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OpenEdu
Opening up Higher Education in Europe
A workshop with university leaders from 18 European
countries on the OpenEdu framework for openness
in HE institutions
Andreia Inamorato dos Santos
Yves Punie
Jonatan Castaño Muñoz
@ aisantos @yves998 @jcastanom
#iptsopen
JRC IPTS- Institute for Prospective Technological Studies
The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor
any person acting on behalf of the Commission is responsible for the use which might be made of this publication.
© European Commission
Reuse is authorised provided the source is
acknowledged
European Commission,
Joint Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research institute supporting EU
policy-making on
socio-economic, scientific and/or
technological issues
IPTS IS Unit work on ICT for
Learning and Skills
Yves Punie, Project Leader
Institute for Prospective Technological Studies, IPTS
ICT for Learning and Skills
(2005 - …)
http://essie.eun.org/
• > 80 publications freely downloadable
• Principal clients: DG EAC & DG EMPL
Policy
• 2013 COM on Opening up Education; E&T 2020;
Digital Agenda; New skills and Jobs; EU
Recommendation on Key Competences for
LLL,…
• Juncker priorities: DSM – Jobs, Growth &
Investment
What:
• ICT for modernising and innovating E&T in Europe
• 21st century skills for digital economy and society
Why:
• Evidence for more effective and relevant E&T in Europe
DIGITAL Transforming of E&T
DigCompOrg
DigComp
DigCompTeach
OpenEdu Competent
citizens
Competent
Teachers
Competent
Schools
Open Higher
Education
Institutions EntreComp
A coherent approach
Innovation and digital
transformation of E&T
Digitally-Competent Educational Organisations
(DigCompOrg)
Mainstreaming ICT-enabled innovation for
learning
(SCALE CCR)
Sense of Initiative and Entrepreneurship
framework (EntreComp)
Skills and competences
development
Digital Competence Framework
(DigComp)
5 competence areas 21 competences
1. Information
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2. Communication
2.1 Interacting through technologies
2.2 Sharing information and content
2.3 Engaging in online citizenship
2.4 Collaborating through digital channels
2.5 Netiquette
2.6 Managing digital identity
3. Content creation
3.1 Developing content
3.2 Integrating and re-elaborating
3.3 Copyright and Licences
3.4 Programming
4. Safety
4.1 Protecting devices
4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment
5. Problem solving
5.1 Solving technical problems
5.2 Expressing needs & identifying technological responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps
Additional studies
2015 Ongoing
• Computational thinking
• E-Textbooks in Poland
• Learning analytics
• Policy models for digital transformation of E&T
Publisehd in 2015:
• SharedOER
• Science 2.0
Draft 2016 WP…
• Policy recommendations for opening-up in HE
• Piloting DigcompOrg
• MoocKnowledge
• Socio-economic impact of digital learning
http://is.jrc.ec.europa.eu/pages/EAP/eLearningPublications.html
JRC-IPTS project on behalf
of DG EAC | 2013-2015
Aim: To propose a framework
for opening up practices in
higher education institutions
Policy: COM 2013 Opening Up
Education
Why: To raise awareness and
provide support to higher
education institutions in the
design of strategies for opening
up education
Project main themes:
Dimensions of open education,
institutional strategies for
opening up education
OPENEDU OVERVIEW
OPENEDU studies
Besides the in-house research OPENEDU runs 5 studies:
Moocknowledge: a survey on MOOC learners (ongoing)
OpenCred: desk research and case studies on recognition of
non-formal learning via MOOCs (May-November 2015)
OpenSurvey: a representative survey of higher education
institutions in 5 European countries to enquire about their
openness strategies (ended Nov 2015)
OpenCases: case studies on openness in higher education
(ended Nov 2015)
BMOpen: exploring a framework for assessing & developing
business models for open education (ongoing)
OpenEdu Framework
Andreia Inamorato dos Santos
Yves Punie
Jonatan Castaño Muñoz
IPTS 2015
An OE framework: rationale
The framework is being designed to support higher education
institutions in Europe to make strategic decisions on open
education. By proposing a scope for open education and presenting its
core and transversal dimensions, the framework aims to promote
transparency and to propose a common language for open
education in Europe.
