The document discusses the changing pedagogical landscape in higher education. It summarizes a study commissioned by the European Commission on innovations in pedagogy and technology use. The study examined policies and developments in 8 European countries. While technology is increasingly used, traditional pedagogical approaches still dominate. Promising institutional strategies include developing institution-wide educational strategies and expanding online continuing education. Blended education combining online and face-to-face learning is growing. The study also discusses systemic innovations like online master's programs and formative assessment.
European mooc strategies: strength in diversity?EADTU
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
The document discusses the European Commission's renewed modernization agenda for higher education. It outlines three main areas of focus: 1) Promoting relevant learning and teaching by improving skills alignment and use of digital technologies. 2) Helping higher education institutions become strong regional innovators through interdisciplinary collaboration. 3) Creating a real EU higher education and research space by removing barriers to cross-border cooperation and mobility. The Commission will launch consultations to develop specific policy proposals by late 2016 focused on these broad themes.
2015 j. heinlein re-imagining the future of educationEADTU
1) edX is a non-profit online learning platform founded by Harvard and MIT to expand access to quality education through online courses.
2) edX's mission is to expand access to quality education, advance research, and improve on-campus education. The edX platform offers features like auto-grading, virtual labs, gamification, and social learning tools.
3) The future of education is predicted to be unbundled, accessible, global, lifelong, personalized, and blended. Trends include increasing access to education through online courses, personalized learning based on student data, and blending online and in-person education.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The document discusses open education and its importance. It defines open education as resources, tools and practices that employ open sharing to improve educational access and effectiveness worldwide. Open education eliminates barriers to knowledge like costs and allows people globally to access and share knowledge. The document highlights how open sharing is a basic characteristic of education and how open education can connect learners and allow customization of educational materials.
European mooc strategies: strength in diversity?EADTU
European MOOC strategies show strength in diversity, with a fragmented but growing response to the US-dominated MOOC movement. While the US sees a decline in institutions offering MOOCs, Europe has seen an increase from 58% to 71.7% from 2013-2014. European initiatives include country-specific platforms and governmental support of open education. The EU aims to innovate teaching through open educational resources and modernize education. Surveys show European institutions are more involved in MOOCs and see benefits like reputation and flexibility, while US institutions focus on recruitment. Europe must embrace openness for all and strengthen collaboration to realize opportunities while countering risks like lack of equity and inclusion. Diversity, if coordinated pro
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
The document discusses the European Commission's renewed modernization agenda for higher education. It outlines three main areas of focus: 1) Promoting relevant learning and teaching by improving skills alignment and use of digital technologies. 2) Helping higher education institutions become strong regional innovators through interdisciplinary collaboration. 3) Creating a real EU higher education and research space by removing barriers to cross-border cooperation and mobility. The Commission will launch consultations to develop specific policy proposals by late 2016 focused on these broad themes.
2015 j. heinlein re-imagining the future of educationEADTU
1) edX is a non-profit online learning platform founded by Harvard and MIT to expand access to quality education through online courses.
2) edX's mission is to expand access to quality education, advance research, and improve on-campus education. The edX platform offers features like auto-grading, virtual labs, gamification, and social learning tools.
3) The future of education is predicted to be unbundled, accessible, global, lifelong, personalized, and blended. Trends include increasing access to education through online courses, personalized learning based on student data, and blending online and in-person education.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
The document discusses open education and its importance. It defines open education as resources, tools and practices that employ open sharing to improve educational access and effectiveness worldwide. Open education eliminates barriers to knowledge like costs and allows people globally to access and share knowledge. The document highlights how open sharing is a basic characteristic of education and how open education can connect learners and allow customization of educational materials.
The document discusses different paths of integrating technology enhanced learning into university studies. It begins by outlining some of the major technological innovations in European higher education in recent decades, including open educational resources, massive open online courses, and learning analytics. It then discusses challenges around opening education through open management, transparency, participation, and embracing digital values. Finally, it provides examples of innovative scenarios that Vytautas Magnus University has implemented, such as developing open educational resources and open online courses, as well as organizing virtual mobility modules between international institutions.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges and priorities for future ICT-enabled education projects and funding under the EU commission.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
This document describes the design and implementation of an online postgraduate course on telecollaboration for language teachers. The course was designed using an educational design research model. It aimed to introduce teachers to theories and practices of telecollaboration through a critical lens, build skills in organizing telecollaborative activities, and engage students in research. The syllabus covered introduction to telecollaboration, practical issues, and additional topics. Students completed three assignments and provided feedback, which showed increased engagement and that the course opened new perspectives on telecollaboration. Reflection on the process helped the designer question assumptions and beliefs about effective online course design.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
A process model of using digital (open) learning materials in teaching and le...Robert Schuwer
The document presents a process model for using digital open learning materials in teaching and learning. The model includes context, learning outcomes, teaching/learning activities, assessment, constructive alignment, infrastructure, learning materials, and principles. It describes two scenarios - a reading list and instruction - and the support needed for teachers and students in each activity. The model aims to better determine the support and professionalization required when working with open educational resources.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
The document outlines that 2017 is the Year of Open, marking several milestones in open education over the past 15 years, including the creation of the term "Open Educational Resources", the Budapest Open Access Initiative, and the first Creative Commons licenses. It encourages participation in the Year of Open through activities like hosting events, writing articles, or participating in monthly topics on open concepts. Finally, it announces the Open Education Global 2018 conference in the Netherlands on transforming education through open approaches.
