As will be discussed within this report, OE services are not limited to learner assessment and certification against fees. The possible OE value chain that the unbundling of the traditional formal education package and the institutional detachment of education in theory do withhold is still to be explored.
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
Innovation in Education: Tools and methods for success (Session 2)Andreas Meiszner
Innovation in Education
Tools and methods for success
Session 2: Tools and techniques
Joint Pearson and ELIG workshop at the Escola Superior de Educação do Porto.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: EFQUEL
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
Innovation in Education Tools and methods for successAndreas Meiszner
On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”.
The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.
The presentation gives an overview of how the HOTEL (Holistic Approach to Technology Enhanced Learning) project intends to develop and test an Innovation Support Model which will help research projects in TEL/e-learning reach sustainability / commercialisation.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
MOOC and the workplace: key support elements in digital lifelong learning Robert Farrow
This presentation accompanies a paper examining the relationship between trends in workplace learning and training; the EU policy for lifelong learning; and describes the role that alternative forms of educational delivery such as MOOC can play in supporting future scenarios such as automation and digitalization.
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Open, online, flexible, technology-enhanced… and sustainable? Understanding n...Robert Farrow
Interim results from the OOFAT (Models for Open, Online, Flexible and Technology-Enhanced learning) project - conducted by FIBS and The Open University (UK) and funded by the International Council for Distance Education. Presented at The Online, Open and Flexible Higher Education Conference 2017: Higher Education for the Future - 'Accelerating and Strengthening Innovation'.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
A presentation delivered at the ASEAN Cyber University Project 2nd Working Group Meeting held on 31 August 2017 at COEX, Seoul, Korea. Project is anchored and coordinated by the Korea Education & Research Information Service
Open Education Ecosystems, learning analytics and supportive software system ...Andreas Meiszner
At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
The presentation gives an overview of how the HOTEL (Holistic Approach to Technology Enhanced Learning) project intends to develop and test an Innovation Support Model which will help research projects in TEL/e-learning reach sustainability / commercialisation.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
MOOC and the workplace: key support elements in digital lifelong learning Robert Farrow
This presentation accompanies a paper examining the relationship between trends in workplace learning and training; the EU policy for lifelong learning; and describes the role that alternative forms of educational delivery such as MOOC can play in supporting future scenarios such as automation and digitalization.
Open Education & Open Educational Services (short)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Short version for European Learning Industry Group meeting (Cambrige, 13 – 14 September 2010)
Open, online, flexible, technology-enhanced… and sustainable? Understanding n...Robert Farrow
Interim results from the OOFAT (Models for Open, Online, Flexible and Technology-Enhanced learning) project - conducted by FIBS and The Open University (UK) and funded by the International Council for Distance Education. Presented at The Online, Open and Flexible Higher Education Conference 2017: Higher Education for the Future - 'Accelerating and Strengthening Innovation'.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
A presentation delivered at the ASEAN Cyber University Project 2nd Working Group Meeting held on 31 August 2017 at COEX, Seoul, Korea. Project is anchored and coordinated by the Korea Education & Research Information Service
Open Education Ecosystems, learning analytics and supportive software system ...Andreas Meiszner
At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document addresses accessibility issues which emerged in the context of first and second phase of JISC (Joint Information Systems Committee)/ HEA (HIgher Education Academy) funded Open Educational Resource programme (UKOER programme).
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...Saide OER Africa
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
Blended learning and learning communities: opportunities and challengesZalina Zamri
The purpose of this paper is to address the nature and development of blended learning
and the emerging notion of learning communities, with particular reference to management and
business education.
Df e rr355_-_opportunities_for_moo_cs_in_schools_finalIan Koxvold
We at Cairneagle recently wrote a research report for the DfE on the opportunities for MOOCs in compulsory age learning (secondary schools). It includes a potted history of MOOCs, analysis of their components, and an assessment of where and how they might best be deployed.
Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.
The research problem statement is one of the first steps in developing a Doctoral Thesis proposal. It is the starting point of the research process. Identifiable aspects of a research problem include something is broken, it has a cause and effect relationship, and there are initial observations and evidence mentioned. Developing a research problem statement from an identified problem isn’t easy but is an essential step in the thesis proposal process. To assist in the what and how, the Doctorate Hub team has been putting together this slideshow.
Re-Configuring Value Networks and Competition in Industrialized, Emerging and...Andreas Meiszner
Purpose of this Lecture
Aim: To provide an introduction to Value
Networks in Digital Times.
Learning Outcome:
(1) Understand how ICT is impacting Value Networks.
(2) Ability to assess the re-configura8on options of a given sector / industry.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 1
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Live Online Note Pad available at: https://etherpad.mozilla.org/ucvAgSF2e6
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
Case: Open University UK
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf
‘The Why and How of Open Education‘ - Session Two: Service organization, busi...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives” 15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
The Why and How of Open Education: The Service Perspective.Andreas Meiszner
The Why and How of Open Education: The Service Perspective.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education: Concepts and PracticesAndreas Meiszner
The Why and How of Open Education: Concepts and Practices
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
The Why and How of Open Education Workshop.
http://okcon.org/2011/programme/the-why-and-how-of-open-education-concepts-and-practices
OKCon – The 6th Annual Open Knowledge Conference 30th June – 1st July 2011, Berlin – Germany (http://okcon.org/2011)
Online notes of the sessions are available from: http://typewith.me/okcon2011-openeducation
‘The Why and How of Open Education - With lessons from the openSE and openED ...Andreas Meiszner
The Collaborative Creativity Group CCG at UNU-MERIT Book just released a book on ‘The Why and How of Open Education’. The book is an introduction to Open Education (OE), giving practical guidance on the design and delivery of OE courses while wrestling with theoretical considerations of this new and emerging domain. Educators are the main targets, but it will also be relevant to policy makers, senior education managers and the learning industry as a whole.
The book draws from three sources: first from well-established online learning ecosystems, including Open Source Software communities; second from existing Open Courses in traditional formal education and related design models such as the Meta-design framework (Fischer, 2007); and third from EU funded research and pilot projects: FLOSSCom (2006-2008), openSE (2009-2011) and openED (2009-2012). This piloting work enabled a thorough analysis and modification of assumptions that emerged from sources one and two.
The first chapter provides a brief introduction to the OE field, addressing the question: ‘Why Open Education?’. The second chapter presents cases from the openSE and openED projects on how OE might look in practice. Sustainability is as important for OE as for traditional formal education, so before joining any kind of OE venture it is important to have a clear understanding of how such a venture might be sustained, as discussed in chapter three. Theoretical considerations and practical guidance for the design and delivery of OE are presented in chapter four, ahead of concluding remarks and future prospects in the fifth and final chapter.
This ‘Version 1.0’ of the book is released together with the start of the openED course on ‘Business and Management Competencies in a Web 2.0 world’, whose second edition begins on 26 April 2011. It is also published in parallel with the re-launch of the openSE website, which is an OE framework for computer science software engineering.
A ‘Version 2.0’, with more in-depth findings from the openSE and openED projects and general improvements, is tentatively scheduled for summer 2012. Anyone interested in co-authoring this ‘Version 2.0’, be it with minor improvements or major extensions, are invited to read the editable version of this book at the following link and to correct minor mistakes ‘on the fly’!
Download or read the Book in Version 1.0 online at:
• http://www.scribd.com/doc/53332611/The-Why-And-How-Of-Open-Education-v-1-0
Co-Author the Version 2.0 of the book and read the editable Version 1.0 at the links below:
• www.openEdWorld.net
The openED course on “Business and Management Competencies in a Web 2.0 world” will start on April 26th 2011 in its 2nd edition!
openED is a FREE/OPEN course targeting business students and practitioners alike. The course consists of 10 modules allowing participants to choose the individual modules they are interested in. This is to say that you can either take all of the 10 modules, or just those ones that you are interested at.
openED offers something to all: You can either TAKE IT or TEACH IT - make the course suit your needs!!!