How has it being designed?
 drawing on studies' results: from previous
and current (designed-for-purpose) IPTS
research on open education
 drawing on results from intensive desk
research, to include grey literature
(websites, blogs, newspapers, reports etc.)
 consulting experts on the theme (1st
OpenEdu workshop in June 2014)
 consulting the academic literature to check
the appearance/validity/context of the
dimensions of open education
 validating it with experts: online
consultation with 60 experts across the
globe
QUESTIONS
Workshop with the
target audience:
YOU
What does the
framework look
like?
√ Open Education definition
• Dimensions:
• 6 core: access, content, pedagogy,
recognition, collaboration, technology,
research
• 4 transversal: strategy, leadership,
technology, quality
For each dimension of open
education, the framework brings:
√ Dimension definition
√ Rationale
√ Components
√ descriptors
√ Example
QUESTIONS
Why and how should I/my
institution use the
framework?
How:
√ as a foundation for developing
insight, inspire vision and see new
perspectives and develop new
ideas
√ as a tool to developing a position
√ by doing creative thinking on the
framework propositions
Why:
√ to challenge conventional wisdom
√ because it provides a guide to think
through critical questions. No framework
provides definitive answers. The
answers come through the insights
generated by the process
√ the framework as a box is limiting. But
throwing it out is also limiting. Without a
framework managers tend to overlook
important considerations or put great
effort into reinvesting well-understood
ideas. The trick is to use the framework
without getting trapped in it
QUESTIONS
Strategy is the creation of a unique and
valuable position, involving a different
set of activities
Michael Porter, 1996
"Plans are worthless. Planning is priceless."
Dwight David Eisenhower
Open Education
Strategic Planning
Template
√ accompanies the framework
√ is openly licensed so can be
adapted and distributed
√ helps to develop activities,
proposes a shared caused
√ once completed, provides a
direction and guidance about what
the institution will do and will not
do
Objectives of the workshop
For us:
√ to discuss and gain insight into all
the elements of the framework
√ to verify the usability and potential
of the framework
√ to promote an opportunity for
discussion and interaction among
university executives from different
EU Member States on the subject
of open education
And for you?
Please tell us your
name, position,
institution and country
and what you expect
from the workshop – no
more than 1 minute
OPEN EDUCATION DEFINITION
• Open education is a mode of realising education
enabled by digital technologies aiming to widen
access and participation to everyone. It offers
multiple ways of teaching and learning, building and
sharing knowledge, as well as a variety of access
routes to formal and non-formal education, bridging
them.
• (Source: OpenEdu IPTS, 2015 – work in progress)
Group discussion
• How is open education defined in your institution?
What is the value of an open education strategy?
• Does your institution have an open education
strategy? If so, what is it? If not, why is this so?
Plenary discussion
How do you think the definition presented is fit for
purpose?
• Open education is a mode of realising education enabled by
digital technologies aiming to widen access and participation to
everyone. It offers multiple ways of teaching and learning,
building and sharing knowledge, as well as a variety of access
routes to formal and non-formal education, bridging them.
CORE DIMENSIONS OF OPEN EDUCATION
1- ACCESS
2- CONTENT
3- PEDAGOGY
4- COLLABORATION
5- RECOGNITION
6- RESEARCH
(OpenEdu Project, 2015)
TRANSVERSAL DIMENSIONS OF OPEN EDUCATION
7- TECHNOLOGY
8- STRATEGY
9- QUALITY
10- LEADERSHIP
(OpenEdu Project, 2015)
Group discussion
How do these dimensions fit your
existing/future open education plan?