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
The document summarizes the results of the 3rd consultation of the VISIR network. It found that 326 participants from across Europe identified several barriers to innovation in education, including lack of teacher training and competencies with technology, rigid curriculums, and lack of evidence on the impact of ICT. However, many participants saw themselves as innovators. The consultation identified several enablers of innovation, such as increased funding for technology and grassroots projects, more flexible schedules, and recognition of innovators. Examples of incentives included awards, partnerships, and career advancements for innovative teachers. Overall, it emphasizes the need for teacher support, research, and institutional policies that encourage openness to innovation.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
The document discusses different paths of integrating technology enhanced learning into university studies. It begins by outlining some of the major technological innovations in European higher education in recent decades, including open educational resources, massive open online courses, and learning analytics. It then discusses challenges around opening education through open management, transparency, participation, and embracing digital values. Finally, it provides examples of innovative scenarios that Vytautas Magnus University has implemented, such as developing open educational resources and open online courses, as well as organizing virtual mobility modules between international institutions.
The document discusses ICT for education in Europe and the new EU2020 strategy. It provides examples of studies and projects funded under the Lifelong Learning Programme 2007-2013 related to ICT and education. It also looks ahead to challenges and priorities for future ICT-enabled education projects and funding under the EU commission.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
This document describes the design and implementation of an online postgraduate course on telecollaboration for language teachers. The course was designed using an educational design research model. It aimed to introduce teachers to theories and practices of telecollaboration through a critical lens, build skills in organizing telecollaborative activities, and engage students in research. The syllabus covered introduction to telecollaboration, practical issues, and additional topics. Students completed three assignments and provided feedback, which showed increased engagement and that the course opened new perspectives on telecollaboration. Reflection on the process helped the designer question assumptions and beliefs about effective online course design.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
A process model of using digital (open) learning materials in teaching and le...Robert Schuwer
The document presents a process model for using digital open learning materials in teaching and learning. The model includes context, learning outcomes, teaching/learning activities, assessment, constructive alignment, infrastructure, learning materials, and principles. It describes two scenarios - a reading list and instruction - and the support needed for teachers and students in each activity. The model aims to better determine the support and professionalization required when working with open educational resources.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
The document discusses recent analyses from the OECD/CERI (Centre for Educational Research and Innovation) on innovative learning environments. It summarizes a project that aims to understand effective learning environments through international research reviews and case studies of innovative schools and programs. Key findings from the project highlight the importance of learner-centered, social, and assessment-focused environments that promote connected learning across activities and subjects.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
The document outlines that 2017 is the Year of Open, marking several milestones in open education over the past 15 years, including the creation of the term "Open Educational Resources", the Budapest Open Access Initiative, and the first Creative Commons licenses. It encourages participation in the Year of Open through activities like hosting events, writing articles, or participating in monthly topics on open concepts. Finally, it announces the Open Education Global 2018 conference in the Netherlands on transforming education through open approaches.
This document summarizes a keynote presentation on scaling up ICT-enabled educational innovation at the system level in Europe and Asia. It discusses the problems of many small-scale innovative projects lacking systemic impact and sustainability. It analyzes frameworks and case studies of successful initiatives in Europe and Asia that achieved scale and identified cross-cutting factors like long-term planning, teacher training, and linking research and practice. The presentation concludes with a summary of top policy recommendations from a stakeholder consultation, emphasizing professional development, infrastructure, assessment, and organizational support to enable teachers to drive innovative practices with ICT.
Research methods in open education: insights from the Global OER Graduate Ne...Robert Farrow
Presentation from the ALT Summer Summit 2020 describes the GO-GN Research Methods Handbook which supports researchers working in the field of open education
The document summarizes the results of the 3rd consultation of the VISIR network. It found that 326 participants from across Europe identified several barriers to innovation in education, including lack of teacher training and competencies with technology, rigid curriculums, and lack of evidence on the impact of ICT. However, many participants saw themselves as innovators. The consultation identified several enablers of innovation, such as increased funding for technology and grassroots projects, more flexible schedules, and recognition of innovators. Examples of incentives included awards, partnerships, and career advancements for innovative teachers. Overall, it emphasizes the need for teacher support, research, and institutional policies that encourage openness to innovation.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
This very short document appears to be in Spanish and discusses a personal website. It states "HOLA ESTA ES MI PAGINA WEB JEJEJJE" which translates to "HELLO THIS IS MY WEBSITE HEHEHE" in a playful or joking tone.
Este documento describe la anatomía de la muñeca y mano. Está compuesta de tres partes principales: la muñeca, el metacarpo y los dedos. La muñeca contiene 8 huesos del carpo que forman una articulación con el radio. También describe los ligamentos, vasos sanguíneos, nervios y músculos involucrados en la muñeca y los movimientos de flexión y extensión.
This document discusses challenges and opportunities related to quality assurance in e-learning. It summarizes:
1) Challenges universities face with large student numbers, research and innovation demands, and ensuring inclusiveness. Digital strategies are needed rather than just reacting to new technologies.
2) Benefits universities see in online education like improved quality, scalability, and learning analytics. However, staff time and costs are concerns.
3) Emerging drivers for universities to adopt digital learning including cultural shifts and increased global competition. Quality assurance now applies to all credit-bearing programs.
