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[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.


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The Changing Pedagogical Landscape; CPL-study 2nd edition by Darco Jansen (EADTU)

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[EADTU-EU Summit 2018] The Changing Pedagogical Landscape 2nd ed.

  1. 1. The Changing Pedagogical Landscape CPL-study 2nd edition EADTU-EU Summit 2018 17 April 2018
  2. 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” • The Changing Pedagogical Landscape, 2nd edition 2
  3. 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. 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. 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 5The Changing Pedagogical Landscape, 2nd edition
  6. 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. 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. 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. 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. 9The Changing Pedagogical Landscape, 2nd edition
  10. 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 10The Changing Pedagogical Landscape, 2nd edition
  11. 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 11The Changing Pedagogical Landscape, 2nd edition
  12. 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 12The Changing Pedagogical Landscape, 2nd edition
  13. 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 13The Changing Pedagogical Landscape, 2nd edition
  14. 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 14The Changing Pedagogical Landscape, 2nd edition
  15. 15. Thank you!!! Coordinator Partner