OpenCases Study
(OpenEdu and University of Bath's team, 2015)
Manuel Souto Otero
Robin Shields
Predrag Lažetić
Andreia Inamorato dos Santos
Jonatan Castaño Muñoz
Axelle Devaux
Stephanie Oberheidt
Yves Punie
Full report to be published early 2016
Webpage: http://is.jrc.ec.europa.eu/pages/EAP/opencases.html
OpenCases catalogue of mini cases on open education in Europe:
http://bit.ly/1iCTEnk
Case studies on openness in higher education
Aim: To understand in detail the motivations, enablers and barriers for
higher education institutions to open up education (ends June
2015)
What: 7 case studies (University of Bath:
M. Souto-Otero, R. Shields, et al.):
Case 1- OERu (International)
Case 2- TORQUE (Switzerland)
Case 3- FUN (France Université Numeriqué) (France)
Case 4- TU DELFT (Netherlands)
Case 5- Carlos III de Madrid (Spain)
Case 6- Open AGH (Poland)
Case 7- Open University of Bavaria (Germany)
OpenCases
IPTS in-house:
Case 8- ALISON
(Ireland)
Case 9- OpenUpEd
(European)
● Access & education as a public good (third mission):
• To increase mainstream adoption of open education for all institutions in the world
and make HE more financially sustainable and affordable for all learners.
"There are currently over 100 million learners who demand HE but do not have
access to it". (OERu)
• To provide free online education to all, alternative to traditional education an
bridging education and work. (ALISON, social enterprise)
• Increase and widen access to HE, wider community benefitting from OE:
"Materials that are produced with public funding should be available to the public"
TUDelft [Also for visibility and reputation building]
OpenCases
WHY?
● Institutional strategies: Increasing university visibility – Following international trend –
Logical step from previous engagement in educational technology (tech. university) –
Improve on-campus education (ETH Zurich)
● Political priority (FR): Promoting OE to improve students’ learning outcomes, increase
access to lifelong learning and promote the visibility and attractiveness of French
education and training offer (FUN)
OpenCases
publications
• Published:
To be published early 2016 (full
cases):
OpenCases: case
studies on openness
in higher education
Link to the published report
MOOCKnowledge
Study
MOOCKnowledge consortium:
JRC-IPTS
OUNL
UPM
UOC
WHAT IS MOOCKNOWLEDGE?
It is a large scale survey aiming to get a better
understanding of the European MOOC learners
MOOCs are progressively adopted by EU HEI & individuals
21.8% HEIs offering, 19% planning to offer (OpenSurvey)
Evidence-based policy on OE needs to understand better the
demand side of MOOCs
RATIONALE- WHY?
RATIONALE-WHY?
MOOCKnowledge aims to overcome a lack of:
• Data at a European level. Most data is US centric.
• Large scale and cross- provider data. It would allow comparisons between MOOCS
(or groups of MOOCS) and the analysis of subpopulations ( e.g. teacher training,
language learners, unemployed people, migrants). Most data come from a single
MOOC or MOOC provider.
• Long-term data. It would allow the analysis of outcomes of taking a MOOC.
METHODS - HOW?
Survey to MOOC learners
… from different EU MOOCs- This allows data aggregation and the building of a
large scale data set.
+
… using a standardised and multilingual questionnaire. This allows the
comparison between MOOCs or groups of MOOCs.
+
… collecting data in three moments of time: Pre-MOOC, Post-MOOC and follow-
up (after 1 year), that allows to measure long-term impact.
RESEARCH FOCUS - WHAT?