4) The E-xcellence quality assurance instrument and its use by over 50 universities and stakeholders to benchmark e-
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
Yves Punie gave a keynote address at the EADTU 2014 conference about open education trends to 2030. He discussed how open education has evolved from open universities and distance learning to incorporate open educational resources, MOOCs, and new approaches to teaching and learning. Punie summarized research from the Institute for Prospective Technological Studies on drivers of open education, including the rise of online and blended learning. Their foresight work involved developing visions of open education in 2030 around tensions between guided vs self-guided learning. Further research will examine open education from the supply and demand side through surveys, case studies, and analyzing impacts on labor markets and learning outcomes.
This presentation discusses the use of MOOCs at the University of Iceland. It provides background on early online education efforts in Iceland dating back to the 1990s. It also summarizes the results of a 2013 working group that recommended exploring MOOC integration. The presentation outlines a 2014 trial that linked courses in linguistics, statistics, education and distance education to MOOCs. It discusses challenges encountered and student feedback. Upcoming work on an Icelandic language MOOC and the European HOME project on MOOCs are also mentioned. The presentation concludes with recommendations around supporting MOOCs for small language communities and linking them to communities of practice.
141023 EADTU Keynote Open Education 2030Yves Punie
This document provides an overview of open education trends presented in a keynote by Yves Punie at the 2014 EADTU Conference. It discusses the history and understanding of open education, current trends like MOOCs and learning analytics, and the results of an IPTS foresight study on open education in 2030 including tensions around guidance, goals, and certification. The document also outlines further IPTS research on the supply and demand sides of open education including case studies and building a knowledge base on European MOOC learners.
Secondary teachers’ training has become one of the key elements in educational
policies in Spain. For more than a decade, university and secondary education teachers
have claimed the need to design specific and quality based training for professionals
that wanted to become teachers in this specific level, giving special emphasis on the
didactics and the psychological aspects involved in the process of teaching and
learning with adolescents. In order to cope with this demand, a Master of Secondary
School Teacher Training was designed at a national level with specific criteria.
This master, as in other European countries, pretends to contribute to the
development of the teaching competencies that are necessary to succeed in teaching
at this complex educational level. It is addressed to different teaching disciplines, with
a general psychopedagogical approach and specific teaching competencies for each
domain (i.e. Mathematics, English, etc.)
Specifically, at the Universitat Oberta de Catalunya (UOC) the master’s programme
wants to contribute to the development of particular aspects such as: (a) Collaboration
between novice teachers from different disciplines simulating the real context at
schools. UOC’s programme, as coordinator of the pychopedagogical training modules
addressed to students of different disciplines, has designed specific tasks that teach
and demand students to collaborate between them as interdisciplinary teams. (b) ICT
integration into the teaching and learning processes.
Presentation by Patricia Wastiau.
Presentazione di Patricia Wastiau, Consigliere principale per studi e ricerche di EUN, in occasione del Convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio), organizzato dall'Indire.
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
THE COMPLEXITY OF OPEN EDUCATION: THE CASE OF BRAZILFabio Nascimbeni
This document discusses the evolution and challenges of open education. It notes that open education solutions like OER and MOOCs are becoming more mainstream. The challenges are shifting from technological to pedagogical, sustainability, and organizational issues for teachers, policymakers, and education institution leaders respectively. The document also highlights initiatives and policies supporting open education internationally and in countries like Brazil.
The document discusses eTwinning, a program that promotes school cooperation and teacher professional development across Europe. It has over 130,000 participating schools and 280,000 registered teachers. The document examines how eTwinning can help address current issues in education like declining teacher skills and the lack of technology use in schools. It also explores how eTwinning serves as a laboratory of innovation by nurturing new teaching practices and how its approach could help mainstream innovation in education systems across Europe.
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
Esu and scl emma di iorio, helsinki 28 october 2010SYL
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2015 p. henderikx the changing pedagogical landscape
1. The Changing Pedagogical
Landscape
Open and Flexible Higher Education Conference
Fernuniversitaet, Hagen,
29-30 October 2015
Piet Henderikx, EADTU
129-30 October 2015 The Changing Pedagogical
Landscape
2. 229-30 October 2015 The Changing Pedagogical
Landscape
“The Changing Pedagogical Landscape”
– New ways of teaching and learning and
their implications for higher education
policy
3. Case study Authors and Contributors
• Heike Brand (FernUniversität in Hagen)
• Uwe Elsholz (FernUniversität in Hagen)
• Rüdiger Wild (FernUniversität in Hagen)
• Sergi Sales (UPCNet)
• Oriol Sanchez (UPCNet)
• Pierre Jarraud (Université Pierre et Marie Curie)
• Antoine Rauzy (Université Pierre et Marie Curie)
• Danguole Rutkauskiene (Kaunas University of Technology)
• Egle Butkeviciene (Kaunas University of Technology)
• Darco Jansen (EADTU)
• George Ubachs (EADTU)
• Eva Gjerdrum (Norgesuniversitetet)
• Jens Uwe Korten (Høgskolen i Lillehammer)
• Jan Kusiak (AGH University of Science and Technology)
• Agnieszka Chraszcz (AGH University of Science and Technology)
• Keith Williams (OUUK)
• Karen Kear (OUUK)
• Jon Rosewell (OUUK)
29-30 October 2015 The Changing Pedagogical
Landscape
3
4. Lead Authors
• Jeff Haywood (University of Edinburgh)
• Louise Connelly (University of Edinburgh)
• Piet Henderikx (EADTU)
• Martin Weller (OUUK)
• Keith Williams (OUUK)
29-30 October 2015 The Changing Pedagogical
Landscape
4
5. Advisory Board Members
• Maria Kelo (ENQA)
• Paul Rullmann (SURF)
• Stefan Jahnke (ESN)
• Yves Punie (IPTS)
29-30 October 2015 The Changing Pedagogical
Landscape
5
6. Steering Committee
• Jeff Haywood (University of Edinburgh)
• Noelia Cantero (Brussels Education Services)
• Koen Delaere (Brussels Education Services)
• Sergi Sales (UPCNet)
• Piet Henderikx (EADTU)
• George Ubachs (EADTU)
29-30 October 2015 The Changing Pedagogical
Landscape
6
7. This study was commissioned by the European
Commission to provide research analysis for, and
recommendations to, European governments that would
aid them in promoting greater innovation in pedagogy and
in the use of technology in higher education.
