2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey Stracke

How to improve the
quality & design of online
courses? OpenEd Framework
& Global MOOC Quality Survey
Keynote @ MEDLIT Conference
in Kuala Lumpur, 2018-03-05
by Christian M. Stracke
Open University of the Netherlands

1st International Media
Literacy Conference
5th and 6th March 2018
in Kuala Lumpur

International
Media Literacy
Network Association
Kick-Off in Kuala Lumpur
on 4th March 2018

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Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
International WLS / LINQ Conference
eLC European Institute
ICDE Chair in OER
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact

Selected Projects:
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling

Selected Projects:
www.mooc-quality.euwww.isecure-edu.euwww.wacom-project.euwww.ecompetence.eu
www.PBL-project.eu www.inspiringscience.eu www.opendiscoveryspace.euwww.inclusive-education.net
www.MEDLIT.visionwww.digifem.euwww.voa3r.eu
www.agriculture-
competences.eu
www.learn-STEM.orghttp://lelle.gtk.uni-pannon.huwww.learning-standards.euwww.aristotele-ip.eu

1. Why we need change in education?
2. What is Open Education (OE)?
3. How to address quality in OE?
4. What are OER and MOOCs?
5. How to improve OE, OER & MOOCs?
6. How to participate?
Keynote Overview:

We can and should change learning
through Open Quality Education
due to global changes & challenges.
My 1st Hypothesis

We need Open Education
with MOOCs and OER
to improve the learning quality.
My 2nd Hypothesis

Open Education and Open Educational
Resources (OER) have got poor quality:
Why should we do it?
The common opinion

Open Education and OER have to
prove their impact and quality:
But what about face-to-face
and blended learning?
The common solution

Two core factors:
1. Globalisation &
2. Worldwide Internet
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education

Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness

Goal 4:
Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org

Goal 4:
Inclusive and quality education
Sustainable dev goals

Not knowledge but competences are required to
meet future jobs and tasks still unknown today
Change from input to outcome orientation
Learning cha(lle)nges
Open
Education
Input: Outcome:
Knowledge Competences

Commons under attack
States &
countries
Private
business
Commons
… and
learning?

To improve
Quality
in Education!

Open Education (OE):
Innovations for changing
& opening up education
to improve the quality

Source: https://www.flickr.com/photos/opensourceway/

Visionary
Open
innovations
Dimensions
of Openness
Open
standards
Open
resources
Open
licensing
Open
recognition
Open
availability
Open
technologies
Open
methodologies
Open
access
Stracke, C. M. (2018).
How can Open Education
improve learning quality and
achieve impact for learners,
organizations and in society?

Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions

Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs

1960s: Open Classrooms
1960s: Open Universities
1990s: Open Educational Resources
2000s: Open Online Collaboration
2010s: Open Educational Practices
Now: Open Educational Environments
Waves of OE
Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

1960s: Open Learning
• Progressive education
• Flipped methodologies
• Open Universities
Open Education
Photo: Slobodan Dimitrov

1990s: Open Educational Resources
• Open content
• OER portals
• E-Learning hype
Open Education
According to Gartner Hype Cycle

2000s: Open Online Collaboration
• Open communities
• Web 2.0 & Social media
• MOOCs
Open Education
Source: https://www.flickr.com/photos/catspyjamasnz/

2010s: Open Educational Practices
• Open classrooms
• Competence focus
• OER declaration
Open Education

Now: Open Learning Environments
• Open methods
• Open policies
• Learner focus
Back to Open Learning?

Do not to forget the long-term history:
1000 BCE - : Open Educational Practices
• Open discourse (Confucius, Socrates)
1800 CE - : Open Learning
• Progressive theory (Pestalozzi, Humboldt)
• Competence building (Piaget, Vygotsky)
Open Education (OE)

Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences.

Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Strategic & organisational

UNESCO: OER Declaration
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/
open-educational-resources/what-is-the-paris-oer-declaration
European Commission: Opening Up Education
http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm
ICORE / OEC: Declaration of Crete
http://wiki.icore-online.org/index.php/ICORE_Declaration_of_Crete
Republic of the Philippines: Open Distance Learning Act
http://www.gov.ph/2014/12/09/republic-act-no-10650/
OE Examples: Policies

Strict open policy:
All research results from H2020 and
other funding programmes have to
be published with “green” open access
license
In addition: Open data policy
OE Examples: EC

Strict open policy:
All research results from Dutch funding
programmes with open access license
In addition: Framework contracts with
major publishers (Springer, Wiley) to
opt for “gold” open access for free
OE Examples: NL

Strict open policy:
All research results and publications
with “green” open access license on
our own open repository Dspace
http://dspace.ou.nl/
In addition: Open Education research
group in Welten Institute
OE Examples: OUNL

The Welten Research Institute:
Leading in Learning Innovations
www.youtube.com/watch?v=bzYwLkbB2Ys
OUNL Video

What is
Open
Quality
Education?