The Use of Social Media (openEd 2.0 Course / Module 1)Andreas Meiszner
This presentation was part of an online Guest Lecture from Dr. Brendan Barrett, United Nations University, on the “Use of Social Media”. You also can watch the full guest lecture at: http://oufm.open.ac.uk/fm/fmmp.php?pwd=cdf63e-2470
For further info about the openEd 2.0 course, please visit: www.open-ed.eu
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Business and Sustainability Models in Open Education: Concepts and Examples in 2012
1. Business and Sustainability Models in
Open Education
Concepts and Examples in 2012
June, 2012
Andreas Meiszner, PhD
United Nations University | UNU-MERIT | CCG
The Netherlands
The openED project has been funded with support from the European Commission. The content reflects the views only of the author,
and the Commission cannot be held responsible for any use, which may be made of the information contained therein. | openEd 2.0
505667-LLP-1-2009-1-PT-KA3-KA3MP
2. Copyright Notice:
This work is published under a Creative Commons License Attribution-Noncommercial-
Share Alike 3.0 Unported.
Attribution — You must attribute the work in the manner specified by the author or
licensor (but not in any way that suggests that they endorse you or your use of the
work).
Noncommercial — You may not use this work for commercial purposes.
Share Alike — If you alter, transform, or build upon this work, you may distribute the
resulting work only under the same or similar license to this one.
Content Notice:
This work is a derivative of the openED project deliverable D9.1 Sustainability
framework
Version Information: June 19th 2012 v3.1
ii
3. Table of Content
1 Introduction ................................................................................................................ 1
2 Open Education, OE Services and sustainability ....................................................... 2
3 A historic perspective: Education services and WTO GATS .................................... 3
4 Open Education service concepts and supportive market spaces .............................. 4
4.1 Open Education service concepts........................................................................ 4
4.2 Possible examples of Open Education services .................................................. 5
4.3 Supportive market spaces.................................................................................... 6
5 Sustainability Challenges: The Absence of an OE Service Infrastructure and
perceived Lack of Business Models ................................................................................. 7
6 Comparison of openED concepts against further OE cases....................................... 8
6.1 Case 1: openED ................................................................................................... 9
6.2 Case 2: openSE.................................................................................................. 12
6.3 Case 3 UNUOpen (UN University)................................................................... 15
6.4 Case 4: MITx / EdX (MIT & Harvard) ............................................................. 18
6.5 Case 5: Coursera (Stanford) .............................................................................. 21
6.6 Case 6: Udacity (Stanford) ................................................................................ 24
6.7 Case 7: Saylor Foundation ................................................................................ 27
6.8 Case 8: OERu .................................................................................................... 30
6.9 Case 9: ict@innovation FOSS Business Training Programme ......................... 33
6.10 Case 10: Khan Academy................................................................................. 35
6.11 Case 11: UoP (University of the People) ........................................................ 38
6.12 Case 12: FTA (Free Technology Academy) ................................................... 41
6.13 Case 13: P2PU (Peer to Peer University)........................................................ 44
7 Reflections................................................................................................................ 47
7.1 Cost per student by OE component part............................................................ 47
7.2 Extension of regular course offerings (combined) vs OE as a parallel
undertaking ................................................................................................................. 48
7.3 Currently existing OE business models & service concepts ............................. 49
Annex - List of section 6 secondary sources .................................................................. 51
References ...................................................................................................................... 52
List of Figures
Figure 1 OE value chain for the learning industry (Source: ELIG, 2011) ....................... 5
Figure 2 Cost per student by OE component part; variable, fixed and cost neutral....... 47
4. 1 Introduction
There are a number of pathways and measures to allow for the sustainability of Open
Education (OE) and they do depend on the respective OE scenarios. Donations,
advertisements, or commission on sales are all viable and well-established means of
revenue generation, and they are applied successfully within and outside of the
education sector. In addition to this OE further potentially allows for cost-sharing and
an added value for money, and for the provision of OE services (Meiszner, 2011). Cost-
sharing means to optimize the use of the resources at hand and might be for example
achieved through sharing the cost for the production and maintenance of open
educational environments, related open educational resources or through shared online
learner support. The openED project shows as a example how such a sharing might be
realized in practice and how educational institutions can co-produce and co-deliver a
course, including how support provision and course facilitation can be equally
distributed amongst the participating educational institutions. OE further can provide an
added value to traditional educational offerings and therefore could allow for a higher
value for the same cost involved, or in the best-case even cost savings (Meiszner, 2011).
Another possible mean to allow for sustainability of OE, and at a scalable rate, is seen
to lay in the development and provision of OE services and as will be the focus of this
report. In the following this report will provide a brief theoretic introduction into the
thematic field of OE services, to then compare OE concepts, which have been
developed and partially also tested within the openED project, against other currently
emerging OE cases from across the globe. As will be shown within the final reflective
section of the report, there are a number of common characteristics within all of such
attempts. But perhaps more importantly from a sustainability perspective; all of such
cases do indicate that OE services are still at its very beginning and that they appear to
be at this point in time often limited to the basic and most obvious OE service concepts,
namely an individual learner assessment and certification against fees. As will be
discussed within this report, OE services do are however not limited to learner
assessment and certification against fees. The possible OE value chain that the
unbundling of the traditional formal education package and the institutional detachment
of education in theory do withhold is still to be explored.
1
5. 2 Open Education, OE Services and sustainability
Over the past years the traditional formal education domain has been subject to a
process of opening up resulting in an ever-blurring border between the formal and the
informal and allowing traditional formal education to take advantage of the
opportunities that participatory Web 2.0 provides (Meiszner, 2010, Weller & Meiszner
2008). Such blurring of borders can be seen both in the use of informal approaches
within formal education and release of formal content for less formal use.
Over the past years the traditional formal education domain has also started to take more
and more advantage of the practicing and authentic learning opportunities that Web 2.0
based real-life context environments provide (Meiszner, 2010). This development bears
the potential to systematically bring together traditional formal higher education offers
and theoretic subjects, and from across higher education institutions, with practicing and
authentic learning opportunities within real-life context environments that Web 2.0
provides. Such developments indicate an immense potential to better support learners,
but they also change the context of what is to be understood as traditional formal higher
education, and what current or future technologies might need to support. At present
there is for example a clear absence of concepts and technical solutions that would
allow for education design and provision across technologies and detached from a
single education provider. Even in the case of supportive licensing for underlying open
educational resources, and the access opportunity to educational communities, the
disconnection of the respective technical solutions and environments has turned out so
far to be a serious challenge. As a matter of fact current technological solutions are
typically not designed or intended to allow for education across higher education
institutions, nor to allow all type of learners to learn at any institution of their choice,
nor to engage with students from such institutions, nor to obtain support from such
institutions. Commercial approaches like Amazon for the retail sector or Sourceforge
for software developer community do provide some insights on how Open Education
Ecosystems might be perceived. Amazon and Sourceforge both offer examples that
bring together competing commercial enterprises within their environments, which in
the traditional formal higher education domain do not exist. Thus there is the need to
advance knowledge in such new forms of collaboration in the education sector and to
contribute towards specifications that emerging Open Education Ecosystems would
need to meet.