29-30 October 2015 The Changing Pedagogical
Landscape
7
8. Countries selected
France, Germany, Lithuania, the Netherlands, Norway,
Poland, Spain and the United Kingdom
29-30 October 2015 The Changing Pedagogical
Landscape
8
9. Research methodology
• Desk research was carried out into worldwide developments in
pedagogies and the use of technology in higher education
• A research analysis of the policies of these countries towards
innovation in the use of technology and pedagogy in higher
education, and the investments that had been made over recent
years.
• Expert interviews: HEI’s, governments, intermediate organisations
• A Delphi study was performed to gain an insight into the thinking of
European university staff with good experience of innovation in
pedagogy and the use of technology.
29-30 October 2015 The Changing Pedagogical
Landscape
9
10. Final report: six sections
• Introduction
• A review of change and turbulence in the higher education system
Development and barriers in:
• Curriculum design and delivery
• Quality assurance
• Funding regimes
• Recommendations for immediate action at European and national
levels.
29-30 October 2015 The Changing Pedagogical
Landscape
10
12. Largely unchanged pedagogical approaches
At present it is probably true to say that technology is used
within and alongside largely unchanged pedagogical
approaches. There was no evidence in the literature, nor in
our case studies, that suggested that traditional universities
were offering the majority of their Bachelor or Master
degrees in formats that would enable students to study at a
distance (e.g. online) or to vary their rate of progression,
nor to be able to study in different modes at the same time.
Although innovation is taking place very widely across
Europe, it still forms a very small fraction of total higher
education provision.
29-30 October 2015 The Changing Pedagogical
Landscape
12
14. Promising institutional strategies 1
• “The university has developed an institution-wide educational
strategy for the next six years. This institutional approach to
innovation is discussed by all stakeholders, the Board and
educational committees. It concerns the production of MOOCs and
SPOCs as well as on campus blended education. Innovation is not
only coming from pioneering staff anymore. Staff and faculties are
working in the framework of broader policy objectives. The
educational strategy is pushed by the Board and is accompanied by
an institutional funding plan”.
• “In education, one should think about an eco-system with different
aspects: the educational system, action planning, new didactics,
ICT/videos, community management, ICT, inter-disciplinary
content… From there, an organic growth will emerge, improving
blended teaching and learning, MOOCs, etc.”
29-30 October 2015 The Changing Pedagogical
Landscape
14
15. Promising institutional strategies 2
• “Finally, the capacity of the university’s educational system will be enlarged.
By new modes of teaching and learning, new sectors can be developed,
such as online CPD, online international masters, OERs and MOOCs; ICT
become an enabler of new educational sectors for the university, reaching
out to the whole world”.
• “By this approach, the LLL or CPD policy of the university becomes more
systemic and less dependent from individual staff taking mainly small scale
initiatives with a local outreach”.
• “The sectors of LLL, CPD and international education are financially very
important for the university, as demographics will slow down, the funding
per student is diminishing with lower state support and the fees will be
under pressure. As a research university, the income of the institution must
not stagnate, but the loss on income cannot be sufficiently compensated by
new students. New markets are important to ensure the increase in staff
you need for research.
29-30 October 2015 The Changing Pedagogical
Landscape
15
17. Blended education
• “Blended, on-campus curricula will be the standard situation, now for
15-20% of the courses. The institutional vision is based on activating
education, decreasing passive education in lecture halls. Courses
are designed and re-designed to an optimum, incl. project-based
learning, case studies, group-work, all in combination with lectures”
• “The educational development is clearly going to blended education.
Online learning is then integrated in the course as face to face
education is. In most cases, the online part is not complimentary or
self-sustaining, it is not isolated from the other parts of a subject”.
• “Presential education will always exist. Online education will
intensify the contact with students. Formative assessment will
personalise feedback to students, which is not possible in another
way in view of student numbers”.
29-30 October 2015 The Changing Pedagogical
Landscape
17
19. Continuous education, CPD
• “For our university, continuous education is a clear opportunity for the
future, supporting people to learn or to update knowledge on engineering
and architecture, allowing them to access more qualified jobs and to be
more competitive in their professional environment. This opportunity could
lead to exploring new models of teaching and learning in collaboration with
companies”.
