Lisbon icde-scop-the openup ed case-28nov2013

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Lisbon icde-scop-the openup ed case-28nov2013

  1. 1. Innovative Leadership using MOOCs The OpenupEd Case Lisbon, ICDE SCOP meeting 28 November 2013 Fred Mulder Darco Jansen
  2. 2. Going pan-European … with OpenupEd MOOCs MOOCs: predominantly US • where it all started as of 2011 (or in Canada in 2009, or…) • and … expanded massively (Coursera, Udacity, edX) • some EU universities have joint US initiatives • new launches in UK, Australia, Germany, Spain TIME for a European initiative! • nice umbrella: the EC launch ‘Opening up Education’ • that’s why OpenupEd is our name • first pan-European MOOCs initiative • launched April 25, joint press release EADTU & EC Fred Mulder Darco Jansen
  3. 3. MOOC: number of courses (10-11-2013) •Coursera (VS): •edX (VS): •Udacity (VS): 537 courses 91 courses 28 courses •Open2Study (AU): •MiriadaX (ES): •Futurelearn (GB): •Universite Numerique (Fr): •Iversity (D): 32 courses 90 courses 29 courses 24 courses 25 courses (2 with ECTS opp.) •OpenupEd (EU) 174 courses (>100 ECTS opp.) MOOCs run on own institutional platform (11 partners) Fred Mulder Darco Jansen
  4. 4. Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; September 2013
  5. 5. Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; October 2013
  6. 6. + 94 OpenupEd (November 2013) Source: openeducationeuropa.eu/en/european_scoreboard_moocs ; October 2013
  7. 7. OpenupEd Courses • • • • • 174 (40 at start, 80 by end of September, another 94 begin November) wide variety in subjects and level 12 languages scheduled or self-paced 20 to 200 hours of study Massive-open-online-courses with recognition options… Fred Mulder Darco Jansen
  8. 8. MOOC: platform and/vs providers •Private companies : Coursera (VS), Udacity (VS), MiriadaX (ES), Iversity (D), ... •Collaboration with platform: EdX (VS), Futurelearn (GB), France Université Numérique (Fr), … •Institutions with own platform: OpenupEd partners, Athabasca (C) ,... Most OpenupEd partners do already have stable learning environments that support students with online education on a massive scale. Fred Mulder Darco Jansen
  9. 9. Innovative Leadership using MOOCs • It is not about providers and platforms • It is not (only) about numbers • It is not about transferring classroom to online • It is not about online tests to get a certificate Fred Mulder Darco Jansen
  10. 10. MOOCs for Opening up Education for all (that have the potential) • Openness in education needs to embrace all dimensions of openness and provide flexibility to all learners in whatever educational context. • MOOCs should be designed such that all unnecessary barriers to learning are removed, while aiming to provide students with a reasonable chance of success in an education. Darco Jansen
  11. 11. Optimizing openness by using MOOCs (1) MOOCs by definition contribute to open education • open access to courses without entry qualifications • by anyone anywhere, having an internet connection • free of charge (open in the sense of affordable) But provide MOOCs access for everybody (also for those with special needs)? • Students need … • Good internet connection • Language skills (most MOOCs are in English) • To understand global practices (hardly local cases…) Darco Jansen
  12. 12. OpenupEd framework of 8 features (1) 1. Openness to learners (to learners’ needs) 2. Spectrum of diversity (in language, culture, etc.) Fred Mulder Darco Jansen
  13. 13. Optimizing openness by using MOOCs (2) Difference between free education and open education • Like difference between free software and open software MOOCs in open education need to have an open licence policy I.e. allow reuse – remix – rework – redistribute • of educational material (OER) • of educational software in MOOCs platforms (open software) • of analytics, data and content produced in MOOCs (open data) to improve the courses and the way we educate ‘Digital’ openness is needed to provide a potentially rich learning environment Darco Jansen
  14. 14. OpenupEd framework of 8 features (2) 1. Openness to learners (to learners‟ needs) 2. Spectrum of diversity (in language, culture, in (open) learning environments) 3. Digital openness Fred Mulder Darco Jansen
  15. 15. Optimizing openness by using MOOCs (3) We should focus more on innovations in open pedagogical thinking and less on technology and platforms. Open pedagogy is needed to provide students with a reasonable chance of success in an education • • • • In open education we should also have an learner centered approach. Courses should aid students to construct their own learning from a rich environment, and to share and communicate it with others; It is about the learned centred activities, which are carefully designed by the teaching staff. Here, the core question is "how does good learning proceed as a process" in a potentially rich environment. Darco Jansen
  16. 16. OpenupEd framework of 8 features (3) 1. Openness to learners (to learners‟ needs) 2. Spectrum of diversity (in language, culture, in (open) learning environments, in didactical approaches) 3. Digital openness 4. Learner centered approach 5. Independent learning 6. Media-supported interaction Fred Mulder Darco Jansen
  17. 17. Optimizing openness by using MOOCs (4) • MOOCs are courses • • • • • educational content interaction p2p • -> learning community -> learning networks feedback tutor • -> part academic community qualification and exams MOOCs should part of (formal) education system, • • 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 credits in a formal education program (ECTS) Darco Jansen