2
6. Based upon those challenges and opportunities that OE potentially withholds, the EU
LLP funded openED project has been developing and testing a number of new and
service based OE concepts that potentially would allow OE to become sustainable in the
future. An underlying assumption of such concepts has been that the detachment of
education from a single education institution also would go along with an unbundling of
the typically bundled education package. This is to say that within the traditional formal
education system a given education institution typically would be the single education
provider to their learner population. This starts from initial admission and access to
physical or virtual infrastructures, the education itself in form of access opportunities to
learning resources, classes, tutorials and so forth, followed by subsequent assessment
and evaluations of learners, and commonly ending with recognition and formal
credentials of learning outcomes. However, within an OE context this situation might be
very different since traditional formal education offers can be provided from across
higher education institutions, and under involvement of authentic real-life context
environments that the Web 2.0 provides. From a sustainability perspective this allows
for the unbundling of the traditional education package and to realize cost-savings and
an optimized use of resources, a higher value for money, or for the provision of OE
services to the learner itself, or also to education provider. In the following such new
and service based OE concepts will be further discussed.
3 A historic perspective: Education services and WTO GATS
The understanding of education as a service is not a novelty itself, and as exemplified
for example within the World Trade Organization’s ‘General Agreement on Trade in
Services’ as following shown.
The World Trade Organization’s ‘General Agreement on Trade in Services’ (GATS)
entered into force in 1995. One of the components of this agreement, and a perhaps
highly controversial one, has been on ‘Education Services’. The European Students’
Union (ESU, nd) has been arguing for example that education is a public good and that
it should be made available to society at large, but that it is not a good to be consumed
by those only that are privileged as they can afford to pay for it. Apart from those
certainly well justified debates, what the GATS show is that education has been
considered as being a service for already more than one decade. The rise of the ICT and
the Web are therefore perhaps less a cause for education services, but an enabler to
provide those more efficiently and across borders. Very much in line with the GATS
3
7. notion of education as a service one further can observe a steady rise in the education
service market at which private market actors offer those components of education that
can be digitized or delivered at a distance or through networked environments. In 2007
CNET (2007), a popular online news service, noted that education would be the next
big growth market and in April 2011 the FTSE1 100 publishing and education group
Pearson (US) acquired New York based Schoolnet for $230 million in cash. Schoolnet
is a fast-growing education technology company that aligns assessment, curriculum and
other services to help individualize instruction and improve teacher effectiveness. The
undertakings of such private market actors are well aligned with the recommendations
of the UNESCO Report “Towards Knowledge Societies” (2005) that suggest that “the
pillars on which genuine knowledge societies can be built consist of a better valuation
of existing forms of knowledge to narrow the knowledge divide; a more participatory
approach to access to knowledge; and a better integration of knowledge policies” (2005,
p.188). Though Pearson, as a private for profit undertaking, might not be guided by the
objective of building up knowledge societies, the case of Schoolnet provides some
evidence for the validity of the UNESCO report recommendations with regards to
synergies, participatory approaches and consistent policies. The information above
illustrates that education services are not immature, but a well-established sector in
many parts of our education systems. The recent ‘opening up’ of the higher education
sector therefore provides perhaps just the necessary stepping-stone to enable the
provision of OE services.
4 Open Education service concepts and supportive market spaces
4.1 Open Education service concepts
The unbundling and institutional detachment of the traditional formal education
package provides the opportunity to develop services around the respective education
component parts. Component parts of the traditional formal education package that have
been identified alongside the openED project included ‘Open Content’, ‘Open Degrees’,
‘Open Assessment’, ‘Open Learning’, ‘Open Tutoring’, ‘Open Technology’, and ‘Open
Communities’. Each of such component parts allows for the development and provision
of services that might be provided to the learner itself, but also to education provider.
1
FTSE: an independent company jointly owned by The Financial Times and the London Stock Exchange.
4
8. OE services might be described as an ‘on-demand’ concept at which services are
provided around freely available educational offers, such as courses and programmes,
and perhaps also with free basic support provision. OE services therefore might be close
to a ‘Freemium business model’ at which basic products or services are available free of
charge, while charging a premium for advanced features, functionality, or related
products and services. OE services are nonetheless not limited to a ‘Freemium business
model’ and the ultimate business model will also depend on the respective national
education systems and the funding models in place.
As such OE services are a possibly financial viable mean to allow for the sustainability
of OE. As such OE services are also offering a business opportunity for private market
actors and as depicted within Figure 1.
Figure 1 OE value chain for the learning industry (Source: ELIG, 2011)
4.2 Possible examples of Open Education services
OE services might be provided as well to learners as to education providers. Examples
of educational services for learners could include formal assessment, certification, local
in-class support, study groups, online tutoring, or mentored internships. Services for
education providers might include training, course and program development, (cloud)
5
9. hosting and maintenance, online assessment and certification systems, online spaces to
provide tutoring, billing systems, physical ID verification and assessment control.
The offering of such services thus potentially would allow (higher) education
institutions and third party education providers to generate revenues and as such to
allow for sustainability.
4.3 Supportive market spaces
OE Service concepts are not entirely unrelated to those ones that are already offered
within the traditional formal education system. Moreover, OE service concepts would
provide clear incentives to education provider such as higher education institutions to
deliver course, programs or services through supportive OE market spaces. Altogether
such OE market spaces could also benefit other sustainability components, such as cost-
sharing through co-authored production of courses, programs and other types of
resources, numerous localization opportunities, or joint support provision. To provide
such services would nonetheless require the establishment of supportive market space
infrastructures that then would allow for the offering of such services from across
education institutions and real-life context environments that the Web 2.0 provides. The
unbundling of the traditional education package could then allow education providers as
well as learners to customize education. Learners could decide the preferred mode of
study, be it the traditional one, be it a mix of traditional and peer studying with service
subscriptions from one or more providers, or be it learning for free. With this, such an
education market space would follow common market principles in which supply and
demand determine the price, and in which high quality education could potentially be
provided at local economic rates. The openED project has been conceptualizing and
testing such a market space approach and the results suggest that the joint offer of
education from across institutions and competition at a service level might not be a
conflict in itself. A conflict potential nonetheless, and as experienced within the
openED case, might lay within the incompatibility of national legal frameworks that are
at current in place with OE service and market space concepts. The OERu presented
within section 6 and that is currently under development is pursuing a similar approach,
by bundling strength across the participating higher education institutions for
curriculum design, the joint use of supportive virtual infrastructures (e.g. for learner
support), and by allowing participating education institutions to provide services to their
local and also virtual distributed learner population. Given that the OERu is still at its
6
10. very beginning it is however not known if national legal frameworks that are at current
in place are of an equal challenge to be overcome as experienced within the openED
case.
5 Sustainability Challenges: The Absence of an OE Service Infrastructure and
perceived Lack of Business Models
At this point in time the concept of Open Education, as well as of Open Education
Services, is still in its infancy and there is the absence of well-established market
principles and concepts. The European Learning Industry Group (ELIG), as an openED
project partner, has been carrying out a number of stakeholder consultations. The
findings of such consultations (ELIG, 2011) highlighted in this regard that looking at
similar market approaches, notably the Open Source Software one, shows that such new
models are initially often confined to the specialist and fringe development
communities. In this Open Source Software case commercial software companies long
looked on Open Source Software, but did not embrace the concept and failed to see how
Open Source Software could support their highly commercialised world. Twenty years
on, Open Source Software is routinely behind many consumer and industrial products,
such as satellite boxes, smart phones, PCs, etc.
ELIG has further been carrying out a survey across the breadth of the learning industry
(ELIG, 2011) that shows that there are clear indications that the commercial learning
industry has not yet fully engaged with Open Education (OE). The commercial
hesitation to adopt OE is in large part due to a perceived lack of associated new
business models. Despite this perceived lack of associated new business models,
education services are nonetheless already well established for more then a decade as
has been detailed within section 3. What might be thus indeed a novelty is to provide
services within an OE setting that is characterized by institutional detachment, the
unbundling of the traditionally bundled education package into its component parts, and
the larger number of stakeholders that might act as education provider. This certainly
does require a certain infrastructure to support the offering of such services and as has
been discussed within section 4. The comparison of currently existing OE case that is
provided within the following section suggest however that such supportive
infrastructure does not exist at this point in time.