• “Most innovative will be launching online programmes for professionals, e.g.
an international online course of 30 ECTS in sustainable technologies for a
broad group of engineers world-wide, which so far didn’t have such course.
It works with selected small groups and fees are paid. It is tutored and
flexible, overcoming global time zones. In a first instance, a course in solar
energy will be organized online, which gives access to a new type of post-
initial certificate”.
• “With these online LLL-programmes, the university is trying to update
alumni, but the reach-out is meant to be worldwide”.
29-30 October 2015 The Changing Pedagogical
Landscape
19
21. Systemic innovations 1
• “Three faculties (Arts, Social Sciences, Law) have developed
innovation plans. They are considered as the experimentation space
of the university. The approach is curriculum-wide, not just subject-
related. Reports are set to a steering committee and then to the
Educational Council with the all vice-deans for education”
• “MOOCs are innovations, which work through in on campus
education”
• “Formative assessment online in the Faculty of Psychology. The
faculty plan requires that for each subject, assessment online and
personalised feedback mechanisms for students are developed.
Within three years, all subjects will apply a form of formative
assessment on line”.
• “Online international master programmes are developed”
29-30 October 2015 The Changing Pedagogical
Landscape
21
22. Systemic innovations 2
• Flipped classroom solutions, a course built in cooperation with
students (1 teaching staff, 5 student-assistants and an educational
expert
• Online courses for working professionals, e.g. international online
engineering courses of 30 ECTS (specific certificates). They are fee-
paying and work with selected small groups, they are tutored and
flexible, overcoming global time zones.
• The objectives of online teaching and learning are: improving the
quality teaching and learning; organizing flexible education for new
target groups in the world (CPD, post-initial education); keeping a
high reputation as a university. Hence, the organization of online
education (incl. MOOCs) is an impulse for innovation in on campus
education. Online education and MOOCs are a lever for innovation
29-30 October 2015 The Changing Pedagogical
Landscape
22
24. Innovation and staff
• “The motivation of staff to be involved in educational innovation is
related to visibility, reputation and quality (as is the case in
research)”
• “Involvement of staff in MOOCs and continuing education, raising
reputation and visibility is a major factor for innovation in the
mainstream afterwards”
• “Increasing the efficiency of education (dealing with large student
numbers, decreasing the cost per student) was not the primordial
goal of implementing educational change, but quality. At the end,
staff motivation is closely linked to the research agenda of staff”
29-30 October 2015 The Changing Pedagogical
Landscape
24
26. Open and distance universities 1
• “The Open Universiteit is implementing a complete re-organisation of the
curriculum, offering flexibility but with more structure. This reform takes two
years as a consequence of performance agreements with the government.
The re-organisation is top-down led and faculties create frameworks,
redesigning new curricula with a stronger teaching component, based on
more (online) interaction with students and between students of the same
cohorts. This is a fundamental reform, supported by the Welten research
institute. As it was top-down steered, it caused resistance and innovation
cycles are required.
29-30 October 2015 The Changing Pedagogical
Landscape
26
27. Open and distance teaching universities 2
• “Fernuniversität’s strategy plan refers to an improvement of teaching, the
strenghtening of subject-specific research and academic further education
for students, who don’t want to graduate, but to achieve individual academic
goals. The University Plan takes into account the increasing heterogeneity
of the student body with regard to age, educational biography and different
levels of knowledge and educational goals. In the future, Fernuniversität will
focus on issues as: the permeability between vocational and higher
education; the recognition of studies abroad and of prior knowledge,
individual skills and qualifications; flexible entrance to studies;
individualization of studies; and digitization”
• “Digitization by new media, supporting the individual learning process. More
important topics are the mobility of learning, the improvement of internet-
search, better human-machine-interfaces, augmented reality and tele-
immersion. Nevertheless, study and regional centres will still exist for face
to face meetings and exams”
29-30 October 2015 The Changing Pedagogical
Landscape
27
28. Open and distance teaching universities 3
The Universitat Oberta de Catalunya (UOC, Barcelona) is organising its
courses almost completely online. The most representative methodologies are:
- the student-centered virtual classroom, building on learning activities
designed for independent learning on a time line with the learning activities a
student has to undertake
- automatic assessment with a tool by which students are weekly assessed and
automatic personalized feedback is given
- project-based learning, where students are grouped to design a project in
different phases within their sphere of knowledge
- virtual laboratories as a virtual space, where students are able to carry out
practical activities with networking devices.
The support structure for new modes of teaching and learning is The eLearn
Center (eLC), UOC’s e-learning research, innovation and training centre
29-30 October 2015 The Changing Pedagogical
Landscape
28
29. A complex landscape
The higher education landscape is also complex:
• There are three cycles of degree provision
• Many universities and colleges offer continuing
professional development (CPD) and lifelong learning
• Open education has “come of age”.
• Higher education is no longer solely for national citizens,
with both intra-European student mobility and, in some
countries, transnational education for those outside
Europe, which is becoming an increasingly important
part of the economy as an “education export”.
