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Read our latest report in our annual series exploring new forms of teaching, learning and assessment. The reports are intended for teachers, trainers, policy makers, education consultants, academics, students, researchers, instructional designers, educational software developers – and indeed for anyone who is interested in pedagogical innovation and how education is changing. 
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A number of schools and universities may be required to close due to the coronavirus outbreak, but how can you quickly move your teaching online?
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From
wonkhe
If we are to be honest, most university mission statements are largely interchangeable and somewhat bland.
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This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
This seventh report, produced by The Open University in collaboration with the Centre for the Science of Learning & Technology (SLATE), University of Bergen, Norway, proposes ten innovations that are already in currency but have not had a profound influence on education in their current form.
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As the volume of information grows in databases, libraries and on the internet, information literacy skills are key to being able to find and manage information effectively in a complex society
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The Open University has published its annual Innovating pedagogy list of innovative themes for pedagogy. They state that the series "explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education."
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What is digital and information literacy?
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Digital literacy skills empower you to work effectively and safely online whether you’re at work, studying or at home. They can also help you when it comes to applying for jobs. This questionnaire is one of four that will help you to learn the skills you need to succeed in a digital age.
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Explore historical Open University images contained in the Open University Digital Archive. Via Elizabeth E Charles
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Ben Wildavsky reflects on the 45th anniversary of Britain’s Open University (OU) broadcasting its first lectures over BBC television and radio. He argues that any reformer seeking to serve large numbers of nontraditional students effectively would be remiss not to pay close attention to the OU’s pioneering model.
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The future of online education must include more social, collaborative contact among students and professors, suggests an Open University report.
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As the pivot to online gathers apace, some colleagues have been discussing if we have useful resources at the Open University to help. Lots of other people are doing excellent work online, so I won’t try and collate everything that is out there but rather just focus on OU resources. While we do know a lot about distance & online learning, it’s important to recognise that what is happening now is quite different in nature. This is an emergency, swift response in switching classes to online, which is not the same as a carefully planned 5 year strategy.
Elizabeth E Charles's insight:
Great collection of resources.
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Rethinking Open Universities | The International Review of Research in Open and Distributed Learning
This paper considers the current state of the United Kingdom Open University (UKOU) and the implications for the evolution of higher education, whether through open or traditional institutions. Although 50 years have passed since the establishment of UKOU, the first open university, such institutions seem to be losing their ground, notably because they face challenges in creating a clear identity for themselves. By definition, they have been distinguished from traditional universities by offering both open access and open admission. However, some cases of open access (i.e., distance teaching through the adoption of various technologies) are found in China, South Africa, the USSR, and the US. Even so, the introduction of open admission policies can be considered a core feature of open universities. Such policies have been criticized for creating a so-called revolving door, with students failing almost immediately. To counteract this, UKOU developed a particular quality assurance system, which allowed them to be an authoritative higher education institution. Specifically, they structured regional networks with shared responsibilities, to offer all the elements that make up a university including headquarters, regional offices, and even spaces for students. This form of networked university is what differentiates open universities from the traditional university model and constitutes a unique feature of this type of educational institution. Via Ana Cristina Pratas
Ana Cristina Pratas's curator insight,
October 25, 2019 11:17 AM
Abstract
This paper considers the current state of the United Kingdom Open University (UKOU) and the implications for the evolution of higher education, whether through open or traditional institutions. Although 50 years have passed since the establishment of UKOU, the first open university, such institutions seem to be losing their ground, notably because they face challenges in creating a clear identity for themselves. By definition, they have been distinguished from traditional universities by offering both open access and open admission. However, some cases of open access (i.e., distance teaching through the adoption of various technologies) are found in China, South Africa, the USSR, and the US. Even so, the introduction of open admission policies can be considered a core feature of open universities. Such policies have been criticized for creating a so-called revolving door, with students failing almost immediately. To counteract this, UKOU developed a particular quality assurance system, which allowed them to be an authoritative higher education institution. Specifically, they structured regional networks with shared responsibilities, to offer all the elements that make up a university including headquarters, regional offices, and even spaces for students. This form of networked university is what differentiates open universities from the traditional university model and constitutes a unique feature of this type of educational institution.
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The latest Innovating Pedagogy report, compiled by experts from The Open University and the Centre for the Science of Learning & Technology (SLATE) in Norway, identifies ten innovations that will influence education internationally over the coming years.
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Watch the "The university that sparked an education revolution" video at BBC Ideas. Explore other related content via our curated "A brief history of... " playlist.
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Welcome to The Social Media Toolkit, The Open University's advice and guidelines for staff using social media.
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What is digital literacy and how is it different from information literacy?
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The report examines how the learning experience is being influenced by rapidly advancing technology, changing the way people engage with education. It also looks at how these developments can be capitalised on, to maximise the effectiveness of learning delivery in the workplace.
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Today (11 May) The Open University (OU) launches its annual Trends in Learning report at the CIPD Learning and Development Show at London Olympia.
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Leeds and OU programmes signal significant change in online platform’s pricing structure
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Celebrating OER and the Five Points of Openness that free Badged Open Courses encapsulate. Presented at the Badging for HE Conference, March 2016, during Open …
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Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Christopher; Mayles, Kevin and Murphy, Sam (2016). There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is currently being tested and validated at the Open University UK. By working with 18 introductory large-scale modules for a period of two years across the five faculties and disciplines within the OU, Analytics4Action provides a bottom-up-approach for working together with key stakeholders within their respective contexts. A holistic A4AEF has been developed to unpack, understand and map the six key steps in the evidence-based intervention process. By means of an exemplar in health and social science, a practical illustration of A4AEF is provided. In the next 3-5 years, we hope that a rich, robust evidence-base will be presented to show how learning analytics can help teachers to make informed, timely and successful interventions that will help each learner to achieve the module’s learning outcomes.
Elizabeth E Charles's insight:
Latest findings from OU on using learning analytics to inform timely interventions to help learners achieve their learning goals.
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tThis policy aims to set out how the University will use student data in an ethical way in order to shape the student support provided. The policy is based around eight key principles, each of which is linked to particular aspects of learning analytics.
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Must find time to read this.
The 9th Open University report on Innovating Pedagogy is out. With very interesting chapters on Virtual & Augmented Reality but also on co-creation, evident-based teaching, etc.