7
11. 6 Comparison of openED concepts against further OE cases
The openED course has been implementing and testing a OE service infrastructure
aimed at enabling third party education providers to offer services to the course
participants, be it for free or against fee. This service infrastructure had been
implemented alongside the openED piloting phase and it has been considering a limited
number of services such as in-class support, virtual tutoring, and marked assessment
and certification. During the openED piloting phase a number of OE service providers
have been offering services for the course, though at this point in time remains unclear
to which degree those services have been actually used and whether or not the
implemented service infrastructure and approach does workout as envisioned and could
be ultimately taken further from a research project level into a more formal and
mainstream education context.
Given that OE and OE services are still at a relatively early stage the openED concept
can also not be compared against well-established and mature OE cases, which do not
exist at this point in time. However, and to allow for a better understanding on the
potential applicability of the openED concepts and its service infrastructure this section
will compare a number of currently emergent similar OE initiatives. The purpose of this
comparison is thus to gain a better understanding on the state of the art of OE concepts
and service approaches and to identify similarities and deviations.
The following provided information has been collected via desktop research within the
investigated OE case websites or via third party sources as detailed within the Annex
‘a’.
8
12. 6.1 Case 1: openED
Characteristics / Cases openED
Maturity Research
Country Europe
Funding Grant (EU, EACEA).
Stakeholder Higher Education Institutions,
Adult Education Provider,
Web based communities and social spaces.
Formal / Non-formal Formal and non-formal.
education approach
Traditional, Parallel or Combined approach of traditional and open learning. One course many provider / many provision modes concept.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Use of educational materials from participating education provider.
Use of educational material now available for free on the internet.
Collaborative development of curriculum and course design.
Localizations / Yes, but no supportive technology in place
Versioning
Modularity Yes, course broken down in modules.
Bundling of education Unbundled, broken down in component parts (course design, lectures, support, assessment, certification, etc.).
package
Institutional attachment Detached from single institution.
Training of Trainers Yes, short training course.
Programme
Technology Available and adapted OSS & web based technologies.
9
13. Licenses (Content & Open licenses.
technologies)
Pedagogy Online versions of university level courses.
Problem, inquiry, collaborative based learning.
Learning, Tutoring, Online chat (IRC) sessions organized by the course team from participating education institutions.
Support and Forum based support provided by peers and as required by the course team from participating education
Communities institutions.
(Re-)Use/Integration of Directory for/with learner assignments, including grading and evaluations.
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) Yes, such as Scribd, Slideshare, etc.
real life learning
environments and/or (B)
internships
Portability of learning No.
and outcomes
Track of learning No.
pathways within internal
and external learning
environments
Assessment Yes. Open Evaluation and Rating system for submitted assignments. Both, peer-assessment and assessment via OE
service provider (fees might apply).
Degrees / Credentialing / Yes, automated Self-Print certificate or formal recognition via OE service provider (fees might apply).
Recognition
10
14. Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
System for rating and evaluation of the quality of third party OE service provider.
Service Concepts & Cost-sharing, higher value for money and OE services to learners such as:
Business Models - Formal assessment
- Certification
- Local in-class support
- Study groups
- Online tutoring.
Other
URLs www.open-ed.eu
11
15. 6.2 Case 2: openSE
Characteristics / Cases openSE
Maturity Research
Country Europe
Funding Grant (EU, EACEA).
Stakeholder Higher Education Institutions,
Adult Education Provider,
Web based communities and social spaces, including OSS developer communities (via internships).
Formal / Non-formal Non-formal practice based approach focusing on authentic and real life learning.
education approach
Traditional, Parallel or Combined approach of traditional and open learning.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Use of educational materials from participating education provider.
Use of educational material now available for free on the internet.
Use of educational material from real-life learning environments (OSS developer communities).
Collaborative development of curriculum and course design.
Localizations / Yes, but no supportive technology in place
Versioning
Modularity Yes, materials are made available by tasks and/or by learning objectives.
Bundling of education Unbundled, focused on non-formal component parts (internships, p2p knowledge exchange, shared 2nd level
package support etc.).
Institutional attachment Detached from single institution.
12
16. Training of Trainers Yes, short training course.
Programme
Technology Available and adapted OSS & web based technologies.
Licenses (Content & Open licenses, but support of closed licensed third party offers.
technologies)
Pedagogy Online versions of university level courses.
Problem, inquiry, collaborative and project based learning.
Learning, Tutoring, Forum based support provided by peers and as required by the course team from participating education
Support and institutions.
Communities Access to support system of embedded authentic real-live environments (e.g. OSS developer communities).
(Re-)Use/Integration of Directory for/with learner internship project reports, including grading and evaluations.
(A) learning outcomes Directory for/with learner assignments, including grading and evaluations.
(assignments, tests, etc.) Directory with learning resources from authentic real-live environments (e.g. OSS developer communities).
and/or (B) internship
reports
Use/Integration of (A) Use/Integration of authentic real-live environments (e.g. OSS developer communities) as part of a virtual
real life learning internship.
environments and/or (B)
internships
Portability of learning Yes, via Portable Education Portfolios (PEPS) that allows for single sign on across learning spaces and leveraging
and outcomes of all types of data across such spaces (3).
Track of learning Yes, via Portable Education Portfolios (PEPS) that allows for single sign on across learning spaces and leveraging
pathways within internal of all types of data across such spaces (3).
and external learning
environments
Assessment Yes. Open Evaluation and Rating system for submitted internship reports. Both, peer-assessment and assessment
via OE service provider (fees might apply).
13
17. Degrees / Credentialing / Yes, automated Self-Print certificate.
Recognition
Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
Service Concepts & Cost-sharing and higher value for money through bundling of 2nd level and peer support and learner generated
Business Models contents.
Other
URLs www.openSE.net
14
18. 6.3 Case 3 UNUOpen (UN University)
Characteristics / Cases UNUOpen (UN University)
Maturity Concept
Country Global
Funding Conceptual phase only.
Stakeholder Higher Education Institutions,
Adult Education Provider,
Web based communities and social spaces,
public and private sector entities (via internship programme).
Formal / Non-formal Formal traditional course based education approach,
education approach non-formal practice based approach focusing on authentic and real life learning.
Traditional, Parallel or Combined approach of traditional and open learning. One course many provider / many provision modes concept.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Use of educational materials from participating education provider.
Use of educational material now available for free on the internet.
Collaborative development of curriculum and course design.
Localizations / Yes, via supportive technologies (analogue to Amazon / Sourceforge concepts).
Versioning
Modularity Yes, to support re-bundling and education provision in multi contexts, across institutions and collaborative/jointly.
Bundling of education Unbundled, broken down in component parts (development, lectures, support, assessment, certification,
package internships, p2p knowledge exchange, shared 2nd level support, etc.).
Institutional attachment Detached from single institution.
15
19. Training of Trainers Yes, via partnership & training programme.
Programme
Technology Two core technologies. (A) Higher level technological OE system framework analogue to Amazon & Sourceforge
concept that integrates available third party technologies (e.g. common OSS & proprietary LMS systems, Content
repositories, web based technologies, etc.) and allows for multi-technology support. (B) Portable Education
Portfolios.
Licenses (Content & Open licenses, but support of closed licensed third party offers.
technologies)
Pedagogy Online versions of university level courses.
Problem, inquiry, collaborative and project based learning.
Learning, Tutoring, Online lectures or support chat (IRC) sessions organized by the course team from participating education
Support and institutions.
Communities Forum based support provided by peers and as required by the course team from participating education
institutions.
Remote participation opportunities at classroom based lectures for online learners within the courses of
participating education institutions.
Access to support system of embedded authentic real-live environments (e.g. OSS developer communities).
(Re-)Use/Integration of Directories for/with learner assignments and internship project reports, including their grading and evaluations.