Quality
cannot be defined
... except through adaptation
to your situation and context!

Quality
most important
for Learning, Education
and Training!

Quality
Potential
Quality Development
Quality in Open Education
The Quality of MOOCs:
How to improve the design
of open education and online
courses for learners?

The Quality of MOOCs:
How to improve the design
of open education and online
courses for learners?
Quality
Potential
Objectives
Quality Development
Quality in Open Education

OE
Quality
Anticipated LOs
Open Policies
Individual LOs
Objectives
Meso level
Macro level
Micro level

We need Open
Quality Education!

We need Open
Quality Education!
... with fun!

What are
Open Educational
Resources (OER)?

Open Educational Resources (OER)
• 2012: 1st World OER Congress:
Paris OER declaration by UNESCO
• 2017: 2nd World OER Congress
OER to share and re-use

Open Educational Resources (OER) are any type
of educational materials that are in the public
domain or introduced with an open license.
The nature of these open materials means that
anyone can legally and freely copy, use, adapt
and re-share them. OERs range from textbooks
to curricula, syllabi, lecture notes, assignments,
tests, projects, audio, video and animation.
OER definition by UNESCO:
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers
OER definition

Key benefits of OER:
• OER are openly and freely available
• OER can be used by open license
• OER can be re-used and adapted
• OER are supporting colleagues
• OER are recognised by colleagues
Benefits of OER

OER are reducing time for lesson plans
OER are additional teaching materials
OER are complete lesson units
OER are offering unique media & design
OER can be selected for your objectives
OER can be adapted to your situation
Benefits in Schools & HE

Massive Open Online Courses
What means “Massive”?
What means “Open”?
What means “Online Course”?
MOOCs

Source: https://www.flickr.com/photos/catspyjamasnz/

Source: https://www.flickr.com/photos/gforsythe/

Source: https://www.flickr.com/photos/-ed/

Open Education
Open E-Learning
OER
MOOCs

Meso: Frameworks & Standards
Micro: Competence & Community
Macro: Movement & Strategies
Quality by OE

Micro: Competence & Community
Quality by OE
Strategic & organisational

Micro: Competences & Communities
Quality by Open Learning

UNESCO: OER Declaration
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/
open-educational-resources/what-is-the-paris-oer-declaration
European Commission: Opening Up Education
http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm
ICORE / OEC: Declaration of Crete
http://wiki.icore-online.org/index.php/ICORE_Declaration_of_Crete
Republic of the Philippines: Open Distance Learning Act
http://www.gov.ph/2014/12/09/republic-act-no-10650/
International Policies

Strategies: IDEAL
Source: Stracke, C.M., 2012 and 2014

The Reference Process Model:
Standard:ISO/IEC 40180
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical
realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for
contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resourcesDidactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction
design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

Example of required adaptation:
Standard:ISO/IEC 40180
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resources
Didactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

Learning-how-to-Learn:
The key competence in 21st century
Focus on inclusion of learning skills
into curricula
lelle.gtk.uni-pannon.hu
Learn how to learn

Problem-based Learning as method for
key competences in 21st century
Focus on integrating learning analytics
& semantics in problem-based learning
www.PBL3-project.eu
Problem-based learning

Facilitating Open Educational Practices
• Open classrooms
• Competence focus
• OER re-use
Open Schools

Learn STEM for school innovations:
• Pedagogical model for opening STEM
• Innovative open tools and resources
• Teacher training and OER materials
www.learn-STEM.org
Open STEM Learning

Communities: ODS & ISE
www.opendiscoveryspace.eu
www.inspiring-science.eu & portal.opendiscoveryspace.eu/ise
> 10,000 teachers and
> 3,000 schools in 28 countries

Three MEDLIT MOOCs
on media literacy

Three MEDLIT MOOCs
in Malaysia, Thailand
and Vietnam
on media literacy:
Just launched!

Try the three
MEDLIT MOOCs
on media literacy:
www.MEDLIT.vision

... and tell us
your opinion
on our MEDLIT MOOCs
in the Quality Surveys!