29-30 October 2015 The Changing Pedagogical
Landscape
29
30. The complex pedagogical landscape
30
Blended degree
education: three
cycles
Blended degree
education: three
cycles
Online open
education
through
OERs and
MOOCs
Online open
education
through
OERs and
MOOCs
Blended and
online CPD,
CLP’s and
non-degree
education
Blended and
online CPD,
CLP’s and
non-degree
education
29-30 October 2015 The Changing Pedagogical
Landscape
TransnationalNational
31. Three areas of provision
Online open education and knowledge sharing area, pushing knowledge online into the
public domain: OERs, MOOCs, open media, open access/open innovation materials –
preferably designed and arranged according to the needs of user groups/networks
Blended degree education zone, backbone in the education system to develop complex
academic and professional competences: bachelor, master, PhD – increasingly blended
solutions to raise quality for growing student numbers. Higher education systems provide
flexibility for lifelong learners.
Blended and online education and training on demand, valorisation of knowledge to
support innovation in the public and private sector, based on research and development.
Flexibility requires online or blended solutions, such as (virtual) seminars, CPD, knowledge
alliance and corporate university initiatives, short learning programmes programmes, master
classes, expert schools, etc. It includes knowledge networks for professionals or business
sectors.
The Changing Pedagogical
Landscape
3129-30 October 2015
33. Funding levels (EUA)
In many European countries, funding has not been
favourable during recession and even now in many EU
countries the levels of funding for higher education are
falling. These disparities in funding are prohibitive for
a balanced further system development in the European
Area of Higher Education. In many European countries,
universities can’t keep an equal pace with current
developments and often there is no sign of funding levels
returning to 2008 levels. Beyond this, it should be
noted that even in systems with increasing or stable
levels of funding, the expenditure per student starts
to decline.
29-30 October 2015 The Changing Pedagogical
Landscape
33
34. Decreased funding levels
• A range of countries have dramatically cut in the funding for higher education. This is
the case for Greece (more than 50%), after the impact of the financial and economic
crisis; Hungary (about 45%); Latvia (over 40%); and Lithuania (about 36%), where
also the student population has dropped with 27%.
• In Ireland, public funding is below 35% and student numbers have increased with
15%.
• In the United Kingdom, the loss of teaching subsidies by 36% has been compensated
by a reform of the tuition fees. Universities are able to charge three times more. That
also happened in Spain with a smaller adjustment, with a decrease of funding of
16%, only partially compensated by tuition fees.
• Decreases of 8 % in the funding levels for higher education are reported in Croatia,
Slovenia and Slovakia.
• In other countries, a “depressed funding equilibrium” seems now to have been
reached in the Czech Republic (18% below the 2008 level), Serbia (10%) and Italy
(21%).
29-30 October 2015 The Changing Pedagogical
Landscape
34
36. Turbulence, disruption in the European higher education system
Although the Delphi experts did not generally foresee
radical change taking place within European higher
education in the next 10 years, i.e. the disruption proposed
by some writers, they did anticipate substantial modification
of the existing system, with more online learning, more
open education and greater flexibility being introduced.
To ensure that European higher education is capable of
adapting to these changes, and is sufficiently flexible and
agile to grasp the opportunities and manage the pressures,
a robust and regular dialogue is needed between the key
stakeholders in the higher education system in each
country.
29-30 October 2015 The Changing Pedagogical
Landscape
36
38. Recommendation 1
At European and national/regional levels, all
policies and processes (including legislation,
regulation, funding, quality assurance, IT
infrastructures, pedagogical support for teachers)
must be aligned to prevent conflicting actions and
priorities. These policies and processes should
support and promote innovation in pedagogies
and greater use of technology, and a vision for
change should be expressed through national
strategies.
29-30 October 2015 The Changing Pedagogical
Landscape
38
39. What governments do (R1)
• In the Netherlands, policy development concerning online education only
recently came on the governmental agenda. Some 2,5 years ago, the
MOOCs movement has played an important role to make online education
an actual theme. Since then, it is definitely seen as a development with a
great potential, supporting a diversity of strategies of the ministry and of
HEI’s, including blended education, lifelong learning, open education and
international education
• Since the venue of MOOCs, the Ministry has organised meetings with
frontrunner universities to develop knowledge and understanding. Also visits
to the US were organized.
• Based on these meetings, a ministerial vision has been developed bottom-
up, expressed in a letter of the Minister to the Parliament. In this letter, the
Minister is positioning online education as an important development in
higher education. Also, in her letter the Minister promised not to come with
new regulations, but to leave space for experimentation and innovation.
29-30 October 2015 The Changing Pedagogical
Landscape
39
40. What institutions say (R1)
• The Norwegian MOOCs Commission is of the opinion that
digitalisation of higher education in Norway has not progressed
quickly enough, and that the institutions’ ability to deliver has been
too weak. If the responsibility is placed solely on the institutions, the
Commission feels that the development will not proceed quickly
enough. Consequently, the Commission is of the opinion that
national authorities must facilitate increased digitalisation of higher
education through national initiatives to support the institutions’
work in developing MOOCs. The national initiative should take place
over a five-year period. The need for further initiatives beyond this
period should be considered. The Commission proposes a national
initiative amounting to an annual total of NOK 130 – 380 million.
29-30 October 2015 The Changing Pedagogical
Landscape
40
41. What institutions say (R1)
• “Support from the public authorities is needed, national and European” (NL,
DE, PL,…)”
• “Generally, e-learning is not practiced in order to save costs, but to increase
the quality of teaching. Teachers are able to organise interactions,
discussions and exercises. An obstacle to the use of e-learning might be the
rather low prestige of teaching in comparison with research. To support
innovation, clearer policy signals about the importance of e-learning would
be desirable. Teaching at German universities should be upgraded and
funds should be available for innovation in teaching and learning in
Germany”.