(A) learning outcomes Directory with learning resources from authentic real-live environments (e.g. OSS developer communities).
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) Yes, flexible embedment options to integrate authentic real-live environments into courses or programmes.
real life learning
environments and/or (B)
internships
Portability of learning Yes, via Portable Education Portfolios (PEPS) that allows for single sign on across learning spaces and leveraging
and outcomes of all types of data across such spaces (3).
16
20. Track of learning Yes, via Portable Education Portfolios (PEPS) and through OE software system framework (4).
pathways within internal
and external learning
environments
Assessment Yes. Open Evaluation and Rating system for submitted assignments and internship reports. Both, peer-assessment
and assessment via OE service provider (fees might apply).
Degrees / Credentialing / Yes, automated Self-Print certificate based on Portable Education Portfolios (PEPS information and formal
Recognition recognition via OE service provider (fees might apply).
Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
System for rating and evaluation of the quality of third party OE service provider.
Service Concepts & Cost-sharing and higher value for money through bundling of 2nd level and peer support and learner generated
Business Models contents.
Traditional funding and sustainability models for traditional course & program delivery.
OE services to learners and to third party OE service provider via marketplace concept, incl. commission on sales
and shared revenues:
Learner perspective:
- Formal assessment
- Certification
- Local in-class support
- Study groups
- Online tutoring
Provider perspective:
! Commission on service fees generated through UNU Open
! Course & Programme hosting & update services.
Other
URLs n/a
17
21. 6.4 Case 4: MITx / EdX (MIT & Harvard)
Characteristics / Cases MITx / EdX (MIT & Harvard)
Maturity Under development
Country USA
Funding Own funding ($60 million).
Stakeholder Transformational partnership of MIT and Harvard in online education to collaborate to enhance campus-based
teaching and learning and build a global community of online learners (1).
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel. Enriching traditional on-campus experience while offering high level online education to learners around
Combined approach (e.g. the world (1).
one course many
provider / many
provision modes)
Education materials Use of educational materials from MIT and Harvard.
Localizations / No.
Versioning
Modularity Yes, course broken down in modules.
Bundling of education Traditional version bundled; Open version bundled.
package
Institutional attachment Attached to single education institution.
Training of Trainers No.
Programme
18
22. Technology Online learning platform that [envisioned]:
• organizes and presents course material to enable students to learn worldwide
• features interactive instruction, online laboratories and student-to-student and student-to-professor
communication
• allows for the individual assessment of any student’s work and allows students who demonstrate their mastery of
subjects to earn certificates awarded by MITx
• operates on an open-source, scalable software infrastructure in order to make it continuously improving and
readily available to other educational institutions, such as universities and K-12 school systems.
Licenses (Content & Open and closed licenses.
technologies)
Pedagogy Online versions of university level courses (1).
Learning, Tutoring, Video lesson segments, embedded quizzes, immediate automated feedback, student-ranked questions and answers,
Support and online laboratories, and student paced learning.
Communities
(Re-)Use/Integration of Homework can be published at the course wiki.
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning No
and outcomes
Track of learning No
pathways within internal
and external learning
environments
19
23. Assessment Yes, automated and optional (against fees) personalized.
Degrees / Credentialing / No course credit, degree or certificate from the universities involved. Instead, successful students can hope for a
Recognition signed letter of completion from their well-known instructor or a certificate from the organization (e.g. MITx
brand label) (1).
Non-formal recognition possible via badges.
Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
Service Concepts & Yes, via MITx /EdX brand name, and assessment/credentials against fees.
Business Models
Other The edX platform will enable the study of which teaching methods and tools are most successful. The findings of
this research will be used to inform how faculty use technology in their teaching, which will enhance the
experience for students on campus and for the millions expected to take advantage of these new online offerings.
URLs http://www.edxonline.org
20
24. 6.5 Case 5: Coursera (Stanford)
Characteristics / Cases Coursera (Stanford)
Maturity Under development
Country USA
Funding Funding ($16 million) from Doerr & Sandell
Stakeholder For profit start-up founded by two Stanford University computer science professors, Coursera is partnering with
that school, as well as Princeton University, the University of Michigan and the University of Pennsylvania to offer
classes in disciplines including computer science, medicine, literature and history.
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, HEI university-level education.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Lecture videos, which are broken into small chunks, and integrated quiz questions.
Localizations / No
Versioning
Modularity Yes, course broken down in modules.
Bundling of education Open version bundled.
package
Institutional attachment Attached to participating education institutions.
Training of Trainers No
Programme
21
25. Technology Coursera’s learning management service (LMS) platform can be used internally by universities to revamp their
online course programs. The plan is to shake up how most college classes are typically run — with long, boring
lectures. Ng and Koller believe that short online video lectures and interactive assignments, provided with
Coursera’s LMS, will open up more time in classrooms for discussions, case studies, and more riveting
presentations that will keep students engaged (9).
Licenses (Content & All content or other materials available on the Sites, including but not limited to code, images, text, layouts,
technologies) arrangements, displays, illustrations, audio and video clips, HTML files and other content are the property of
Coursera and/or its affiliates or licensors and are protected by copyright, patent and/or other proprietary intellectual
property rights under the United States and foreign laws.
Pedagogy Online versions of university level courses.
Learning, Tutoring, There is a Q&A forum in which students rank questions and answers, so that the most important questions and the
Support and best answers bubble to the top. Teaching staff will monitor these forums, so that important questions not answered
Communities by other students can be addressed.
Where essays are required, especially in the humanities and social sciences, the system relies on the students
themselves to grade their fellow students’ work, in effect turning them into teaching assistants.
(Re-)Use/Integration of No, though in principle possible since assignments are systematically collected and stored (including their
(A) learning outcomes evaluations).
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning No
22
26. and outcomes
Track of learning No
pathways within internal
and external learning
environments
Assessment Peer-evaluation. To participate in peer evaluation one must first submit an assignment, and to receive credit for
completing an assignment one must also complete the peer evaluation. That means that an assignment will be
reviewed by about five other people.
Degrees / Credentialing / Statement of Accomplishment that one earns based on the work submitted
Recognition
Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
Service Concepts & Business Model still under development. One of their main backers, the venture capitalist John Doerr, a Kleiner
Business Models investment partner, said via e-mail that he saw a clear business model: “Yes. Even with free courses. From a
community of millions of learners some should ‘opt in’ for valuable, premium services. Those revenues should
fund investment in tools, technology and royalties to faculty and universities.” (6).
Other
URLs http://www.coursera.org
23
27. 6.6 Case 6: Udacity (Stanford)
Characteristics / Cases Udacity (Stanford)
Maturity Under development
Country USA
Funding Funding ($5 million (8)) from Charles River Ventures (5) and corporate partnership with Pearson VUE (7).
Stakeholder For profit start-up founded by three roboticists who believed much of the educational value of their university
classes could be offered online.
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, non HEI university-level education.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Use of educational materials from participating education provider.
Use of educational material now available for free on the internet.
Localizations / No
Versioning
Modularity Yes, course broken down in modules.
Bundling of education Open version bundled.
package
Institutional attachment Detached from single institution.
Training of Trainers No
Programme
Technology Online learning platform to use the economics of the Internet to connect some of the greatest teachers to hundreds
of thousands of students all over the world.
24
28. Licenses (Content & Freely available materials, unclear licensing.
technologies)
Pedagogy Online versions of university level courses.
Learning, Tutoring, Video lessons.
Support and Forum (Q&A) based support provided by peers and as required by the course team.
Communities Recorded answers by the course team of selected questions.
Life office hours with course team.
(Re-)Use/Integration of No
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning No
and outcomes
Track of learning No
pathways within internal
and external learning
environments
Assessment Yes, automated.
