19 sept leuven-moo-cs-opening up education and openuped


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Presentation 19-09-2013 at KU Leuven during Digital Humanities Summer School

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19 sept leuven-moo-cs-opening up education and openuped

  1. 1. MOOCs, Opening up Education and OpenupEd Leuven, 19-9-2013 Darco Jansen
  2. 2. MOOCs come from everywhere? • NO: predominantly US • where it all started as of 2011 (or in Canada in 2008, or…) • and … expanded massively (Coursera, Udacity, edX) • Some (many) EU universities have joint US initiatives • national launches in UK and Australia • TIME for a (pan-)European initiative: OpenupEd Darco Jansen
  3. 3. MOOCs: Massive Open Online Courses • Massive: thousands to >100.000 participants • ‘Open’: accessible by anyone anywhere, having an internet connection and free of charge • Online available • Course: unity with a duration of 5-10 weeks Darco Jansen
  4. 4. MOOCs: Massive Open Online Courses • Massive: thousands to >100.000 participants • ‘Open’: accessible by anyone anywhere, having an internet connection and free of charge • Online available • Course: unity with a duration of 5-10 weeks Darco Jansen
  5. 5. Open Education • Open Learning (1971, OU-UK; other OUs) • Open Courseware (2001, MIT • Open Education Resources (2002, UNESCO) • Open Education (2008, Cape Town Declaration) • Massive Open Online Courses (2011, xMOOCs; 2008, cMOOCs) • Opening up Education (2012/2013, EC) Need for clarification… Darco Jansen
  6. 6. Open Educational Resources and Digital openness • Open Educational Resources (OER) are materials • Used to support education that may be • Freely accessed, reused, modified and shared by anyone. • OER creators own the intellectual property and copyrights of the OER they create. • However, they license the OER and make it freely available to others. • Digital openness is • Free online availability (open source, open access) • AND open licencing (reuse – remix – rework – redistribute) Darco Jansen
  7. 7. MOOCs and Digital openness (1) • Do MOOCs share Digital openness in learning material? • Free online availability; • AND open licensing (reuse – remix – rework – redistribute) • Yes, they are for free, i.e. no costs regarding to material • No, (most) MOOCs do not have an open license • Moreover, MOOCs are more than learning materials Darco Jansen
  8. 8. MOOCs and Digital openness (2) • MOOCs are courses # learning materials • educational content • interaction p2p • -> learning community -> learning networks • feedback tutor (only partly nowadays in MOOCs) • -> part academic community • qualification and exams (only partly nowadays in MOOCs) • Do MOOCs share Digital openness in all those other aspects? • And what about the licence of the ‘data’ provided by students. Darco Jansen
  9. 9. MOOCs and Open Access(ibility) (1) • Provide present MOOCs really open access to all? • Yes but most students already did have access to HE… • And students need • Good internet connection • Language skills (most MOOCs are in English) • To understand global practices (hardly local cases…) • ….not for all students… Darco Jansen
  10. 10. MOOCs and Open Access(ibility) (2) • We should be very careful in stating that OER and MOOCs are opening access to HE. • Special attention should be given to those potential student groups that really don’t have yet access to HE for all kind of reasons. • Digital openness (free and open licensing, multi media) • The design of the learning material and of the open courses should incorporate different student groups. • Goals and practices on open access, social responsibility need to debated. • “MOOCs are not a solution but a symptom of (failures in ) educational system.” Darco Jansen
  11. 11. MOOCs and Open Access(ibility) (3) • And is the pedagogics and didactics suitable for all students? • Today, the focus is more on technology and less on innovations in open pedagogical thinking. • As a consequence we see high percentage of push-outs. • “Youth unemployment is approaching 23% across Europe and at the same time we have over 2 million unfilled job vacancies. The knowledge economy continues to increase demand for higher skills but more than 70 million Europeans have only low or no formal qualifications. This highlights a serious weakness in our education and training systems. Europe will only resume growth by producing highly skilled workers who can contribute to innovation and entrepreneurship. • Widening access and engagement through OpenEducation is a necessity” • In open education we should also have an learner centered approach that supports independent learning Darco Jansen
  12. 12. MOOCs: Massive Open Online Courses • Massive: thousands to >100.000 participants • ‘Open’: accessible by anyone anywhere, having an internet connection and free of charge • Online available • Course: unity with a duration of 5-10 weeks Darco Jansen
  13. 13. Open Online Courses (1) • But MOOCs are courses • educational content • interaction p2p • -> learning community -> learning networks • feedback tutor • -> part academic community • qualification and exams • Are MOOCs part of formal education? • most MOOCs don’t give access to HE-system only to the knowledge (no formal credits as part of accredited curricula) • we should incorporate some recognition options, from (open) badges to credit in a formal education program Darco Jansen
  14. 14. Open Online Courses (2) • MOOCs are positioned between informal and formal learning -> different kind of motives of people enrolled. • Moreover, the actual outcome differs largely between participants and most likely will differ from the learning outcomes from the course design beforehand. • We should measure the actual outcome of the (changing) intentions of the persons using OER, MOOCs and other forms of Open Education. • The design of an open course should incorporate these changing intentions and allow multiple outcomes. Darco Jansen
  15. 15. But what is open education (1) Open and online availability are frequently used: • Open Source (software) • Open Access (scientific output) • Open Content (creative output) • Open Educational Resources (OER) • Open Courses (e.g., MOOCs) • Open Learning Services (OLS, e.g. feedback, tutoring, meeting, communities, teamwork, examination, etc.) Darco Jansen
  16. 16. But what is open education (2) • Open universities : an open-door academic policy, i.e. no entry requirements and they are ”open” to all students. • open access(ibility); freedom of time, pace and place; open programming; open to people. • an approach to education that seeks to remove all unnecessary barriers to learning, while aiming to provide students with a reasonable chance of success in an education and training system centred on their specific needs and located in multiple arenas of learning. Darco Jansen