• Population details (pre-MOOC)
• Socio-economic and demographics
• Lifelong learning profile
• ICT and (self-directed) learning skills
• Expected outcomes and motivations for enrolling (pre-MOOC)
• Satisfaction, learning experience, completion … (post-MOOC)
• Emerging research topics
• Intention – Behaviour gap (pre vs post)
• Impact of MOOC on academic and/or job career (follow up)
MOOCKNOWLEDGE DATA COLLECTION FIRST PILOT
Blended
learning
HandsonICT Entrepreneurship Anxiety
Management
Business
Intelligence
Genocide TOTAL
ENROLLED 1,160 1,672 12,266 16,737 Missing 1,650
Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post
VALID
RESPONSES
29 0 173 27 317 55 715 145 349 155 156 322 1739 704
%
RESPONSES
2.5% 0% 10.3% 1.6% 2..6% 0.4% 4.3% 0.9% ---- ---- 9.4% 19.5% --- ---
EXEMPLARY RESULTS- FIRST ANALYSIS OF
PRE-QUESTIONAIRE (PILOT)
54.4%
45.6%
Male Female
44.8%
63.0% 61.4%
39.9%
32.4% 34.7%
55.2%
37.0% 38.6%
60.1%
67.6% 65.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male Female
GENDER
13.3%
24.9% 24.5% 24.0%
9.6%
3.3%
0.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
15-25 26-35 36-45 46-55 56-65 66-75 76-85
AGE
0.3%
1.9%1.2%1.4%0.9%
8.9%
15.5%
17.5%
5.2%
13.8%
12.4%
3.4%
4.6%
4.7%
9.1%
3.5%
5.9%
5.4%
20.7%
22.9%
26.6%
28.6%
14.5%
19.3%
21.7%
75.9%
63.6%
52.8%
42.9%
75.7%
59.6%
59.6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Blended Learning
Business Intelligence
Entrepreneurship
Genocide (Hebrew)
HandsonICT
Test Anxiety
All
Pre-primary or primary education Lower secondary or upper secondary education Post-secondary non-tertiary education
First stage of tertiary education Second stage of tertiary education
HIGHEST LEVEL OF EDUCATION
EMPLOYMENT
Employer support to Life Long Learning (LLL) activities
75%
18%
6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Encouragement Time Cost
32.09%
8.84%
59.07%
yes no Employer does not know about participation
N=1077 only workers
Appreciation of MOOCs by employer & Influence of certification
Mean=3.4
Mean=4.1
Mean=3.9
Mean=4.1
Mean=4.0
OVERALL MEAN=3.8
From 1 shows no appreciation at all to 7 shows very much apreciattion)
OVERALL MEAN= 4.77
From 1 has no influence at all to 8 It has very much influence
3.33
5.22 5.16
4.64
4.46
0
1
2
3
4
5
6
Awareness sources for MOOCs
8.69% 9.15%
34.20%
24.46%
8.80%
26.10%
4.31% 6.21% 9.10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Past experience with MOOCs
26.2%
10.9%
11.1%
9.9%
7.2%
8.3%
4.4%
2.4%
3.3%
0.8%
5.8%
0.2%
1.6%
0.2%
0.3%
2.1%
0.2%
0.1%
0.1%
0.1%
2.6%
0.1%
0.1%
0.1%
0.1%
0.5%
1.6%
0%
5%
10%
15%
20%
25%
30%
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 More
than
25
Past experience with MOOCs
11.6%
0.3%
2.7%
4.3%
8.2%
11.5%
4.9%
6.3%
7.4%
3.8%
0.6%
38.5%
32.2%
0.6%
3.5%
4.3%
8.0%
8.9%
3.2%
4.1%
5.2%
3.3%
0.6%
25.9%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
0% From 1-
10%
From 11-
20%
From 21-
30%
From 31-
40%
From 41-
50%
From 51-
60%
From 61-
70%
From 71-
80%
From 81-
90%
From 91-
99%
100%
% of completed MOOCs in the past % of completed with certificate in the past
N=1243 only those who ever enrolled in a MOOC
JOIN US!!!
Are you offering or planning to offer MOOCs?
We are looking for cooperation agreements
WHY?
Use of a EU common questionnaire.
Benchmarking for providers
Fast data sharing of own data with provider.
Contribution to an EU dataset (Anonymised).
