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'Openness'
'Openness'
'Openness'
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'Openness'
'Openness'
'Openness'
'Openness'
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'Openness'
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'Openness'

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  • 1. Not Yet Systemic: <br />‘Openness’ in the Context of Lifelong Learning<br />The role of openness in creating a flexible and creative learning environment, making best use of new technological opportunities <br />Open Stakeholder Workshop <br />Open Educational Resources in European Higher Education<br />March 4, K.U. Leuven <br />Cornelis Adrianus (Kees-Jan) van Dorp<br />supplementary<br />
  • 2. ‘Openness’ in the Context of Lifelong Learning<br />Contents<br /><ul><li>‘Openness’ in the Lifelong Learning Charter
  • 3. ‘Openness’ in University Strategies
  • 4. A List of To-do’s in Lifelong Learning
  • 5. Emerging Thoughts/Recommendations
  • 6. Diffusion and Adoption of ‘Openness’
  • 7. Conclusion</li></li></ul><li>‘Openness’ in the Lifelong Learning Charter<br />EUA LLL Charter to clarify the contribution of universities to the lifelong learning agenda, moving away from the “classical” understanding of traditional teaching methods already taking place at university level, towards a concept of more learner-centric universities. <br />Universities subscribing to the Articles commit to:<br /><ul><li>Embedding concepts of widening access and lifelong learning in institutional strategies (A1)
  • 8. Adapting study programmes to ensure that they are designed to widen participation and attract returning adult learners (A3)
  • 9. Recognising prior learning(A5)
  • 10. Consolidating reforms to promote a flexible and creative learning environment for all students (A8)
  • 11. 4 out of 10 Articles refer to statements about accessand participation</li></ul>≠ Opennessin termsof open access, educational resources andinnovation<br />
  • 12. ‘Openness’ in University Strategies<br />Shaping Inclusive and Responsive University Strategies (SIRUS)<br />European University Association (EUA)<br />European Association of Distance Teaching Universities (EADTU)<br />European University Continuing Education Network (EUCEN)<br />European Access Network (EAN)<br /><ul><li>Analysis of 29 universities in 18 European countries
  • 13. Develop, share andimprove LLL University Strategies
  • 14. Selected through a competitive Call for Participation
  • 15. Intake of knowledge
  • 16. Role model presentations
  • 17. Focal core group sessions (qualitative)
  • 18. Extended (mixed) sessions of discussion
  • 19. Strategic priority games (colour coding)
  • 20. Analysis of SWOTs
  • 21. Explication of strategic ambitions</li></li></ul><li>‘Openness’ in University Strategies<br />Analysis along dimensions:<br /><ul><li>Catalysing LLL didactics, pedagogy and technology
  • 22. Achieving ‘on-campus’ LLL interplay
  • 23. Consolidating ones LLL position</li></ul>Emerging Thoughts/Recommendations<br /><ul><li>Qualitative extractions
  • 24. “As-is” and “To-be”</li></li></ul><li>To-be<br />‘Openness’ in University Strategies<br /><ul><li>Explication of SWOT
  • 25. Explication of Strategy</li></ul>As-is<br />
  • 26. To-do’s catalysing LLL didactics, pedagogy and technology<br /><ul><li>Build proper LLL strategy around triangle research, education & innovation
  • 27. View LLL not separated, but make conception which pervades whole institute
  • 28. Network to develop strategies for widening participation in the region
  • 29. Highlight anomalies in funding arrangements for full-time/part-time in HE
  • 30. Ensure that more and more study programmes can become joint programmes
  • 31. Participate in national and international LLL projects and research programmes
  • 32. Partnerships with companies and public institutions (local, regional, national)
  • 33. Manage more courses for professional development of the workforce
  • 34. Build, develop and train for new teaching methods
  • 35. Workingwith regional school boards, universities and stakeholders
  • 36. Make good education be academically rewarding: similar to status of research</li></ul> <br />
  • 37. To-do’s <br />achieving ‘on-campus’ LLL interplay<br /><ul><li>Enable adaptability of study programmes and ensure that they are flexible
  • 38. More access and interplay between diversified student population and courses
  • 39. Make use of new legal frameworks and the possibility of flexible learning paths
  • 40. Develop courses for online delivery as part of the LLL provision
  • 41. Change the manner of studies and select more customised forms of study
  • 42. Facilitate: age, gender, marital status, nationality, ethnic origin, religion, political conviction, women, public servants, persons with disabilities, seniors, elderly
  • 43. Ensure policy interest in, and special incentives for, specific target groups
  • 44. Provide for advanced teacher training and retraining
  • 45. Contracts: specific degree, no degree orientation, exams without classes
  • 46. Make lifelong learning a part of the University’s Development Plan</li></li></ul><li>To-do’s consolidating ones LLL position<br /><ul><li>Cross-fertilization between lifelong learning and “traditional” on-campus HE