  17. 17. Open Education: two worlds Darco Jansen CLASSICAL / ESTABLISHED INNOVATIVE / EMERGING Open and Distance Learning / ODL Lifelong Open Flexible / LOF learning OUs (incl. DTUs) Variety of Associations / Consortia ICDE EADTU AAOU ACDE Conferences Seminars Taskforces One Century(+) Open Educational Resources / OER Massive Open Online Courses / MOOCs Wide variety of Initiatives MIT OERu P2Pu edX Coursera OCWC CC Hewlett F. OpenEd Communities Forums Conferences One Decade
  18. 18. Opening up education • Opening up education implies that the educational system is closed somehow. • One should define what element of HE we should be more open and why. This may differ between continents, countries and collaboration of institutions. Darco Jansen
  19. 19. European context for opening up education The European HE system is said to be already open.However, many aspects could be opened further: • free access (but bachelor-masters are not for free in many countries) • open accessibility / Openness to learners • open licensing (not a reality in many universities) • open didactics / pedagogics (still mostly class room models) • openness for employability reasons, open (knowledge and learning) networks • open credit transfer and virtual mobility schemes (element are there in Europe but we could improve significantly) Darco Jansen
  20. 20. Open Education Openness in education needs to embrace holistic approach covering all dimensions of openness and provide flexibility to the learners in both on-campus education and distance education system. A. Digital Openness B. Openness to learners C. Open pedagogics-didactics with an learner centered approach that supports independent learning D. Recognition options E. Openness in the educational transactions, especially in the choice of courses, learning media and assessment Darco Jansen
  21. 21. Jointly entering the MOOCs world • With ‘openness’ style MOOCs which will have added value for the learners • Aimed and really opening up education for all • Openness in all it’s dimensions • Through collaboration and a shared approach we will: • add value to every individual institution, extending the reach and reputation of its own expertise and programmes; • be able to pool our collective experience in distance/online education, lifelong open and flexible learning and self-guided study for mutual benefit, without risking the brands and objectives of individual members. Darco Jansen
  22. 22. OpenupEd • European values: equity, quality and diversity • learner at the centre • high-quality learning materials • self-study model • diversity in language and in culture • In tradition of acclaimed distance teaching model: • EADTU initiative Darco Jansen
  23. 23. OpenupEd Courses • 80 • wide variety in subjects and level • 12 languages • scheduled or self-paced • 20 to 200 hours of study • recognition options Darco Jansen
  24. 24. OpenupEd partnership • from the EU: France, Italy, Lithuania, the Netherlands, Portugal, Slovakia, Spain, the UK • outside of the EU, from: Russia, Turkey, Israel • planning to join, from: Cyprus, Denmark, Estonia, France (+1), Greece, Poland (2x), Slovenia, Spain (+1) • Open to other potential partners Darco Jansen
  25. 25. OpenupEd partnership; decentralized model Institutions themselves are leading OpenupEd central communication portal, a referatory to the institutional platforms Driven by service to learners & society (rather than by revenue) Positioned in the public domain (not-for-profit) (rather than the private sector) BUT … commonality in our eight features Darco Jansen
  26. 26. OpenupEd framework of 8 features 1. Openness to learners 2. Digital openness 3. Learner-centred approach 4. Independent learning 5. Media-supported interaction 6. Recognition options 7. Quality focus 8. Spectrum of diversity Not meant to be a strict order but rather to give general guidance Darco Jansen
  27. 27. 1. Get connected! 2. Get open! 3. Go co-created! Darco Jansen
  28. 28. Thank you!!! Darco.Jansen@eadtu.eu
  29. 29. Darco Jansen
  30. 30. But why opening up education Before discussing what we should open we first need to be confident why we should opening up education • what are the main drivers for open education? • what is the European context to start from? Darco Jansen
  31. 31. Increased interest in open education • Open education has become an emerging business for many institutions and countries. • Open Education acts on a transnational and global level. It needs collaboration between governments, institutions and companies. • But serves it a public matter or... • … some state that openness as with most MOOCs does not contribute to public case, that it is hard business and new western imperialism. Only the rich can provide free OER and free online courses (someone has to pay for it). Darco Jansen
  32. 32. Main drivers for open education (1) 1. The main driver on open education on a national or global level is access to higher education for all. • Today there are 165 million people enrolled in tertiary education. • Projections suggest that the world's higher education system must accommodate additional 98 million more students by 2025. • Sir John Daniel (former President of the Commonwealth of Learning) calculated that this would require more than four major campus universities for 30,000 students to open every week for the next 15 years. Darco Jansen
  33. 33. Main drivers for open education (2) 2. Extremely relevant and beneficial for Developing Countries and Emerging Economies with • (1) shortage of qualified teachers; • (2) lack of high-quality learning materials and • (3) evident need to really expand access to (formal) education. 3. Reduce costs of HE at a country level • For example in the USA where the high cost of textbook has reduced citizens access to higher education, but recent efforts on open textbooks reduced those costs drastically (over 50%). Darco Jansen
  34. 34. Main drivers for open education (3) 4. At an institutional level it is (was) mainly marketing, offering something for free to attract more students • (Early) examples of OER initiatives are based on a model as “Content for free, Teaching & Credentialing for a fee”. • MOOCs now offer courses for free 5. By now open education has become competition and demand driven • Competing with low-cost HE next to • policy-driven • implementation driven (changing business) • and identity driven (openess). OUs need to be part. Darco Jansen