Degrees / Credentialing / Badges to recognise actions that benefit the community. For initial AI course: Students get a letter with their grade
Recognition and class rank, signed by the professors in the name of the professor (5).
Quality Assurance Responsibility of participating educators.
25
29. Service Concepts & Business Model still under development. One possibility would be to double as a recruiting agency for tech
Business Models companies and engineering firms, says Stavens. Rather than granting credentials that students might use to impress
employers, Udacity could cut to the chase by headhunting within its student body on behalf of companies,
matching students to jobs and collecting recruiting fees (5).
Other
URLs http://www.udacity.com
26
30. 6.7 Case 7: Saylor Foundation
Characteristics / Cases Saylor Foundation
Maturity Under development
Country USA
Funding Saylor Foundation funding and donations.
Stakeholder Faculty and peer-review teams from various higher education institutions to package primarily open license
educational materials into degree level programs. Saylor is collaborating with both p2pu and the University of the
People to create and share courses, and some of Saylor's math courses come from the Khan Academy. Thus there
seems to be a community working with some cooperation towards similar goals (1).
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, HEI college level education.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Use of educational material now available for free on the internet. They repackage this material into majors, and
incorporate it into their individual educational approaches (1).
Localizations / No
Versioning
Modularity Yes, course broken down in modules.
Bundling of education Not applicable as content only
package
Institutional attachment Not applicable as content only
27
31. Training of Trainers Not applicable as content only
Programme
Technology Online content repository
Licenses (Content & Except where otherwise noted, content is licensed
technologies) under a Creative Commons Attribution 3.0 Unported License.
Pedagogy Rather rudimentary in terms of use of pedagogy and technology compared to what one finds in well funded online
programs (1).
Learning, Tutoring, Any person can sign up for a course at any time, and it does not appear that there is any peer learning involved at
Support and present (1).
Communities
(Re-)Use/Integration of No
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning No
and outcomes
Track of learning No
pathways within internal
and external learning
environments
Assessment No
Degrees / Credentialing / It is not clear whether Saylor intends to offer a degree to students who succeed in passing the prescribed courses
Recognition (1).
28
32. Quality Assurance Responsibility of participating educators.
Service Concepts & Donations and grants
Business Models
Other
URLs http://www.saylor.org
29
33. 6.8 Case 8: OERu
Characteristics / Cases OERu
Maturity Under development
Country New Zealand (Global)
Funding Hewlett Foundation funding and donations.
Stakeholder The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways
for OER learners to gain formal academic credit. Current network HEIs are University of Southern Queensland
(AU), Otago Polytechnic (NZ), Athabasca University (CA), Gujarat Open University (IN), Empire State College
(US), Nelson Marlborough Institute of Technology (NZ), NorthTec (NZ), Open Polytechnic (NZ), Southern New
Hampshire University (US), Thompson Rivers University (CA), University of Canterbury (NZ), University of
South Africa (SA), University of Wollongong (NZ), Thomas Edison State College (US), University of the South
Pacific (FJ).
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, HEI university-level education with the option of obtaining credentials by participating HEIs.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Courseware from network HEIs and other open-education material found on the Internet.
Localizations / Unclear, still under discussion.
Versioning
Modularity Yes
Bundling of education Unbundled. Local training provider decide about the type of services offered to their learning population.
package
30
34. Institutional attachment Detached from single institution.
Training of Trainers Yes, via wiki based guidelines and/or workshops.
Programme
Technology Open Source licensed core technologies (notable MediaWiki), which needs to be integrated with the LMS systems
of partnering HEIs (currently Blackboard, Moodle, myUnisa, Sakai). At current OERu is less focusing on
technology development, which appears to take on an equal importance within the wider OERu framework
amongst e.g. content, pedagogy, support, assessment, certification, etc.
Licenses (Content & Open licenses for OERu.
technologies)
Pedagogy Currently under development.
Learning, Tutoring, Currently under development. Intended use of volunteering system, including peer to peer support currently under
Support and test and based on Askbot Q&A forum software.
Communities
(Re-)Use/Integration of Currently under development and therefore unclear, though open assessment is named and thus could potentially
(A) learning outcomes allow for re-use / integration of learning outcomes.
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) At current apparently not foreseen.
real life learning
environments and/or (B)
internships
Portability of learning Currently under development and therefore unclear; but in principle would need to be available to allow for
and outcomes assessment and credentials via partner HEIs.
31
35. Track of learning At current apparently not foreseen.
pathways within internal
and external learning
environments
Assessment Yes, peer assessment as well as personal assessment via partner HEIs.
Degrees / Credentialing / Yes, via partner HEIs
Recognition
Quality Assurance Responsibility of participating HEIs.
Service Concepts & Yes, assessment and certification against fees are foreseen.
Business Models
Other
URLs http://wikieducator.org/OER_university
32
36. 6.9 Case 9: ict@innovation FOSS Business Training Programme
Characteristics / Cases ict@innovation FOSS Business Training Programme
Maturity Production
Country Africa / Germany
Funding Capacity building grant via German GIZ programme.
Stakeholder Volunteers from different backgrounds, incl. HEI and professional education educators
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, professional level education. One course many provider / many provision modes concept.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials The educational programme of ict@innovation is a collaborative production and exploitation process based on
open licensed course materials.
Localizations / Yes, with the possibility of feeding back localized versions into the ict@innovation portal.
Versioning
Modularity Yes
Bundling of education Unbundled. Local training provider decide about the type of services offered to their learning population.
package
Institutional attachment Detached from single institution.
Training of Trainers Yes, via training programme
Programme
Technology Open Source licensed LMS systems based on Drupal and Dokeos.
Licenses (Content & Open licenses.
technologies)
Pedagogy Case based learning.
33
37. Learning, Tutoring, Self and peer support for online learning. Tutor based support for local learning population (either in-class or
Support and online).
Communities
(Re-)Use/Integration of Partially via potential availability of past assignments / tests within the LMS system.
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) Yes, via associated mentored internship programme.
real life learning
environments and/or (B)
internships
Portability of learning No
and outcomes
Track of learning No
pathways within internal
and external learning
environments
Assessment Within the responsibility of local education provider.
Degrees / Credentialing / Within the responsibility of local education provider.
Recognition
Quality Assurance For course delivery within the responsibility of local education provider.
For programme design within the responsibility of participating educators.
Service Concepts & For the overall ict@innovation programme: Volunteering and added value / cost sharing amongst volunteers. For
Business Models the individual volunteer / local training provider: Fees for in-class support, assessment, certification, etc.
Other
URLs http://www.ict-innovation.fossfa.net/
34
38. 6.10 Case 10: Khan Academy
Characteristics / Cases Khan Academy
Maturity Production (Advanced)
Country USA
Funding Donation from Ann Doerr, large grants from Google ($2 million) and the Bill and Melinda Gates foundation ($1.5
million).
Stakeholder The Khan Academy is a not-for-profit with the goal of changing education for the better by providing a free world-
class education to anyone anywhere.
All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler,
principal, adult.
Formal / Non-formal Topic based education approach.
education approach
Traditional, Parallel or Combined approach of traditional and open learning. Traditional education, notably teachers, can make use of the
Combined approach (e.g. system and have unprecedented visibility into what their students are learning and doing on the Khan Academy.
one course many
provider / many
provision modes)
Education materials Over 2700 10-20 minute long videos on a huge number of K-16 subjects. Most videos are made by the founder
Salman Khan, but some come from other sources (1).
Localizations / Yes, e.g. translation to other languages.
Versioning Plan to allow teachers around the globe to use the Knowledge Map to build their own courses and also have access
to the in-depth analytic tools Khan Academy is providing at the back-end, but the content must be put up to Khan
Academy’s non-commercial public domain (10).
