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  • 1. Towards Open Higher Education 2030 Christine Redecker Jonatan Castaño Muñoz Andreia Inamorato dos Santos Yves Punie JRC Institute for Prospective Technological Studies Open Education Week, 10-15 March 2014
  • 2. The MOOC hype cycle A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs- and-the-gartner-hype-cycle-a-very-slow-tsunami/ We are here & technological revolutions Peak of inflated expectations Trough of Disillusionment Technology trigger Slope of Enlightenment Plateau of Productivity In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
  • 3. IPTS research Scenarios for Open Education 2030 Framework of institutional strategies for openness (post-secondary education) Higher Education School Education Adult Learning Recognition schemes Business models Guidelines for HE institutions Empirical evidence on learning with MOOCs (learner survey) 2013 2014 http://blogs.ec.europa.eu /openeducation2030/
  • 4. Research Content Guidance Assessment CertificationSelection Today 2030 Assessment Content Certification Guidance Research Selection EducationalInstitution
  • 5. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discovery Self-guided discovery Guided journey Self-guided journey
  • 6. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey Networked knowledge Lab-based research Distributed knowledge Open research area citizen science Fit for success Studying towards a degree My career path Career development Universities play a key role: → As educational content providers → For certification and accreditation Universities play a key role: → As professional training providers → As educational content providers MOOCs MOOCs
  • 7. Research Content Guidance Assessment CertificationSelection Today EducationalInstitution 2030
  • 8. Research Content Guidance Assessment Certification Selection Today EducationalInstitution Research Research Research MOOCs MOOCs 2030 Research Content Guidance Assessment Certification Selection Selection
  • 9. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Fit for success Distributed knowledge My career path Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification AssessmentOER/ OCW/ MOOCs Open data/ publishing Research Guidance
  • 10. Fit for success My career path Networked knowledge Distributed knowledge Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance
  • 11. Fit for success My career path Networked knowledge Distributed knowledge Course providers Focus on OER/OCW/ MOOCs Connectors Focus on linking learners with providers Learning hubs Focus on guidance Research hubs Focus on research Test centres Focus on validating competences Certification bodies Focus on awarding qualifications
  • 12. Learning hubs Focus on guidance Research hubs Focus on research Guidance Research Research Content Guidance Assessment Certification Selection 2013 2030
  • 13. • Thank you very much for your attention! • Christine Redecker • Christine.Redecker@ec.europa.eu • http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html • http://blogs.ec.europa.eu/openeducation2030/