• “Policy makers often put all institutions on the same track, broadening
innovations. More attention should be given to front-runners, which often
have no budget available for innovation. Policy makers have to define their
ambition level and should strongly support front-runners, which lay the basis
for broad innovations in the sector.”
29-30 October 2015 The Changing Pedagogical
Landscape
41
42. What institutions say (R1)
• “Governments should pay more attention to a higher education
system with part–time education for 25 plus (stage +4, +5,+6 during
a lifetime)… There should be more reflection on this in a knowledge
intensive society, where people work during 50 years. What
provisions are to be offered after 25?”
• “Government should be prepared to take risks. Innovation can go
wrong. The readiness to take risks in our society is relatively low:
risks only seem to be acceptable if nothing might go wrong”
• “In Germany, the most significant barrier is certainly that the policy
level is not thinking long term enough to effect structural changes.
Currently, the structural context, influenced by policy, is strongly
oriented on research. Engagement in teaching is rewarded to little”.
29-30 October 2015 The Changing Pedagogical
Landscape
42
44. Recommendation 2
A common agenda should be agreed
between the stakeholders in higher
education that addresses the challenges of
the present as well as shaping a roadmap
for the future. This agenda should allow
sufficient flexibility to develop concrete
actions, particularly at national and regional
levels.
29-30 October 2015 The Changing Pedagogical
Landscape
44
45. What governments do
• The Hochschulforum Digitalisierung as a national, independent
platform bundles and moderates the dialogue on the potential of
digitization of the German universities. In exchange with experts
from politics, high school practice, science management, university-
related companies and students the opportunities that opened up
the digitization of university teaching, are going to be discussed
intensively.
• The MOOCs Commission in Norway
29-30 October 2015 The Changing Pedagogical
Landscape
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46. What institutions say (R2)
• “The Ministry should create a MOOCs-commission like Norway”
• “Collaboration between universities is not enough stimulated and
therefore not effective”
• “Since the venue of MOOCs, the Ministry has organised meetings
with frontrunner universities to develop knowledge and
understanding on MOOCs and online education. Also visits to the
US were organized, jointly with other universities and university
colleges”.
• R&D in education is done in cooperation between the universities of
Leiden, Delft and Rotterdam (LDE-Cel) and in the Centre for
Engineering Education of the three technical universities in the
Netherlands.
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48. Recommendation 3
All countries should put in place measures to support
universities in their innovation in pedagogies (including
learning design and assessment) and in greater use of
technology. Establishing dedicated agencies at national
level has proven a powerful means of driving change.
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49. What institutions say (R3)
• Norway Opening Universities (NOU) is established and supported
by the Ministry of Education and Research to promote the
development of ICT supported learning and flexible education
(Openuniversitet). The main tasks of NOU are project funding,
generating and sharing knowledge in the field of lifelong, flexible and
ICT-supported learning.
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50. What institutions say (R3)
• “Intermediate organizations play a role in the development of new
modes of teaching and learning: SURF, VSNU, Open Universiteit”
• “The Dutch government might create a centre for education and
learning. Delft, Leiden and OU might be a good knowledge cluster,
reaching out to Coursera, Edx and other memberships, etc.”
• “The Welten Institute of the Open Universiteit is one of the largest
teaching and learning research institutes in Europe. It supports
innovation in the OU, but might have also a national task in
collaboration with innovation institutes in other universities”.
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52. Recommendation 4
Building on the strong existing base of digital education,
European and national metrics should be established to
record the typologies and extent of online, blended, and
open education at institutional and national levels. This
would enable institutions to compare themselves with
others and to monitor their own progress.
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53. What institutions say (R4)
• “With regard to funding, you need also performance
indicators for innovation”
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55. Recommendation 5
National governments should consider requiring certification of
university teaching practice, both initial and continuing (CPD), and
that innovation in pedagogy and use of technology should be a core
part of this certification. Certification can be used to support research
into teaching and learning, which itself is an important part of raising
the profile of university teaching.
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56. What institutions say (R5)
• All teaching staff follows a university teaching qualification (BKO).
The program is agreed in the VSNU (Dutch Foundation for
University Education). Twenty percent of the courses are specifically
about online education and the re-design of courses (Delft, Leiden).
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57. What institutions say (R5)
• “The university has developed a strategic institutional plan for
online/blended courses. An important part of it is that both old and
new staff can teach courses online. The employees get this
knowledge through training courses, where the university mainly
uses their own experts, but also brings in external experts. There
are training courses online in addition to supervision and seminars.
The university also builds up “expertise packages” for teachers,
students, and new staff so that everyone can get a common
platform”
• “Support for educational innovation is given by The Pedagogical
Development Centre (PULS) which is a separate entity under the
University Board. PULS started courses in university teaching in
2001, and 277 employees have so far taken the courses. PULS
would very much like to see that the state authorities make the
courses in university teaching mandatory”.
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58. RECOMMENDATION 6, 7, 8:
QUALITY ASSURANCE
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59. Recommendation 6
National governments should review their
legislative and regulatory frameworks and
practices for quality assurance and accreditation in
higher education (including recognition of prior
learning) to ensure that they encourage, and do
not impede, the provision of more flexible
educational formats, including degrees and other
ECTS-bearing courses that are fully online.
