1. The Changing Pedagogical Landscape
CPL-study 2nd edition
EADTU-EU Summit 2018
17 April 2018

2. CPL study 2014-2015
First study:
• The changing pedagogical
landscape – New ways of teaching
and learning and their implications
for higher education policy.
• January 2014-June 2015
• “to examine to what extent
government strategies and higher
education regulatory and
accreditation, funding, quality
assurance, assessment and
certification frameworks support or
hinder new modes of learning”
• http://www.changingpedagogicallandscapes.eu/
The Changing Pedagogical Landscape, 2nd edition 2

3. Focus CPL (2017-2018) study
• To identify the implications for pedagogy in HEIs
• To complete an overview of what government-led
strategies, policies and measures exist in the countries
• To assess where the main barriers and pinch points exist
• To formulate recommendations for policy makers at the
level of higher education systems
3The Changing Pedagogical Landscape, 2nd edition

4. CPL study 2017-2018
Second CPL study:
• Institutional policy: vision, strategies
and frameworks
• Teaching and learning in
mainstream degree education
• New modes in open and flexible
education
e.g., CE/CPL and SLPs, OER, MOOCs
• New modes in international
education
• Governmental perspectives
e.g., governmental policies, legal regulations,
funding rules, intermediate organisations
• To be Published May 2018
The Changing Pedagogical Landscape, 2nd edition 4

5. Research methodology 2nd edition
Recommendations
Conclusions
Interpretations and comments
Additional evidence to support or extend patterns
Searching evidence-based patterns based on the interviews
Expert interviews: higher education institutions, governments, intermediate organisations in selected countries
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6. Countries selected
First CPL study (2015): France, Germany, Lithuania, the Netherlands,
Norway, Poland, Spain and the United Kingdom
Follow-up study (2018): Austria, Denmark, Finland, France,
Greece, Portugal and Spain/Catalonia.
Renewed for France and Catalonia with additional focus on strategies of universities
Re-analyse countries of CPL (2015) study, encompasses in total 19
countries of member states of European Union.
The Changing Pedagogical Landscape, 2nd edition 6

7. The complex pedagogical landscape
7
Blended degree
education: three
cycles
Online open
education
through
OERs and
MOOCs
Blended and
online CPD,
CLP’s and
non-degree
education TransnationalNational
The Changing Pedagogical Landscape, 2nd edition

8. CPL study 2017-2018
Structure of each topic / section:
• Introduction topic
• Illustrative cases from countries
• Additional enriching examples
• Observations
• Comments – relation to other
policies and research
• Recommendations
The Changing Pedagogical Landscape, 2nd edition 8

9. Institutional policy:
vision, strategies and frameworks
• Observations
– very nice examples of institutional strategies exists but in general
the infrastructure of universities (brick and mortar) and the
technologies don’t yet reflect the opportunities of digital
education.
– fostering of bottom-up approaches are sometimes not well
connected to institutional strategy plans and/or are monitored to
have scalable impact.
– institutional strategies on digital education are sometimes
missing, hindering a structural and mature uptake of new
modes of teaching.
– mergers of universities seems to relate to more long-term
strategies aiming long term improvements and impacts.
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10. Teaching and learning
in blended and online degree education
• Observations
– conventional universities do not abandon face-to-face education
for their bachelors or masters students, even as they increase
blended education and begin to offer fully online degrees
– many innovations are at course level and mainly bottom-up with
a wide variety of pedagogics
– curricula renewal by
• Transformation to full online offering ; Simultaneous f2f and online offering
• Joint degrees with elements of online and distance education; Regional
merges and collaboration
– challenges for mature uptake of new modes
• Institutional policies ; Innovative climate – workload ; Support structure ;
Quality of online provision ; Teaching career versus research ; Legal issues
and personal rights ; Lack of study/legal frameworks; costs versus scalability
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11. New modes in
open and flexible continuous education
• Observations
– most European universities already organize a range of certified
continuing education or professional development programmes
across all faculties.
– at this moment the offering of universities in continuous
education and CPD and diverse, very fragmentised and not
always flexible and scalable
– most CPD offer lacks a coherent framework related to for
example the EFQ qualification levels, but also to topics and
themes most relevant for European economy
– most existing initiatives for continuous education are too small
and not scalable enough to face the needs of companies and of
society at large
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12. Online open education: OER and MOOCs
• Observations
– different supporting policies exists related to open education,
OERs, open access and open science policies
– OER and MOOC initiatives are in general fragmented and hardly
visible (and re-used) outside initial partnership
– exception are those regions/countries with supportive policies
and/or national platforms
– a considerable number of people see MOOCs as a serious
option in their (continuous) education.
– MOOCs are here to stay and they are becoming an increasingly
important part of our educational system
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13. Governmental policies
• Observations
– in some countries governmental policies create favourable
framework conditions to capitalize on the opportunities of digital
education in higher education
– in most countries no specific policies related to innovation and
the implementation of new modes of teaching and learning exist
– existing policies are related to more general issues like
• strengthen the potential of people,
• identifying and deploying talent,
• the quality of education
• education related to the future job market.
• strengthen the competitiveness of their higher education system by
collaboration between higher education institutions
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14. Changing Pedagogical Landscape
• Continuous transition to more blended and online
education
• Increasing embedding of new modes of teaching and
learning into strategies plan of HEIs
• More HEIs are serious investing in CE/CPD and Open
Education next to degree education
• Awareness of scalable opportunities in all offerings
• Need for changing legislation and supportive policies
• Monitor qualitatively the progress (+reasons) -> CPL
• Supporting structures for all stakeholders needed
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15. Thank you!!!
Darco.Jansen@eadtu.eu
Coordinator
Partner