Combination with local learning analytics data
OpenCred study
OpenEdu and University of Leicester's team
Gabi Witthaus
Andreia Inamorato dos Santos
Mark Childs
Anne-Christin Tannhäuser
Grainne Conole
Bernard Nkuyubwatsi
Yves Punie
Webpage: http://is.jrc.ec.europa.eu/pages/OpenCred/ISUNITWEBSITE-IPTS-JRC-EC.htm
Paper "An assessment-recognition matrix for analysing institutional practices in the recognition
of open learning http://bit.ly/1QRlbQK (OpenCred Phase I)
OpenCred
Results Phase I
1. There are varying degrees of formality of recognition
2. Factors that have the greatest impact on formality of
recognition are:
• Robustness of assessment
• Affordability of assessment for learners
• Learners’ eligibility for assessment
√ A study based on desk
research and interviews
√ Phase I completed in
11/2014. Phase II completed
in 11/2015
√ Report in the process of
being edited for publication
Paper published in the e-
Learning Papers issue 40
Outcome
A typology of institutional
practices for the Recognition
of Open Learning in Europe
OpenCred Diamond
0
1
2
3
4
Formality of
recognition
Affordability for
learner
Robustness of
assessment
Eligibility for
assessment/recogniti
on
OpenCred Diamond Phase I
OpenCred findings
Typical MOOC with little or no
recognition
E.g. CARNET (Croatia) MOOC on
Developing Courses in Moodle
Phase I
Other diamond shapes
MOOC with recognition for formally
enrolled students
e.g. University of Nicosia MOOC on
Digital Currencies
0
1
2
3
4
Formality of recognition
Affordability for learner
Robustness of
assessment
Eligibility for
assessment/recognition
0
1
2
3
4
Formality of recognition
Affordability for learner
Robustness of
assessment
Eligibility for
assessment/recognition
Freemium-model MOOC
e.g. University of Osnabrück
MOOC on Data Structures &
Algorithms
Phase I
OpenCred Conclusions
• Robust assessment is central to recognition
– Institutions either pass on the cost to learners or restrict
eligibility.
• To date recognition is only partial – no whole degrees yet
• Online education and assessment still seen by many as less
rigorous
• On-site exams with identity validation and real-time
supervision are seen as being most robust form of assessment
• ECTS credits are not yet a widely accepted currency for
recognition of open learning
Phase I
OpenCred Phase II
six elements of MOOC provision appear to be central to facilitating future recognition by other HEIs or
employers:
 Identity verification of the learner
 Suitable supervised assessment
 Informative credentials such as (digital) certificates or online badges that acknowledge learning
 Quality assurance
 Award of credit points
 Partnerships and collaboration with potentially “recognizing” institutions or bodies
These elements are represented in the OpenCred “traffic light model” as follows:
OpenCred, 2015
In phase II of the study
OpenCred has developed a
model with more elements:
OpenCred's traffic
light model
OpenCred, 2015
Thank you for your attention!
andreia_inamorato_dos.santos@ec.europa.eu
yves.punie@ec.europa.eu
jonatan.castano-munoz@ec.europa.eu

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Opening up Higher Education in Europe

  • 1. OpenEdu Opening up Higher Education in Europe A workshop with university leaders from 18 European countries on the OpenEdu framework for openness in HE institutions Andreia Inamorato dos Santos Yves Punie Jonatan Castaño Muñoz @ aisantos @yves998 @jcastanom #iptsopen JRC IPTS- Institute for Prospective Technological Studies The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of this publication. © European Commission Reuse is authorised provided the source is acknowledged
  • 2. European Commission, Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
  • 3. IPTS IS Unit work on ICT for Learning and Skills Yves Punie, Project Leader Institute for Prospective Technological Studies, IPTS
  • 4. ICT for Learning and Skills (2005 - …) http://essie.eun.org/ • > 80 publications freely downloadable • Principal clients: DG EAC & DG EMPL Policy • 2013 COM on Opening up Education; E&T 2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,… • Juncker priorities: DSM – Jobs, Growth & Investment What: • ICT for modernising and innovating E&T in Europe • 21st century skills for digital economy and society Why: • Evidence for more effective and relevant E&T in Europe
  • 5. DIGITAL Transforming of E&T DigCompOrg DigComp DigCompTeach OpenEdu Competent citizens Competent Teachers Competent Schools Open Higher Education Institutions EntreComp A coherent approach
  • 6. Innovation and digital transformation of E&T Digitally-Competent Educational Organisations (DigCompOrg) Mainstreaming ICT-enabled innovation for learning (SCALE CCR)
  • 7. Sense of Initiative and Entrepreneurship framework (EntreComp) Skills and competences development Digital Competence Framework (DigComp) 5 competence areas 21 competences 1. Information 1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information 2. Communication 2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity 3. Content creation 3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps