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60. Recommendation 7
National QA agencies should develop their
own in-house expertise and establish
processes that are sufficiently flexible to
include recognising and supporting new
modes of teaching and learning. They
should evaluate institutions on their active
support of innovation (or importantly, the
lack of it), and its impact on the quality of
teaching and learning.
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61. Recommendation 8
ENQA and other relevant European
networks should support the sharing of
good practice by national QA agencies in
the development of criteria on the
recognition of new modes of teaching and
learning.
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63. Recommendation 9
Governments should consider prioritising
innovation in their funding approaches,
using funding mechanisms such as
performance-based funding, funding
allocated to large-scale innovation, and
funding for excellence, in order to invest
continuously in modernising their higher
education systems and stimulate early
uptake of innovation and new pedagogies.
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64. What governments do: performance-based funding (R9)
• In the Netherlands, next to block funding, from 2012 more than 5%
of the education budget comprises conditional funding, which is
available only on the basis of a performance agreement between
each university and the Ministry. Currently, these agreements relate
to performance indicators as quality and excellence, study success,
lecturing quality, contact hours and the reduction of indirect costs.
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65. What governments do: project funding (R9)
• Sometimes, project funding is out-sourced by public authorities to agencies
or intermediate organizations, which are specialized in the field. In Norway,
Norway Opening Universities (NOU) is established and supported by the
Norwegian government to promote the development and use of technology
for ICT supported learning and flexible education. On behalf of the
government, NOU announces annually project grants concerning the
development and use of technology for learning, flexible education and the
cooperation between higher education and work supported by e-learning.
• In Spain, the Research and Analysis program organises from 2003 projects
on teaching innovation and curriculum analysis. The grant may finance all or
part of the requested budget of a project, up to 30.000 €. At the beginning,
these calls were mainly used to improve curricula of degree programmes.
Now they are more focusing on promoting educational innovation (around
12 M€ in the last 9 calls).
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66. What governments do: project funding (R9)
• In the UK, public project funding of innovative teaching initiatives in
higher education is much reduced at present. UK funding
opportunities are now very limited and universities must fund
developments predominantly from their mainstream income sources.
• Earlier, a series of Teaching and Learning Technologies
programmes has effectively provided funding for the development
and evaluation of e-learning resources and pedagogies.
• Consequent on the reductions in government funding has been a
major reduction in the resources available to the National Subject
Centres that acted as centres of expertise and resource curators in
particular subject areas. These centres enabled networking amongst
academics engaged in pedagogic innovation. In recent years, their
work had been coordinated by Higher Education Academy.
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67. What governments do: excellence funding (R9)
• The French “Initiatives d’excellence en formations innovantes
numériques” (IDEFI-N) is part of the action “Investissements d’
Avenir” by the “Agence Nationale de Recherche”. In 2015, it aims at
supporting fifteen ambitious projects which have sufficient reach and
strategic impact to create a new dynamics of transformation in the
entire sector of higher education, based on new modes of teaching
and learning (online learning). The projects last 3 to 5 years. The
IDEFI-N initiative is active since 2010 and it has a dotation of 12M€.
It is open for partnerships between universities or between
businesses and universities.
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68. What governments do: ear-marked funding (R9)
• The Federal Government has ear-marked about 2 billion Euros for
The Qualitätspakt Lehre” from 2011 to 2020 - a sign of a
commitment to higher education teaching heretofore unknown in the
history of German higher education policy. A total of 186 institutions
of higher education in all 16 states benefit from this funding: 78
universities, 78 universities of applied sciences and 30 art and
music colleges. But for the most of the funded projects it must be
said, that e-learning activities are not in the main focus, but at best
have flanking character.
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69. What governments do: ear-marked funding (R9)
• In North Rhine-Westphalia, the annual quality improvement funds in
(Qualitätsverbesserungsmittel, Studiumsqualitätsgesetz) amount to
at least 249 million Euros. They were initiated to compensate the
absence of tuition fees from the winter semester 2011/2012. These
so-called tuition fee replacement funds, are distributed to
universities according to their number of students and must be used
for the improvement of quality in learning and teaching. These funds
are an addition to the university's basic funding. They are not meant
to raise the capacity level of universities, but to be used for
additional human resources, such as hiring teachers and tutors. So,
essentially the quality improvement funds are aimed to improve the
student‐teacher ratio. However, new and innovative modes of
teaching and learning are not mentioned in the law.
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71. Recommendation 10
To be effective and systemic, this funding should
strengthen the enablers of innovation at the
system level, including - leadership for
institutional change, learning technology tools and
course design, professional development of
teachers, communities of practice , the
development of shareable resources and the
support of evaluation and research evidence.
Collaboration within and between institutions
should be stimulated.
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73. Recommendation 11
Governments should stimulate higher
education institutions to assess the costs
and benefits of blended and online
education, in order to maximise their
effectiveness in making use of new modes
of teaching and learning for degree studies,
as well as for continuing education and open
education.
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76. Business models: a holistic approach
76
Regulated, fee
paying
Regulated, fee
paying
Non-
regulated,
diverse
business
models
Non-
regulated,
diverse
business
models
In the public
domain,
open and for
free,
services paid
In the public
domain,
open and for
free,
services paid
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