Teaching is once again experiencing the winds of change, and this is also the case at the University of Eastern Finland (UEF). Recently, flexible learning and the openness of learning and teaching have been on the surface. The openness of learning is a natural part of flexible learning, where everyone has more opportunities to learn new things, regardless of their life situation or place of residence. Open learning and the opportunities brought by digitalization diversify teaching, learning, co-development and sharing. This also combines formal and informal learning routes, making both lifelong and life wide learning possible.
A familiar example of open learning are MOOC courses. However, open learning and teaching is also much more: From the teacher’s point of view, it covers the utilization of open learning materials produced by others as part of one’s own teaching and opening one’s own teaching for others to use, but also sharing learning and teaching practices. Such practices include, for example, joint development of open teaching, peer learning, student participation or sharing assessment methods, lesson plans or task banks.
At UEF, the theme of open learning was tackled in connection with the reform of the open science policy. The publication and data policy of UEF, which was approved in 2015, is being updated and expanded this year to cover all areas of open science into a comprehensive open science policy, which is intended to be concretized with an open science action program. The previously prepared UEF open data road map was partly used as the basis for the future open science policy. In the spring of 2023, the UEF open learning roadmap was also prepared as a background document for the open science policy. A working group of representatives of UEF’s Centre for Continuous Learning, Legal Affairs, Library, and Student and Learning Services was appointed to prepare the road map for open learning. In addition, representatives of UEF’s Communications and Media Relations as well as International Services were consulted regarding the communication and international activities of the Open Learning Roadmap.
UEF’s Open Learning Roadmap document was compiled by summarizing and adapting to UEF’s activities the national open learning policy documents: Open education and educational resources. National policy and executive plan by the higher education and research community for 2021-2025. Policy components 1 (Open access to educational resources) and 2 (Open educational practices) and Recommendations for open education 2021. The road map of open learning was built on goals, which were made concrete through measures, examples, indicators and monitoring, as well as target schedules and responsible parties.
The following goals were raised from the national open learning goals to the UEF open learning roadmap and the UEF development discussion:
- The university supports open learning and teaching practices with the management of open learning, quality work and staff merit and incentive systems.
- The university implements open learning as part of social interaction.
- The university promotes open learning nationally and internationally.
- The university develops and makes extensive use of open learning.
- The university recognizes and acknowledges the merits of open learning in career advancement and job planning.
- The university offers its students opportunities and support for open learning.
The next step is to identify the most essential priority areas from the action proposals of the open learning road map. In terms of the theme, the teachers’ commitment to the goals of open learning is essential. On the other hand, the shortcomings of the earning logic, which would encourage the creation of open teaching and learning material, have been identified as a challenge. With the decision of the academic rector, the library begins to assemble and coordinate the UEF’s network of open learning operators from members of the university community. The goal of the volunteer-based network is to share good, existing, and new practices that support openness. The purpose is also to launch a few high-profile open learning pilot projects, possibly with an emphasis on international education, as examples of open learning.
Opening learning and teaching must be based on voluntariness. Openness must be implemented in a way that supports and increases teachers’ freedom and opportunities to share researched information in their teaching and in the learning materials they prepare to the whole society using the means they choose best. Instead of forcing, the opening of education should be encouraged by giving recognition for competence, skills and the work done to promote openness. For the teacher, opening teaching can seem scary at first. You need to know copyright, data protection, ethical practices, accessibility, and licenses as well. The training of teachers, sufficient resources, and support services, as well as the strengthening of internal and national cooperation within organizations are key to the realization of openness in learning.
Open teaching and learning are seen as a significant part of the social interaction of the higher education and research community. The national goal is that the preparation, utilization, and joint development of high-quality open learning materials as well as other open teaching practices are part of everyday life in higher education and enable continuous learning for a wide variety of learners. You cannot reach this goal alone. With cooperation, Finland could become a pioneer and promoter of open learning materials at the higher education level. Are you in?
Kaisa Hartikainen
Information Specialist
University of Eastern Finland Library
Katri Rintamäki
Head of Services
University of Eastern Finland Library
