Linq 2013 session_orange_1_teixeira
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Linq 2013 session_orange_1_teixeira Presentation Transcript

  • 1. Innovation, Quality and Inclusionredesigning universities as open systemsANTÓNIO TEIXEIRAUniversidade Aberta, PT& University of Lisbon, PT
  • 2. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 2António TeixeiraUniversidade Aberta & University of LisbonTHE YEAR(S) OF THE MOOCShttp://www.michaelbransonsmith.net/blog/2012/12/19/
  • 3. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 3António TeixeiraUniversidade Aberta & University of LisbonWHAT DISTINGUISHES BEST KNOWN MOOCS? http://suifaijohnmak.wordpress.com/2012/07/20
  • 4. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 4António TeixeiraUniversidade Aberta & University of LisbonAlterações Climáticas: o contexto das experiências de vida #imoocac13COHERENT DISRUPTION – iMOOC Pedagogic ModelMOOCs offered by UAb are based on the four cornerstones ofits institutional virtual pedagogical model: learner-centeredness, flexibility, interaction and digital inclusion.They combine autonomous and self-directed learning with astrong social dimension and articulate the flexibility needed byonline learners with the pacing necessary to get things done.
  • 5. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 5António TeixeiraUniversidade Aberta & University of LisbonAlterações Climáticas: o contexto das experiências de vida #imoocac13COHERENT DISRUPTION – iMOOC Pedagogic ModelUAb’s iMOOC model incorporates elements from existingMOOCs but adds other features which derive from itsexperience with online learning, as well as the work done inOER and OEP.iMOOCs focus on individual responsibility, interaction,interpersonal relationships, innovation and inclusion.
  • 6. Innovation, Quality and Inclusionredesigning universities as open systemsCOHERENT DISRUPTION – iMOOC Pedagogic ModelThe learning process combines autonomous self-study andreflection with interaction in an open social context.Participants are expected to take an active role and beresponsible for their own learning, but also to actively engagein helping build a supporting learning community.Learning support rests in the learning community, throughcollaboration, dialogue, peer feedback and active engagement.17-05-2013 6António TeixeiraUniversidade Aberta & University of LisbonAlterações Climáticas: o contexto das experiências de vida #imoocac13
  • 7. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 7António TeixeiraUniversidade Aberta & University of Lisbon
  • 8. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 8António TeixeiraUniversidade Aberta & University of Lisbon
  • 9. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 9António TeixeiraUniversidade Aberta & University of Lisbon
  • 10. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 10António TeixeiraUniversidade Aberta & University of LisbonThe educational value of OER depends onhow these resources allow access toquality learning experiences for all.
  • 11. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 11António TeixeiraUniversidade Aberta & University of LisbonCreating accessible OER is as important as measuring thedegree of accessibility achieved; not only from a technologicalpoint of view but pedagogical as well. Therefore, it is necessaryto have evaluation processes which take into accountstandards, pedagogical goals, users’ profiles and contexts ofuse. These kinds of evaluations require the participations ofauthors, experts, reviewers, and end users, who providefeedback that can be used in the evaluation processes.
  • 12. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 12António TeixeiraUniversidade Aberta & University of LisbonAssuring easy searching and finding of OERis part of the ethical responsibility of openeducation providers.All open digital resources must be described using metadataand should be interchangeable.
  • 13. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 13António TeixeiraUniversidade Aberta & University of LisbonEducational resources developed in open environments can becontinuously improved and adapted for use by a widercommunity of educators. Therefore, OER call for the notion ofOEP which relates to any educational activity involving thecreation, use, or dissemination of an adaptive open learningresource.OEP can be best defined as practices which support the (re) useand production of OER in the framework of educational policiesthat promote innovative pedagogical models, and respect andempower learners as co-producers on their lifelong learningprocess.
  • 14. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 14António TeixeiraUniversidade Aberta & University of LisbonBeyond access to open learning architectures,the focus of open education is now onlearning as a process that can be builtand shared in an inclusive way.
  • 15. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 15António TeixeiraUniversidade Aberta & University of LisbonTOWARDS A DISAGGREGATED HEI ORGANIZATION MODELBased on Hagel and Brown (2005), Wiley (2009) suggestsuniversities will have to rely on “dynamic specialization”strategies, committing to eliminate resources and activitiesthat no longer differentiate it and concentrating on acceleratinggrowth on what truly distinguish it in society.He identifies five critical functional areas in Universityorganization: structuring and providing access to content,tutoring and learning support services, curating and providingaccess to research materials, acting as a hub for socialactivities, and assessing learning and awarding degrees.
  • 16. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 16António TeixeiraUniversidade Aberta & University of LisbonINTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEIThe quality of innovation management is critical for anycontemporary organization. But, to increase openness in HEI isbasically an organizational practice.The flawed feature of the open universities instituted in the1970s and 80s was that they were designed as innovativeorganizations, implementing new technologies and academicwork processes, but were not flexible enough to be redesignlater on according to new social contexts.
  • 17. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 17António TeixeiraUniversidade Aberta & University of LisbonINTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEICan an university be reassembled for different purposesthrough out its lifespan? How can it be designed as ademountable structure, providing the possibility that it will bedeconstructed and re-organized.Current societal challenges call for a University organizationalmodel of continuous but ever more radical and rapidtransformation. A new kind of University not only moreresponsive to external challenges, but more capable of reactingspeedily, adjusting itself at an increasingly faster pace to itsevolving identity.
  • 18. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 18António TeixeiraUniversidade Aberta & University of LisbonSustainable ArchitectureModels (Reusable Systems)
  • 19. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 19António TeixeiraUniversidade Aberta & University of LisbonLOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?Dissemination of Open Education Practices across HEI mayimply a radical transformation of its organizational cultures:• De-regulation of teacher practice;• New forms and tools for student assessment;• Smaller teacher and technical staff and increasing outsourcing;• New business models focused on the sustainability of the knowledgesystem and low-cost and intensive education for all;• A fair, morally defensible, international order in cross-border onlineeducation that can generate trust amongst all actors;• A change of Academia traditional standards and forms of evaluation.
  • 20. Innovation, Quality and Inclusionredesigning universities as open systems17-05-2013 20António TeixeiraUniversidade Aberta & University of LisbonLOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?Because culture matters, globalizing HE practices must bepursued by multi-localizing teaching and learning. Thus,redesigning institutions by using a more open structure.Yet, openness is not absolute transparency.
  • 21. 17-05-2013 21António TeixeiraUniversidade Aberta & University of LisbonGrazieThank You Very Much!amt@uab.ptwww.eden-online.org/nap_elgg/pg/profile/teixeira