Modularity Yes
Bundling of education Unbundled, since only some component parts are offered (e.g. Full courses or programmes are not supported).
package
35
39. Institutional attachment Detached from single institution.
Training of Trainers Yes, sort of including guidance to the teacher through real-time metrics and reporting on student performance.
Programme
Technology Open Source licensed LMS system.
Licenses (Content & Open licenses.
technologies)
Pedagogy Individualizing learning by replacing one-size-fits-all lectures with self-paced learning.
Taking a mastery-based approach to learning critical knowledge and skills.
Creating collaborative learning environments with students solving problems together and tutoring one another.
Using focused coaching by the teacher to address students' individual needs.
Learning, Tutoring, Student can access a number of tools that help to visualize progress and the growing knowledge map. Similarly,
Support and teachers who use Khan material can get class statistics (1). Support is available e.g. via Q&A forums, custom self-
Communities paced learning tools, or a custom profile, points, and badges to measure progress.
(Re-)Use/Integration of No
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning No
and outcomes
36
40. Track of learning Yes, via portfolio system.
pathways within internal
and external learning
environments
Assessment Automated tests for open learning. Teachers can access all of their students' data to support their assessments by
summary of class performance as a whole or diving into a particular student's profile.
Degrees / Credentialing / Badges and points for open learning.
Recognition
Quality Assurance Responsibility of KA.
Service Concepts & Donations and grants
Business Models
Other Teachers and coaches can access all of their students' data. You can get a summary of class performance as a
whole or dive into a particular student's profile to figure out exactly which topics are problematic. The class profile
lets coaches glance at their dashboard and quickly figure out how to best spend their time teaching.
Khan Academy empowers teachers by giving them access to the data they should've had for years.
URLs http://www.khanacademy.org
37
41. 6.11 Case 11: UoP (University of the People)
Characteristics / Cases UoP (University of the People)
Maturity Production (Advanced)
Country USA
Funding $1 million seed funding through founder.
Stakeholder University of the People (UoPeople) is the world’s tuition-free, non-profit, online academic institution dedicated to
opening access to higher education globally. Based on the principles of e-learning and peer-to-peer learning,
coupled with open-source technology and Open Educational Resources, UoPeople is designed to provide access to
undergraduate degree programs for qualified individuals, despite financial, geographic or societal constraints.
UoPeople has partnered with Yale University for research, New York University to accept students and Hewlett-
Packard for internships.
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, HEI university-level education.
Combined approach (e.g.
one course many
provider / many
provision modes)
Education materials Basic course material is assembled from open educational materials, some from the Open Courseware Consortium
(1). Course designers who modify and enhance the materials. An in house group develops assessment standards for
the degrees (1).
Localizations / No
Versioning
Modularity Information not available.
Bundling of education Bundled
package
38
42. Institutional attachment Attached to single institution, though partnership developments under preparation (e.g. NYU, US).
Training of Trainers Apparently for volunteering academics.
Programme
Technology Online learning platform (access to registered students only).
Licenses (Content & Unclear
technologies)
Pedagogy To look at a course one apparently needs to matriculate in order to do so (1). Peer to peer learning is considered
core to the approach, so students in a course are divided into groups of 20-30 that work together online on weekly
assignments. Each group has an instructor who facilitates the peer to peer process by e.g. assuring that it is
working towards correct outcomes, and suggesting other sources of information as needed (1).
Learning, Tutoring, UoPeople operates on a limited budget without sacrificing the quality of education by employing collaborative and
Support and open-source e-learning. UoPeople embraces peer-to-peer and collaborative learning to provide university-level
Communities programs to a global student body. Within the online study communities, students share resources, exchange ideas,
discuss weekly topics, submit assignments and take exams.
(Re-)Use/Integration of Unclear
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) Partnered with Hewlett-Packard for internships.
real life learning
environments and/or (B)
internships
Portability of learning Unclear
and outcomes
39
43. Track of learning Unclear
pathways within internal
and external learning
environments
Assessment Personalized assessment.
Degrees / Credentialing / Students who successfully complete the degree requirements are awarded a bachelor's degree by the University of
Recognition the People. The University is not accredited, but the website says that it is seeking accreditation at this time (1).
Quality Assurance Responsibility of UoP and based on their respective quality assurance mechanisms.
Service Concepts & UoPeople offers tuition-free education, and presently charges only a nominal Application Processing Fee of
Business Models between $10-$50 that is adjusted on sliding scale based on the economic situation in each applicant’s country or
place of residence. In the future, UoPeople plans to implement Exam Processing Fees of between $10-$100 that
will operate on the same sliding scaled as the Application Processing Fee.
Other
URLs http://www.uopeople.org/
40
44. 6.12 Case 12: FTA (Free Technology Academy)
Characteristics / Cases FTA (Free Technology Academy)
Maturity Production (Advanced)
Country Europe
Funding Grant (EU, EACEA); Revenues; Donations
Stakeholder The Free Technology Academy is hosted by the Free Knowledge Institute (FKI). The founding partners are the
FKI and two European universities: the Universitat Oberta de Catalunya (Spain) and the Open Universiteit of the
Netherlands. The Associate Partner Network adds to the founding base with a widespread network of organisations
that share a common interest in offering courses in the area of Free Technology.
Formal / Non-formal Formal traditional course based education approach.
education approach
Traditional, Parallel or Parallel, HEI university-level education with the option of transferring to full degree programmes of participating
Combined approach (e.g. HEIs.
one course many
provider / many
provision modes)
Education materials The educational programme of the Free Technology Academy is a collaborative production and exploitation
process based on open licensed course materials.
Localizations / No
Versioning
Modularity Yes
Bundling of education Bundled
package
Institutional attachment Detached from single institution.
Training of Trainers Yes
Programme
41
45. Technology The software used in the FTA virtual campus is Free Software and is built upon an Open Standards framework.
Licenses (Content & Open licenses.
technologies)
Pedagogy Online versions of university level courses. A course methodology based on group debates, individual and group
assignments and peer and tutor feedback.
Learning, Tutoring, Online tutored sessions organized by the course team from participating education institutions, peer
Support and learning/support
Communities
(Re-)Use/Integration of No
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) No
real life learning
environments and/or (B)
internships
Portability of learning Partially, via transfer of credits to participating HEIs.
and outcomes
Track of learning No
pathways within internal
and external learning
environments
Assessment Tutor based assessment
Degrees / Credentialing / Certificate that is recognized by participating HEIs.
Recognition
Quality Assurance Responsibility of participating education institutions and based on their respective quality assurance mechanisms.
42
46. Service Concepts & Learners interested in a certain topic form a group of peers willing to take part in a self-organised course and
Business Models commit to contribute an agreed tuition fee to cover the course's costs. Discounts can be obtained by the group
when reaching a certain number of participants.
Other
URLs http://ftacademy.org/
43
47. 6.13 Case 13: P2PU (Peer to Peer University)
Characteristics / Cases P2PU (Peer to Peer University)
Maturity Production (Advanced)
Country USA (Global)
Funding Grants from various donors
Stakeholder Volunteers from different backgrounds, incl. HEI educators. At P2PU, people work together to learn a particular
topic by completing tasks, assessing individual and group work, and providing constructive feedback. The Peer 2
Peer University is a grassroots open education project that organizes learning outside of institutional walls and
gives learners recognition for their achievements. P2PU creates a model for lifelong learning alongside traditional
formal higher education. Leveraging the internet and educational materials openly available online, P2PU enables
high-quality low-cost education opportunities.
Formal / Non-formal Non-formal, topic based education approach.
education approach
Traditional, Parallel or Parallel. p2pu as an institution equivalent that provides a space for asynchronous discussions with other students
Combined approach (e.g. (2). One course, one environment, potentially many provider.
one course many
provider / many
provision modes)
Education materials Courseware from leading universities and other open-education material found on the Internet. Volunteers, who
are expected to have some background in the subjects, submit ideas for courses, create syllabi of open courseware,
and organize group study (2).
