 of a nation (or its elite), rather than Commonwealth of Learning objectives.
- Ownership pathology: My knowledge, my students, my course, my resources, my classroom versus our staff, our campus, our timetable
- Quality assurance and acceptability of credentials for learners
- Changing / challenging learner beliefs that learning via OER is as valuable as via institute
Policy issues identified by the symposium delegates have been grouped as follows:
- Funding models
- Funding model which treats study as a package, not separate service components, is still a financial barrier for learners
- Funding "self-learn" learners, eg financial support
- How do we "liberate" publicly funded research and resources from behind paywalls?
- How to get government to fund assessment of qualifications instead of whole qualifications. If funded like this, what would this mean for TEC quality measures?
- How can funding system designed around institutions be shifted to one focused on individuals?
- Cost of investment in developing teaching and learning resources over the long term.
- Funding needed
- Government source funding linked to "courses" equals linking funding to "learning", "learners" and "outcomes"
- Copyright associations / organisations equals generating revenue for authors and creators.
- Free or reduced cost for education / learners.
- Central (government) funding arrangements / implications for institutions need to change from current assumptions.
- How do we tie this in with the Government's desire to generate $50m of export education over the next few years?
- Grants / investment needed for creating OER in resource deficient areas.
- Regulation verus incentives versus rationalisation approach
- Integration of other dimensions of "open" e.g. open access, open source etc.
- Creative Commons policies for all New Zealand Schools
- Intellectual property in secondary schools by default is owned by Board of Trustees. Need license change to default to Creative Commons.
- Intellectual property - How does this impact legal etc.
- Education required for some government departments who are not "on board" with the affordances of ICT enabled education
- Disaggregation of the teaching service chain
- "Joining up" the tertiary system in New Zealand so, for example, MOE, TEC, NZQA etc. Do it once and do it well. Pay once and use many times.
- Incentivising or opening of collaboration in student learning support systems.
- Simultaneous institutional enrolment for learners
- Getting consensus or at least a critical mass. There are strong opinions on either side, especially given governments push to increase revenue.
Assessment, accreditation and qualifications
- NCEA assessment recognising student contribution to OER as evidence of learning (Individual and collaborative)
- Recognition of personalised qualifications
- Portability of qualifications limited under the current institutional and certification policy.
- Clear development of credentialing-only models / policies for institutes.
- Maintaining standards of education. "What defines good education?" ; "What is a meaningful qualification?"
- Support from elite institutions worldwide
- Does "quality" become still more subjective in an open programme model?