Join our MEDLIT
MOOC Quality Surveys:
Malaysian MOOC Survey (in English):
http://limesurvey.mooc-quality.eu/index.php/454525
Thai MOOC Survey (in English):
http://limesurvey.mooc-quality.eu/index.php/276659
Vietnamese MOOC Survey (in Vietnamese):
http://limesurvey.mooc-quality.eu/index.php/426855?lang=vi

We need Open Education, MOOCs
and OER in Higher Education
to improve the learning quality.
My 2nd Hypothesis

= We need high drop-out rates in OE
to achieve better quality and
personalization for the learners!
My 2nd Hypothesis

Traditional drop-out rate assessment:
Fulfilment of all assigned tasks
and examinations as well as
of all learning objectives in OE
High drop-out rates?

Learning objectives by designers
vs.
Many different learning objectives
by all OE learners
High drop-out rates?

We need high drop-out rates
(and personalization) in OE
to address the diversity
of all learners
and their different learning objectives
and intentions
High drop-out rates!

Or we need an alternative
definition of drop-out rates
plus individual pathways
to improve the personalization
and quality in OE
Or: OE for changes!

Open Education (OE), MOOCs and
OER can improve the education
and learning quality for students:
Personalized offers, pathways and
assessments reflecting and recognising
pre-knowledge, skills and competences
OE for Quality Education

MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ

Our main goal is the collaboration with all
to improve Open Education & MOOCs
www.MOOC-quality.eu

Our main goal is the collaboration with all
to improve future MOOC design for
better MOOC learning experiences

16 questions in 4 clusters (n=45):
1. Experience with MOOCs (5 questions)
2. Perception and Expectation (5 questions)
3. Personal Goals (4 questions)
4. Recognition and Certification (2 questions)
n=45: reveals that many MOOC learners
do not share the intentions of the
MOOC designer & have their own goals
MOOQ Pre-Survey

Three main surveys for learners,
designers and facilitators of MOOCs
Please support us to improve next MOOCs:
www.survey.MOOC-quality.eu
Your feedback is most welcome!

First results from
the Global MOOC
Quality Survey

Combines 3 surveys on 13 constructs:
1. MOOC learners (69 questions)
2. MOOC designers (89 questions)
3. MOOC facilitators (58 questions)
4 months with huge support (n=267):
Global Survey by MOOQ reveals that
most MOOC learners reported positive
learning experiences with MOOCs
Global MOOC Survey

Experiences by learner versus designers
MOOQ Survey: 1st results

We will compare the
MEDLIT MOOCs
with the benchmarks
from the Global
MOOC Quality Survey

Quality Reference
Framework (QRF)
for OE and MOOCs

Our proposal
for discussion:
The Quality Reference
Framework (QRF)

Quality dimensions of OE in practice:
Dimension 1: Analysis
Dimension 2: Design
Dimension 3: Implementation
Dimension 4: Learning Process
Dimension 5: Evaluation & Optimization
QRF Quality Dimensions

QRF Quality Dimensions
Evaluation
Analysis
Implemen-
tation
Learning
process
Design
Learner

Series of interactive workshops:
• ICDE 2015 in Sun City, South Africa
• OE Global 2016 in Krakow, Poland
• EC-TEL 2016 in Lyon, France
• OE Global 2017 in Cape Town, SA
• IEEE EDUCON 2017 in Athens, Greece
• ICALT 2017 in Timisoara, Romania
• EARLI 2017 in Tampere, Finland
• EC-TEL 2017 in Tallinn, Estonia
To develop the QRF together with all
MOOQ + ICORE Workshop

ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE

To improve the learning quality!
Series of ICORE Workshops with key organisations
“How to improve Open Quality Education?"
ICORE Workshops at international Conferences:
e.g., ICDE 2015, OE Global 2016 & 2017, WLS 2017
Towards a global joint initiative!
www.ICORE-online.org
Opening up education

Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?

We need …
1. Education to change
2. Quality Education
Open Education can
facilitate these changes

Open Education is a Vision
that is happening!
Quality is most important
for your situation & learners
Inclusion and equity for all
to improve our Global Society!