Localizations / No
Versioning
Modularity Yes, topic focus.
Bundling of education Relatively seen unbundled since a variety of providers offer different components of the education package.
package
44
48. Institutional attachment Detached from single institution.
Training of Trainers Not dedicated, but number of guidance available to providers/volunteers.
Programme
Technology Online learning environment by thematic area.
Licenses (Content & Open licenses.
technologies)
Pedagogy Varies by offer.
Learning, Tutoring, Volunteer teachers guide students working in groups through open courseware (2).
Support and
Communities
(Re-)Use/Integration of Varies by offer.
(A) learning outcomes
(assignments, tests, etc.)
and/or (B) internship
reports
Use/Integration of (A) Varies by offer.
real life learning
environments and/or (B)
internships
Portability of learning Potentially via Mozilla Open Badges Backpack.
and outcomes
Track of learning Potentially via Mozilla Open Badges Backpack.
pathways within internal
and external learning
environments
Assessment The communities work on tasks, then assess individual and group work, and provide feedback.p2pu awards badges
for achievement as part of the Open Badges project (1).
45
49. Degrees / Credentialing / Open Badges Project to recognize skills, achievement, and learning beyond the classroom, issued by organizations,
Recognition courses and communities (1).
Quality Assurance Responsibility of participants.
Service Concepts & Donations and grants
Business Models
Other
URLs http://p2pu.org
46
50. 7 Reflections
The foregoing sections provided a comparative overview of the OE concepts that have been
developed and partially also tested within the openED project against other currently
emerging OE cases from across the globe. This comparative overview is providing a number
of insights with regards to the maturity and state of the art of OE itself and also on possible
avenues towards allowing for the sustainability of OE and as following reflected on.
7.1 Cost per student by OE component part
Component parts of the traditional formal education package that have been identified
alongside the openED project included ‘Open Content’, ‘Open Degrees’, ‘Open Assessment’,
‘Open Learning’, ‘Open Tutoring’, ‘Open Technology’, and ‘Open Communities’. The cost
per student for each of such component parts, within an OE setting is seen to vary and as
depicted within Figure 2.
Figure 1 Cost per student by OE component part; variable, fixed and cost neutral
Learning in general is a self-directed action and therefore understood as being cost neutral
from an education institution perspective. Equally ‘Open Learning’ might be considered as
being cost neutral, since no institutional resources are consumed by learning as such. The cost
of developing and maintaining ‘Open Content’ and ‘Open Technology’ might be overall
considered as being fixed costs and therefore such cost potentially significantly decrease on a
per learner base as larger as the student population becomes. ‘Open Communities’ alone, and
47
51. analogue to the ‘Open Learning’ case, might be at first considered as being cost neutral.
However, within an OE setting ‘Open Communities’ likely would require some type of virtual
environment to be in place and at which such a community could be established. Thus ‘Open
Communities’ might come along with a fixed cost component, as is the case for ‘Open
Content’ and ‘Open Technology’. In addition to this ‘Open Communities’ might come along
with a variable cost component since communities typically require for some type of
community support staff and the demand for such staff will be in some way proportional to
the community size. As the Open Source Software case shows nonetheless, the need for
formally employed support staff might be reduced to some degree through the involvement of
non-paid volunteers and through peer support. ‘Open Tutoring’, and analogue to traditional
tutoring, can be overall considered as being a variable cost component, though the cost of
‘Open Tutoring’ per learner like decreases with the number of learners since much of the
support that tutors within an OE setting provide could be preserved and thus remains to be
available to other learners. Finally, ‘Open Assessment’ and ‘Open Degrees’ are believed to
constitute rather variable cost positions and that do not decrease significantly per learner and
are therefore cost that are independent from the number of learners involved. In line with this,
assessment and certifications against fees has been considered as a sustainability model by
some of the cases presented in section 6. It remains to be seen however if such services alone
are sufficient to cover all of the cost positions that are depicted within Figure 2.
7.2 Extension of regular course offerings (combined) vs OE as a parallel undertaking
The cases of MITx / EdX, Stanford Coursera, Stanford Udacity, Saylor Foundation, OERu,
ict@innovation, UoP, Free Technology Academy and P2PU presented within section 6 are all
examples for OE as a parallel undertaking. This is to say that those OE cases are not carried
out as an extension of the traditional formal education system of the respective education
institution, but that they constitute a parallel effort that is partly or largely disconnected from
the institutions traditional formal education system. In comparison to this, there are a number
of Open Courses (Meiszner 2010, 2011) that show how OE can be integrated into the
traditional formal education system and at which OE is thus only an extension of it, but not a
parallel effort that the institution undertakes. Integrating OE as an extension into the
traditional formal education system however is also impacting the cost involved, since the
traditional formal education element can be funded by traditional means and therefore lowers
the cost for the OE extension. In addition to this the OE element potentially provides a higher
48
52. value for money and in particular to the traditional formal learner population (Meiszner
2010). OE as a parallel undertaking on the other hand has a very different starting point, since
very likely no traditional formal education element has been in place that could be extended
and re-used, or where cost could be shared across the traditional formal and the OE elements.
As a result of this the initially required resources and efforts are likely higher for OE as a
parallel undertaking then it would be the case once integrating OE as an extension into the
traditional formal education system. This assumption of higher initial cost is also supported
by the above cited OE cases from section 6, which all feature a significant amount of initial
investment, which has not been observed in the case of Open Courses (Meiszner 2010).
7.3 Currently existing OE business models & service concepts
The 2011 survey that has been carried out by ELIG across the breadth of the learning industry
(ELIG, 2011) has shown that there are clear indications that the commercial learning industry
has not yet fully engaged with Open Education (OE). The commercial hesitation to adopt OE
is in large part due to a perceived lack of associated new business models.
The cases presented in section 6 do however show that this perceived lack of associated new
business models is not a real lack and that OE business models and service concepts already
exist or that they are currently under development though still not covering the full potential
value chain as introduced at section 4. OE business models and service concepts that can be
seen at section 6 are: MITx/EdX and UoP intend to provide, respectively provide already,
assessment and certification services against fees, Stanford Coursera is considering to offer
premium services, Udacity considers a headhunting success fee to be paid by employers,
analogue to the openED case the OERu is considering to provide a variety of services to
learners and that in the OERu case are provided by partnering HEIs against fee, FTA is using
a tuition fee based business model, and UNUOpen considers the full range of services to be
provided as well to learners as to education providers.
Though all of such concepts are still at the very or relative early stage, they all provide an
insight on possible business models and service concepts that might be adopted to allow for
the sustainability of OE.
As a concluding note it might be highlighted that none of such cases presented within section
6 indicates that up to now the respective national education systems does support OE in the
same way as it support its traditional formal education counterpart. This is an important
49
53. observation in so far as in many countries education is largely public funded and thus
constitutes a part or the entirety of the business and sustainability model of national education
institutions. If OE would be equally considered by national education systems then this again
might change the type of business models and lower the burden for OE to become sustainable.
50
54. Annex - List of section 6 secondary sources
Secondary sources used in section 7:
1 http://www.changinghighereducation.com
2 http://chronicle.com/article/Open-Access-Courses-How-
They/131677/?sid=wc&utm_source=wc&utm_medium=en
3 http://www.slideshare.net/andreasmeiszner/peps-portable-education-portfolios-
outline-use-case
4 http://www.slideshare.net/andreasmeiszner/oe-systems-andlearninganalytics
5 http://www.insidehighered.com/news/2012/01/24/stanford-open-course-instructors-
spin-profit-company
6 http://www.nytimes.com/2012/04/18/technology/coursera-plans-to-announce-
university-partners-for-online-classes.html?_r=1
7 http://www.linkedin.com/in/davidstavens
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ml
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