To help you plan your participation the conference program schedule can be filtered by date, venue, session type, and session format using the Filter functions.
Filter by Date lets you look at a specific day of the program. Filter by Venue lets you look at the program by venue rooms where sessions are taking place. Filter by Type lets you look at the program by track. In addition to keynotes and breaks the program is made up of three main tracks or types of sessions Pedagogy, Roles, and Strategies. Clicking on a type in Filter by Type lets you see only sessions of that type in the program schedule. In addition, Pedagogy, Roles, and Strategies each have a set of associated topics. Topics appear when you hover over a type name in the Filter by Type area of Sched. Topics are clickable allowing you to further filter the program by topic. Session Format lets you view the program by types of sessions - Action Labs, Lightning Talks, Posters, Presentations, and World Cafes.
The conference program is rich and diverse representing the current state of open education around the world.
This proposal reports on research that aims to identify the necessary and sufficient conditions for universities in a developing country to develop and adopt institutional OER (Open Educational Resources) initiatives, as experienced by stakeholders from five private, nine public universities and one association in Vietnam. In the past two decades, many researchers have researched OERs and their related issues. However, only a small number of studies explore the development of OER initiatives in the context of universities in developing countries. This research takes a grounded theory approach to analyse data from 20 semi-structured interviews. The average duration of interviews was 75 minutes. NVivo 12 was used to help organise, store, connect and retrieve data. A significant and timely outcome of this research is a general framework that assists universities, especially universities in developing countries, to build OER initiatives effectively and economically. Among the conditions identified in the findings, policy and human resources appear to be the most significant for institutional OER initiatives development in Vietnam. An understanding of the necessary and sufficient conditions for the development and adoption of institutional OER will facilitate as well as encourage more universities to build OER initiatives. (As one of the biggest challenges of the OER movement in Vietnam is the awareness of stakeholders about the nature of OER and its benefits, it is worth noting that the research activity itself raised awareness of the importance of OER among the diverse stakeholders in this country.) This research offers an opportunity to develop a better understanding of the issues associated with institutional OER initiatives, which can then underpin future OER development and adoption. This research thus has implications for research as well as practice in the open education movement in general and the OER movement specifically.
