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.
Open Educational Resources (OER) and the idea of Openness has gained momentum in the educational discourse. This thrust is not only visible in the latter but becomes manifest in the thrive of several repositories that have been established worldwide. However, a constant gap can be observed between the availability and the usage of OER in education. With this article, we contribute to this lack of research by presenting findings from a cross-educational-analysis of OER diffusion and usage in Germany. More precisely, we endeavour to disclose idiosyncrasies and specific circumstances that exist within and across different educational sectors. In terms of methods, we conducted semi-structured interviews with five experts, all members of a consortium project that encompassed 25 OER projects. As key findings, we identified specific characteristics encapsulated in each sector that require further research. With regard to schools, teachers desire a centralised platform for OER providing prepared material that is ready for use in their teaching. In higher education, altering institutional policies and the proper recognition of teaching has to be fortified to allow OER to occupy a more prominent role. In vocational education, due to the low degree of awareness and the absence of repositories, OER are in an early stage. Adult education is challenging to capture in terms of OER as it is a rather unregulated and a less institutionalised sector. For further research, we suggest that this research should especially comprise to investigate whether our findings resonate with findings of other European countries.