  18. 18. OpenupEd framework of 8 features (4) 1. Openness to learners (to learners‟ needs) 2. Spectrum of diversity (in language, culture, in (open) learning environments) 3. Digital openness 4. Learner centered approach 5. Independent learning 6. Media-supported interaction 7. Recognition options Fred Mulder Darco Jansen
  19. 19. Optimizing openness by using MOOCs (5) OpenupEd partners will continuously develop showcases that MOOCs can indeed contribute • to the open movement, to new pedagogies and • to the transformation of teaching and learning • while keeping highest quality standards as well. So that MOOCs provide students with a reasonable chance of success in higher education OpenupEd partners must • be positioned in national HE structure including QA & Accreditation • and institutional endeavour with evidence of QA for the MOOCs Darco Jansen
  20. 20. OpenupEd framework of 8 features (5) 1. Openness to learners (to learners‟ needs) 2. Spectrum of diversity (in language, culture, in (open) learning environments) 3. Digital openness 4. Learner centered approach 5. Independent learning 6. Media-supported interaction 7. Recognition options 8. Quality focus Not meant to be a strict order but rather to give general guidance Fred Mulder Darco Jansen
  21. 21. Why bother with quality? • • • • • Students – know what they are committing to Employers – recognition of content and skills Authors – personal reputation, 'glow' of success Institutions – brand reputation Funders – philanthropic, venture caps, governments • Quality agencies – on behalf of above • Review version of OpenupEd (MOOC quality) label available since 9-11-2013 Darco Jansen
  22. 22. 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, Ireland, Poland (2x), Slovenia, Spain (+1) • Open to other potential partners (> 20 requests) Fred Mulder Darco Jansen
  23. 23. 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) Fred Mulder Darco Jansen
  24. 24. OpenupEd partnership: but centralized for quality … Branding: commonality in our eight features Procedures: admission conditions and OpenupEd label Continuous monitoring Research and evaluation Fred Mulder Darco Jansen
  25. 25. OpenupEd: benefits for partners • • • • • Strong and distinctive quality brand Collective exposure beyond national borders Visibility and marketing potential Opportunity to join cross-national projects with external funding Opportunity to engage with the expertise and experience in the OpenupEd partnership • Annual state-of-the-art meeting (part of EADTU Conference) • Explore further extension of „opening up education‟ at the institution Fred Mulder Darco Jansen
  26. 26. OpenupEd: six conditions to join • Position in national HE structure including QA & Accreditation • Institutional endeavour with evidence of QA for the MOOCs • Endorsement of the eight common features and evidence of how these are applied to the MOOCs; crucial are „openness to learners‟ & „digital openness‟ • OpenupEd (MOOC quality) label required at entry & periodical renewal • The MOOC operation must be evaluated and monitored; data and results must be shared within OpenupEd partnership • Payment of a moderate annual fee (€2.500) Fred Mulder Darco Jansen
  27. 27. UNED Abierta • 20 MOOCs on own platform, partner in OpenupEd • First run > 170.000 students (all courses > 1000) • New run starts 11 November 2013 (1 starts 24 November) • Self paced and scheduled • Short courses including video lectures • Facilitate interaction and automated feedback • Self–tests and p2p review • Freemium certification model: Badges; Online examination for certificate of completion and UNED Coma diploma (ECTS recognition) Fred Mulder Darco Jansen
  28. 28. UNED Abierta • Special focus on social inclusion • Due to the digital divide, thousands of people still lack the most basic digital competences to take advantage of this training offer, even though many international organizations point up that these skills are essential in the 21st century. • Two dedicated MOOCs aimed at Developing teachers and students‟ Digital Competences by MOOCs 1. Basic Digital Competences (14 “curators”, 4.558 participants) 2. Ict for teaching and learning (12.768 participants) Fred Mulder Darco Jansen
  29. 29. Universidade Aberta (Portugal) • 1 experimental iMOOC on Climate Change • According to the principle of their Virtual Pedagogical Model (a student centered approach oriented to flexible participation, social interaction, collaborative mediation, learning scaffolding, learning community sustainability and digital inclusion) • Lasted for eight weeks, from May 6 to July 1 • Based on OER material (LECHe project) • Pilot with 1000 students • Including ECTS certification option (11 passed) Fred Mulder Darco Jansen
  30. 30. Universidade Aberta (Portugal) The open course has been an opportunity to access an innovative learning experience Connecting formal and informal learning scenarios The challenge is to promote innovation in pedagogy for open learning in the digital society Innovation for digital inclusion Fred Mulder Darco Jansen
  31. 31. Open University of Israel (OUI) Four MOOCs just opened 1. Educational Psychology in Arabic (just started) 2. Jews and Christians in Western Europe during the middleAges and Renaissance in Russian (just started) 3. The Modern Middle-East in Hebrew (start 21-11) 4. Genocide in English (start on March 6 2014) High quality textbooks (2 with open license) suited for self study Fred Mulder Darco Jansen
  32. 32. Thank you!!! Fred.Mulder@ou.nl Darco.Jansen@eadtu.eu

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