  • 47. Provide more outside links in frame of technological and scientific innovations
  • 48. Provide free education, and equal access to education
  • 49. Provide national strategic incentives and make funding available
  • 50. Social background and financial situation should not be not critical
  • 51. Recognizing non-formal and self-contained achievements
  • 52. Having LLL centres in the region collaborate with municipalities
  • 53. Make counselling services available for academic immigrants
  • 54. Provide employment-oriented training for unemployed academic professionals
  • 55. Make free continuing professional development for up-skilling the workforce
  • 56. Allow for junior/community colleges to also connect with continuous studies
  • 57. Regional cooperating and making more young pupils interested in science</li></li></ul><li>Emerging Thoughts/Recommendations<br /><ul><li>What seems to be important to resolve in order to obtain a successful implementation of the lifelong learning strategy is the creation of opportunities for cross-fertilization between lifelong learning and “traditional” higher education
  • 58. Universities feel the urgency to obtain on-campus synergetic effects in the development and delivery of content for courses in the realm of lifelong learning
  • 59. Universities must enable the adaptability of study programmes to ensure that they are flexible and can be used integrally across different target groups
  • 60. It implies making (more) optimal use of well-managed systems of courses and trainings on current platforms in order to expand teaching and training methods to different target groups more easily
  • 61. The common use of the e-platform must be promoted, and in case such an e-platform is not present, expertise must be taken up for the rapid development of e-learning technologies </li></li></ul><li>Emerging Thoughts/Recommendations<br /><ul><li>Traditional on-campus staff must be (re)trained to better understand the service-oriented nature of flexible learning: services should better reflect the needs of target groups: working learners, adults, seniors, nationality, ethnic origin, religion, public servants, persons with disabilities, et cetera
  • 62. Whereas niches are to be served, and capacity cannot be allocated by one department or university, the strategy is to seek leverage through international cooperation, by jointly building and integrating courses and programmes</li></ul>HOWEVER<br />Notmuchevangelisationof explicit ‘openness’ in universitystrategies<br />AS A MEANS<br />
  • 63. Diffusion and Adoption of ‘Openness’ <br />MORIL project (William and Flora Hewlett Foundation)<br /><ul><li>Start-up phase
  • 64. Task Force ODTUs
  • 65. OER at EADTU Board, Rectors’ and Executive
  • 66. Learn from early adopters like UK Open University </li></ul>MORIL Supplementary Grant (William and Flora Hewlett Foundation) <br /><ul><li>Adoption phase
  • 67. Involvement of traditional universities
  • 68. Extend commitment base to partner institutions
  • 69. Strategy development, implementation and capacity building </li></ul>OER HE (European Commission)<br /><ul><li>Extended adoption phase
  • 70. Stimulate institutions reaching tipping point
  • 71. Allow continuous learning from fast movers
  • 72. Avoid slow movers from developing innovation gap
  • 73. Open-up to new instrumental OER usages </li></li></ul><li>Diffusion and Adoption of ‘Openness’ <br />Phases in the adoption of innovations [Rogers]<br />
  • 74. Diffusion and Adoption of ‘Openness’ <br />In search of the road to OER success (Van Dorp & Lane, 2011)<br />[Based on the framework of Hamel and Prahalad] <br />
  • 75. Diffusion and Adoption of ‘Openness’ <br /><ul><li>Bottleneck is mobilisation of collective ambition: many OER projects remain local and do not reach top management
  • 76. Authorative persons play a significant role in adoption of ‘openness’
  • 77. Less influential have difficulty scaling up merits to whole university
  • 78. Top management must be involved in developing a robust programme for institutional OER competences
  • 79. Same management must remain in place for at least five years
  • 80. Intermediate changes in top management reset the process of adoption within institutions</li></ul>Not much evangelisation of ‘OER‘ in ODTUs’ strategies<br />
  • 81. Conclusion<br /><ul><li>In frame of lifelong learning, both EUA and EADTU have promoted widened access and participation in creating flexible and creative learning environments, making best use of new technological opportunities
  • 82. These ‘strategy-shaping processes’ have resulted in the creation of nascent Networks of Practice, sustaining the need to share knowledge about the role of ‘openness’ in this process
  • 83. In building capacity to ‘openness’, OER can catalyse access to more target groups, by using the potential of adopting, infusing and complementing free-licenced academic content
  • 84. And, by harnessing the potential of ‘de-synchronising’ certain parts of current on-campus education in conjunction with social learning</li></li></ul><li>‘Openness’ must move from the periphery towards the centre of university strategies<br />Thank you !<br />Kees-Jan van Dorp<br />

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