Stracke, C. M. (2018). How can Open Education improve learning quality and achieve
impact for learners, organizations and in society? In T. Amiel (Ed.), Utopias and
Dystopias in Education. Sao Paulo: UNICAMP. [in print]
Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open
education and online courses for learners? In P. Zaphiris and A. Ioannou (Eds.):
LCT 2017, Part I, LNCS 10295, pp. 285–293, 2017.
DOI: 10.1007/978-3-319-58509-3_23
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing
Strategies and Learning Experiences. In Proc. IEEE EDUCON 2017.
IEEE Xplore, 978-1-5090-5466-4/17. pp. 1044-1048.
All also online available at: http://www.opening-up.education
Further References

Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing
instruments? Online Proceedings of the Open Education Global Conference 2016.
Washington: OEC.
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings.
Bucharest, Hungary: European Distance and E-Learning Network. pp. 215-221.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default?. Berlin: Logos. pp. 11-23.
Further References

Stracke, C. M. (2014). How Innovations and Competence Development support Quality
in Lifelong Learning. The International Journal for Quality and Innovation
(INNOQUAL), Vol. 2 (3). pp. 35-44.
Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning,
Education and Training. 华东师范大学学报（自然科学版） Journal of East China
Normal University. Vol. 2014 (2). Shanghai: ECNU. pp. 1-12.
[DOI: 10.3969/j. ISSN 1000-5641. 2012.02.012]
Stracke, C. M. (2014). The Concept of Open Learning for Opening Up Education. In C. M.
Stracke et al. (Eds.), Changing the Trajectory: Quality for Opening up Education.
Berlin: Logos. pp. 15-24.
Further References

Stracke, C. M. (2013). Open Learning: The Concept for Modernizing School Education and
Lifelong Learning through the Combination of Learning Innovations and Quality.
In C. M. Stracke (Ed.), Learning Innovations and Quality: The Future of Digital
Resources. Berlin: Logos. pp. 15-28.
Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. In Proceedings
of 6th International Conference of Education, Research and Innovations 2013
[= ICERI 2013]. Madrid: IATED. pp. 4654-4663 [ISBN: 978-84-616-3847-5].
Stracke, C. M. et al. (2013). Open School Learning. A vision to improve European schools
towards 2030 – using the results of the Open Discovery Space project. In
OPEN EDUCATION 2030. JRC-IPTS Call for Vision Papers. Part II: School Education.
Sevilla: JRC. pp. 99-104.
Further References

Stracke, Christian M. (2012): "Learning Innovations and Learning Quality: Relations,
Interdependences, and Future"; in: Stracke, Christian M. (ed.) (2012): The
Future of Learning Innovations and Learning Quality. How do they fit together?
Brussels: Gito. p. 13-25.
Stracke, Christian M. (2012): "Competences and skills for learning-outcome orientation:
Competence development, modelling, and standards for human resources
development, education and training"; in: 华东师范大学学报（自然科学版）
Journal of East China Normal University. Vol. 2012 (2). Shanghai: ECNU. p. 115-130.
Stracke, Christian M. (2011): "Competence and Skills Modelling for European HR and
Policies"; in: Stracke, Chr. M. (ed.): Competence Modelling for Human Resources
Development and European Policies. Bridging Business, Education and Training.
Brussels: Gito. p. 12-37.
Further References

Stracke, Christian M. (2011): "Competences and Skills in the Digital Age: Competence
Development, Modelling, and Standards for Human Resources Development";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2011), Berlin/ Heidelberg: Springer. p. 34-46.
Stracke, Christian M. (2011): "Competence Modelling for Innovations and Quality
Development in E-Learning: Towards learning outcome orientation by
competence models"; in: Proceedings of World Confe-rence on Educational
Multimedia, Hypermedia and Telecommunication 2011 [= ED-MEDIA 2011];
Chesapeake, VA: AACE. p. 1885-1894.
Stracke, Christian M. (2010): "Quality development and standards in learning, education,
and training: adaptation model and guidelines for implementations"; in:
Информатизация образования и науки [= Информике (Informika),
ISSN 2073-7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136-146.
Further References

Stracke, Christian M. (2010): "The Benefits and Future of Standards: Metadata and beyond";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2010). Berlin/ Heidelberg: Springer. p. 354-361.
Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training:
The Adaptation Model IDEA for the Introduction of Quality Development"; in:
Proceedings of the International Conference on the Past and Future of e-Learning
Standards. Tokyo (Japan). p. 26-36.
Stracke, Christian M. (2007): Quality Standards for Quality Development in e-Learning:
Adoption, Implementation and Adaptation of ISO/IEC 19796-1. Essen: eLC / Q.E.D.
Stracke, Christian M. (2006): "Process-oriented Quality Management", in: Ehlers, U.-D./
Pawlowski, J. M. (Eds.): Handbook on Quality and Standardisation in E-Learning.
Berlin: Springer. p. 79-96.
Further References

Let us Opening up Learning,
Education and Training for ALL!
Towards Open Learning

christian.stracke@ou.nl
@ChrMStracke
www.opening-up.education
Let us cooperate!

2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey Stracke

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