  • 8. Additional studies 2015 Ongoing • Computational thinking • E-Textbooks in Poland • Learning analytics • Policy models for digital transformation of E&T Publisehd in 2015: • SharedOER • Science 2.0 Draft 2016 WP… • Policy recommendations for opening-up in HE • Piloting DigcompOrg • MoocKnowledge • Socio-economic impact of digital learning
  • 10. JRC-IPTS project on behalf of DG EAC | 2013-2015 Aim: To propose a framework for opening up practices in higher education institutions Policy: COM 2013 Opening Up Education Why: To raise awareness and provide support to higher education institutions in the design of strategies for opening up education Project main themes: Dimensions of open education, institutional strategies for opening up education OPENEDU OVERVIEW
  • 11. OPENEDU studies Besides the in-house research OPENEDU runs 5 studies: Moocknowledge: a survey on MOOC learners (ongoing) OpenCred: desk research and case studies on recognition of non-formal learning via MOOCs (May-November 2015) OpenSurvey: a representative survey of higher education institutions in 5 European countries to enquire about their openness strategies (ended Nov 2015) OpenCases: case studies on openness in higher education (ended Nov 2015) BMOpen: exploring a framework for assessing & developing business models for open education (ongoing)
  • 12. OpenEdu Framework Andreia Inamorato dos Santos Yves Punie Jonatan Castaño Muñoz IPTS 2015
  • 13. An OE framework: rationale The framework is being designed to support higher education institutions in Europe to make strategic decisions on open education. By proposing a scope for open education and presenting its core and transversal dimensions, the framework aims to promote transparency and to propose a common language for open education in Europe.
  • 14. How has it being designed?  drawing on studies' results: from previous and current (designed-for-purpose) IPTS research on open education  drawing on results from intensive desk research, to include grey literature (websites, blogs, newspapers, reports etc.)  consulting experts on the theme (1st OpenEdu workshop in June 2014)  consulting the academic literature to check the appearance/validity/context of the dimensions of open education  validating it with experts: online consultation with 60 experts across the globe QUESTIONS Workshop with the target audience: YOU
  • 15. What does the framework look like? √ Open Education definition • Dimensions: • 6 core: access, content, pedagogy, recognition, collaboration, technology, research • 4 transversal: strategy, leadership, technology, quality For each dimension of open education, the framework brings: √ Dimension definition √ Rationale √ Components √ descriptors √ Example QUESTIONS
  • 16. Why and how should I/my institution use the framework? How: √ as a foundation for developing insight, inspire vision and see new perspectives and develop new ideas √ as a tool to developing a position √ by doing creative thinking on the framework propositions Why: √ to challenge conventional wisdom √ because it provides a guide to think through critical questions. No framework provides definitive answers. The answers come through the insights generated by the process √ the framework as a box is limiting. But throwing it out is also limiting. Without a framework managers tend to overlook important considerations or put great effort into reinvesting well-understood ideas. The trick is to use the framework without getting trapped in it QUESTIONS
  • 17. Strategy is the creation of a unique and valuable position, involving a different set of activities Michael Porter, 1996
  • 18. "Plans are worthless. Planning is priceless." Dwight David Eisenhower Open Education Strategic Planning Template √ accompanies the framework √ is openly licensed so can be adapted and distributed √ helps to develop activities, proposes a shared caused √ once completed, provides a direction and guidance about what the institution will do and will not do
  • 19. Objectives of the workshop For us: √ to discuss and gain insight into all the elements of the framework √ to verify the usability and potential of the framework √ to promote an opportunity for discussion and interaction among university executives from different EU Member States on the subject of open education And for you? Please tell us your name, position, institution and country and what you expect from the workshop – no more than 1 minute
  • 20. OPEN EDUCATION DEFINITION • Open education is a mode of realising education enabled by digital technologies aiming to widen access and participation to everyone. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them. • (Source: OpenEdu IPTS, 2015 – work in progress)
  • 21. Group discussion • How is open education defined in your institution? What is the value of an open education strategy? • Does your institution have an open education strategy? If so, what is it? If not, why is this so?
