Cross-fertilization between digital technology and humanities / creativity / STEM (Science, Technology, Engineering and Mathematics) and STEAM (Science, Technology, Engineering, Art and Mathematics): the transformational impact of openness
3) Local, regional, national and international cross-institution and cross-sector partnerships and coalitions for formal, informal and non-formal education
4) The role of communities and/or informal organizations in advancing open education locally, institutionally, nationally
|b) Open education to bridge the gaps beyond curricular education||1) OER, open courses and MOOCs to support students through the key transitions of their career
2) Open learning (including, but not limited to, OER and MOOCs) to increase preparedness for the workplace / labour market
3) Supporting pathways between education and work through open learning; the role of industry and apprenticeships for professional learning and development
4) Open education to support new student populations in terms of demographics, profiles, and needs
5) OER, open courses and open communities to advance cultures of change and innovation (e.g. social innovation)
|c) Open education meets Sustainable Development Goals||1) Open initiatives with a focus on the UN Sustainable Development Goals as a reciprocal relationship
2) Current and future open collaborations and initiatives to solve the biggest global challenges of our time for a better collective future on our planet
3) How open education and its policies are developing in different regions of the world
4) OER and MOOCs to reach underprivileged communities
5) OER and MOOCs in developing and emerging countries (use / adoption / policies / strategies)
|Roles and practices to enact open education||a) Students, facilitators, teachers, and communities: evolving roles, fading dichotomies||1) The role of students and peers: mentors and co-facilitators in open courses; (co-)makers of open
2) Extending learning beyond the classroom and enabling distributed open peer-to-peer learning and sustainable assessment strategies
3) Students and teachers as promoters of open strategies
4) Teachers and tutors as facilitators in the open
5) The role of librarians in supporting OER (and MOOC) adoption and use
6) The role of non-academic staff in fostering the use of OER / MOOCs
7) Open learning communities as induction and inclusion hubs and greenhouses for open innovation
8) Synergies between open communities, where anyone can join and contribute (e.g. in terms of expertise), and formal learning in schools, colleges and universities beyond boundaries and borders
|b) Open Educational Practices and curriculum design||1) Breaking free from traditional curriculum design models: open design models and frameworks for learning
and teaching and open program and degree design (e.g. joined-up open courses, degree apprenticeships and
personalization of education)
2) OER, open courses and MOOCs to underpin both new forms of learning (fostering curiosity, creativity and critical thinking in students) and learning innovation techniques (e.g. flipped classroom, open digital storytelling, scenario- and problem-posing approaches and simulations, maker spaces and DIY learning) both in class and online
3) Open innovations in low-tech and offline contexts to address specific local challenges and harness opportunities through openness
4) Open textbooks and text-book innovations through co-creation with students, open learners and the wider public
5) Obstacles to the use of OER / OEP / active learning in the classroom
|c) Tools, technologies, and spaces that enable, support and spread open education||1) Criteria to manage sources and assess OER
2) Adaptation and localization issues (e.g. language translation)
3) OER authoring and markup tools and metadata standards to manage creation, revision/adaptation, and import/export of OER across file formats and platforms
4) Reusing and creating derivative works (hosting derivative works, citation conventions for derivative works, conventions for tagging OER, standards for remixable formats)
5) Tools and platforms for the development of open courses and communities
6) Open education initiatives partnering with third parties to offer complementary services, such as data collection, feedback, and analytics
7) Overcoming barriers to digital equity (internet access, BOYD, socio-cultural barriers): tech-free / low-tech open education solutions to widen access and participation8) Unleashing the potential of OER/MOOCs in physical spaces (e.g. classroom, libraries, labs, maker spaces); redesigning open and fluid (tech-free / low-tech / digitally-enhanced) learning spaces
|Pedagogy, reflections and policies for an open future||a) Open education research||1) Studies of educational transformation in different contexts at practitioner level, institutionally,
nationally and internationally
2) Benefits, challenges and opportunities for an open future illuminated through related research
3) Ideas, plans for future open education research and work-in-progress
|b) Impact of open education initiatives||1) What stakeholders, and what synergies with them? Beyond education institutions and communities, e.g.
