CPT+10 : Ten directions to move Open Education forward


(Source: CapeTownOpenEducationDeclaration, under Creative Commons Attribution 4.0 International License)

Cape Town Open Education Declaration 10th Anniversary: Ten Directions to Move Open Education Forward (CPT+10), - is a collaboratively produced document highlighting ten key areas where the Open Education movement can grow in the next decade. 

CPT+10 was officially launched on 18 September 2017 during a satellite event at the 2nd World Open Education Resources (OER) Congress in Ljubljana, Slovenia. The satellite was attended by more than 100 delegates, and featured short talks and reflections highlighting how the various themes related across different countries and contexts. Using the ten directions as a launching point for new connections, collaborations and ideas, CPT+10 aims at getting a conversation going.

The 2nd World OER Congress marked five years since the World OER Congress was held in Paris in June 2012.

The Congress followed the theme »OER for Inclusive and Equitable Quality Education: From Commitment to Action«,
reflecting a strong focus on the role of OER in achieving 
Sustainable Development Goal 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The CPT+10 document is an outcome of a March 2017 meeting held in Cape Town to reflect on the ten years since the Cape Town Declarationhow far we have come, and where the movement will evolve into the future. It is a collaborative effort of a team of activists from multiple organisations around the world.

"The Open Education movement must begin to consider the interrelationships between Open Content, Open Data, Open Learning analytics tools, and pedagogy - both the opportunities and the challenges ... For example:

How can we leverage the power of open in the context of data while still respecting students privacy?

We also need to take a strong stance on data ownership - data created by students belongs to students.

Whether open or proprietary, it is unacceptable for software vendors to claim ownership over data generated by student users.

Finally, as we entrust analytics tools with increasingly important decisions related to teaching and learning, their algorithms need to be transparent, accountable, and peer reviewable.

How can we leverage the power of open source software methodologies in the context of learning analytics tools?

The open education movement needs to grapple with these and related issues", - DATA AND ANALYTICS, Exploring the intersection of open content, open data, and open learning analytics #cpt10 

Check out the CPT+10 websitebooklet, join in on the conversation at #CPT10 and help Open Education community promote this initiative. 

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