Darco Jansen gave a presentation on 20 May 2016 about HE institutions strategies on Open Eduaction at International Conference on Smart Learning Ecosystems and Regional Development. Based on several surveys he demonstrated that Europe is strongly involved in MOOCs and Open education compared to the US. Darco elaborated on the role of regional support centers for Open education in stimulating smart learning ecosystems and smart cities. The development of these support center is presently stimulated by the SCORE2020 project.

1. HEIs strategies on Open Education
• Perspectives on Open Education
• OER & MOOCs
• MOOC involvement HEIs – US vs Europe
• Main drivers behind MOOCs
• Sustainability and Business models
• Credits and Quality
• Pedagogical challenges
Darco Jansen, EADTU

2. Perceptions on Open Education
• Online Education
• Openness
• Open Educational Resources
• MOOCs
• SCORE2020

3. Increased interest online education
• Major investments of many universities in publishing course materials
online and for free.
• The ongoing evolution of technology also introduces emerging online
support services
• The media support in a particularly course can be applied to both course
material delivery and to interaction between teachers and learners, and
between learners.
• New technology enables the possibility to teach over 100.000 students at
the same time in the same course. (MOOC – for Massive Open Online
Course)

4. Online education vs digital openness
• Free online availability. For example,
• Open Source (software)
• Open Access (scientific output)
• Open Content (creative output)
• Open Educational Resources /OER (learning materials)
• Open licencing (reuse – remix – rework – redistribute)

5. Open Education
• Aim of open education is to increase access to and successful
participation in education by removing barriers and offering multiple
ways of learning and sharing knowledge.
• Related to SD Goal #4: Ensure inclusive and quality education for all
and promote lifelong learning
• OERs and MOOCs are removing financial, entry and legal barriers, but
imposes cultural and network connectivity barriers.
• And still need to address barriers like: cultural, language, quality,
success in completion

6. Oer & MOOCs
• MOOCs are online courses designed for large numbers of participants
that can be accessed by anyone anywhere as long as they have an
internet connection,
are open to everyone without entry qualifications and
offer a full/complete course experience online for free.
• OER (Open Educational Resources) are generally described as
online learning materials that can be
retained, reused, revised, remixed, and redistributed for free.

7. SCORE2020
• Support Centres for Open education and MOOCS in different Regions
of Europe 2020 (SCORE2020, 2014-2016)
• Aim: building regional expertise centres on open education and
MOOCs with the support of the European platform of OpenupEd
• Awareness raising – Why should HEIs and government be involved?
• Business models for MOOCs and regional support centres
• International collaboration of regional centres (joint business model)
• MOOC Quality and it’s use by different target groups
• Scenario’s for support of different target groups
• Pedagogical approaches to MOOCs / design models

8. MOOC involvement HEIs
• How many HEIs are involved in MOOCs?
• Does this differ between regions and countries?

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Source: ONLINE REPORT CARDTRACKING ONLINE EDUCATION IN THE UNITED STATES
http://onlinelearningsurvey.com/reports/onlinereportcard.pdf

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http://www.slideshare.net/yvespunie/ipts-opensurvey-final-55974682

15. Main drivers behind MOOCs
• Why are HEIs involved in MOOCs? (and why not?)

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19. Sustainability and Business models
• Are MOOCs seen as sustainable model?
• What are the main business models for MOOCs and MOOC providers

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21. Bussiness to consumers
• MOOCs are for free, but participants might pay for additional services
like formal certificates, remedial courses, individual tutoring during the
MOOC, tailored (paid for) follow-up resources (B2C)
• MOOC might be aligned to HEIs strategies and other HEIs businesses:
MOOC as a marketing model, to attract more (on-campus) students, new
kind of students, to improve the quality of on-campus education, to
reduce the cost of the regular course provision
• B2B: Course Production Services, MOOC platform, Global marketing and
branding, Learning analytics tools, Translation services, ….
• B2G: to society goals like training the unemployed, social inclusion
Challenge: unbundling of education

22. Credits and Quality
• What about credits to MOOCs
• Quality Education for all (SD#4)
• Quality models for Online Education
• Quality models for MOOCs

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24. Quality of MOOCs (1)
• MOOCs used as tool for Quality Education for all (SD#4) or to train the
unempoyed – for CPD - …..
• Quality must be seen as the result of the application of a systematic
process of design and evaluation, aimed at improvement over time.
• Quality may be reviewed from the macro level (national/global), meso
(institutional) and micro (course/module)
• Many stakeholders: learners and educators, but also higher education
institutions (HEIs) and MOOC platform providers, quality agencies and
government, and potentially employers

25. Quality of MOOCs (2)
1. Quality from the learner’s point of view
2. Quality connected to the pedagogical framework of the MOOC
3. Quality related to the input elements
4. Quality based on outcome measures
5. Ossiannilsson et al, (2015) have studied existing quality models for
online education, including MOOCs.
6. They found that most models take a holistic view of quality
7. most cover a consistent set of important dimensions.

26. Quality of MOOCs (3)
• Need for integrated / holistic quality models
• Since Jan’2014 : Quality Label for MOOCs by OpenupEd
• A process-based quality enhancement framework for MOOCs and their providers
• A quality label based on existing systems of both open and online education
• Benchmarks for the institutional level are grouped into the same six areas : Strategic
management, Curriculum design, Course design, Course delivery, Staff support and
Student support
• And additional benchmarks at course level

27. Thank you!!!
Darco.Jansen@eadtu.eu
Coordinator
Partner