cultural institutions/GLAMs (Galleries, Libraries, Archives, and Museums) and other organizations with
complementary skills and knowledge
2) Measuring impact: what kind of impact (and evidence thereof)
3) Open education and scalability
4) Economic and non-economic drivers / possible business models and possible differences depending on geographic areas
|c) Policies & strategies for open education||1) Embedding MOOCs and OER in institutional strategies (schools, HEIs) for formal education
2) Designing effective policies and strategies to mainstream openness: challenges, barriers, constraints, and incentives (e.g. staff development, recognition and rewards for open education adoption)
3) Connecting open education policies to larger policy movements such as the Open Government Partnership
4) Intellectual property arrangements at schools, colleges, universities and communities
5) Openness as a tool for community outreach, community engagement
6) The role (institutional) leaders play in spreading open education
|d) Visions of future landscapes||1) Roles in the future: students, learners and facilitators, their needs and contribution to formal
education2) Ambitious and imaginative leaders for an open future
3) Visions for future models to connect open education with formal education and competency-based education
4) The future of professional development for educators, pre- and -in service
5) The future of open communities for lifewide and lifelong learning and their role in education and professional development
Criteria for selection of proposals
Proposals will be assessed against the following criteria:
- Clarity and coherence – The abstract explains the aims and development of the proposal in a clear and understandable way, in consistency with the requirement of the call.
- Originality – The proposal explores a new or novel idea, project or issue; it discusses existing research with promise of new insight, it discusses new research; or it presents new ways of considering existing information.
- Relevance – The topic is relevant to open education and it contributes to research and/or effective practices in the field.
- Takeaways – The session includes key takeaways for participants to consider alternative practices and processes.
The 2019 Conference features the following session formats. Please review the session format descriptions and requirements for more details.
- World Cafe
- Action Lab
- Pecha Kucha
EX-ANTE video and EX-POST video
All participants notified of acceptance and who will attend the conference are strongly invited to produce a short (2-3 mins) EX-ANTE video in which they briefly answer the following questions:
- What is my proposal going to discuss?
- Why is it useful for participants to join me?
- Which criticalities (weaknesses, obstacles, etc) do I foresee to explore through discussion?
After the conference, we invite presenters to produce a short (2-3 mins) EX-POST video in which they briefly answer the following questions:
- Did we came up with a useful discussion?
- What did the discussion add to the previous knowledge/perspective/understanding we already had on this issue?
- Did we find solutions to the criticalities?
- Any further steps foreseen by participants?
The videos will be collected on the OE GLOBAL 19 website and will be part of the shared results of the conference. Presenters will be provided with additional guidelines at a later stage.
Submissions for the Open Education Global Conference 2019 must include a short abstract (one paragraph, under 300 words) and an extended narrative (750-1500 words, approximately 1-3 pages). The extended narrative should provide a clear description of what presenters will address and what the audience can expect to learn. Authors should ensure that enough details are given to be able to assess the novelty, relevance or the impact of the proposed session. Please note that you will need to provide the following information during the submission process:
- Names, academic titles, and affiliation for all presenters and / or facilitators
- Conference track (selected from the list above)
- Topic (selected from the list above). Please note: while your proposal may be relevant for more than one topic, we ask that you limit your selection to only one topic per track.
- Format of session requested (selected from the list above)
- Title of the session
- Abstract (300 words)
- At least three keywords
- Intended primary audience (Teacher, Academic, Librarian, Policy maker, Student, Researcher, Educational Leader, Instructional Designer or Technologist, Other)
- Intended secondary audience(s) (Teacher, Academic, Librarian, Policy maker, Student, Researcher, Educational Leader, Instructional Designer or Technologist, Other)
- Educational sector (Primary Education, Secondary Education, Community College/Vocational/Trades Education, Higher Education, Lifelong Learning/non formal learning/ Adult learning/Community learning)
- Extended Narrative – Upload a detailed description (pdf format) of the proposed topics and/or activities (750-1500 words). For more information please see proposal requirements according to the selected session formats
Additionally, during the proposal submission process, please indicate if you have interest in submitting a paper to the special edition of the Open Praxis journal. If you would like to be considered for inclusion in Open Praxis your extended narrative needs to have a minimum of 1,200 words and a maximum of 5,000 words (please see below for additional information). Please read farther below for more information about this opportunity.
When you submit your proposal, you will receive an automated confirmation email. If you do not hear from us, please contact us at email@example.com.
Proposal submissions due: 1 May 2019
Acceptance announcements: 21 June 2019
Presenter registration deadline: 31 July 2019
Publication in Proceedings and Filming
During the conference, some talks may be video recorded and made available online. Presentation slides and papers will be available after the conference.
All submissions and presentations must be licensed under the Creative Commons Attribution 4.0 License. By submitting a proposal you agree to these terms.
Open Praxis Journal Publication Opportunity
We are very pleased to announce that Open Praxis will publish a selection of papers from the Open Education Global 2019 conference. Please see the Open Praxis guidelines for more information if you are interested in your paper being published.