  • 22. Plenary discussion How do you think the definition presented is fit for purpose? • Open education is a mode of realising education enabled by digital technologies aiming to widen access and participation to everyone. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them.
  • 23. CORE DIMENSIONS OF OPEN EDUCATION 1- ACCESS 2- CONTENT 3- PEDAGOGY 4- COLLABORATION 5- RECOGNITION 6- RESEARCH (OpenEdu Project, 2015)
  • 24. TRANSVERSAL DIMENSIONS OF OPEN EDUCATION 7- TECHNOLOGY 8- STRATEGY 9- QUALITY 10- LEADERSHIP (OpenEdu Project, 2015)
  • 25. Group discussion How do these dimensions fit your existing/future open education plan?
  • 26. OpenCases Study (OpenEdu and University of Bath's team, 2015) Manuel Souto Otero Robin Shields Predrag Lažetić Andreia Inamorato dos Santos Jonatan Castaño Muñoz Axelle Devaux Stephanie Oberheidt Yves Punie Full report to be published early 2016 Webpage: http://is.jrc.ec.europa.eu/pages/EAP/opencases.html OpenCases catalogue of mini cases on open education in Europe: http://bit.ly/1iCTEnk
  • 27. Case studies on openness in higher education Aim: To understand in detail the motivations, enablers and barriers for higher education institutions to open up education (ends June 2015) What: 7 case studies (University of Bath: M. Souto-Otero, R. Shields, et al.): Case 1- OERu (International) Case 2- TORQUE (Switzerland) Case 3- FUN (France Université Numeriqué) (France) Case 4- TU DELFT (Netherlands) Case 5- Carlos III de Madrid (Spain) Case 6- Open AGH (Poland) Case 7- Open University of Bavaria (Germany) OpenCases IPTS in-house: Case 8- ALISON (Ireland) Case 9- OpenUpEd (European)
  • 28. ● Access & education as a public good (third mission): • To increase mainstream adoption of open education for all institutions in the world and make HE more financially sustainable and affordable for all learners. "There are currently over 100 million learners who demand HE but do not have access to it". (OERu) • To provide free online education to all, alternative to traditional education an bridging education and work. (ALISON, social enterprise) • Increase and widen access to HE, wider community benefitting from OE: "Materials that are produced with public funding should be available to the public" TUDelft [Also for visibility and reputation building] OpenCases WHY? ● Institutional strategies: Increasing university visibility – Following international trend – Logical step from previous engagement in educational technology (tech. university) – Improve on-campus education (ETH Zurich) ● Political priority (FR): Promoting OE to improve students’ learning outcomes, increase access to lifelong learning and promote the visibility and attractiveness of French education and training offer (FUN)
  • 29. OpenCases publications • Published: To be published early 2016 (full cases): OpenCases: case studies on openness in higher education Link to the published report
  • 31. WHAT IS MOOCKNOWLEDGE? It is a large scale survey aiming to get a better understanding of the European MOOC learners
  • 32. MOOCs are progressively adopted by EU HEI & individuals 21.8% HEIs offering, 19% planning to offer (OpenSurvey) Evidence-based policy on OE needs to understand better the demand side of MOOCs RATIONALE- WHY?
  • 33. RATIONALE-WHY? MOOCKnowledge aims to overcome a lack of: • Data at a European level. Most data is US centric. • Large scale and cross- provider data. It would allow comparisons between MOOCS (or groups of MOOCS) and the analysis of subpopulations ( e.g. teacher training, language learners, unemployed people, migrants). Most data come from a single MOOC or MOOC provider. • Long-term data. It would allow the analysis of outcomes of taking a MOOC.
  • 34. METHODS - HOW? Survey to MOOC learners … from different EU MOOCs- This allows data aggregation and the building of a large scale data set. + … using a standardised and multilingual questionnaire. This allows the comparison between MOOCs or groups of MOOCs. + … collecting data in three moments of time: Pre-MOOC, Post-MOOC and follow- up (after 1 year), that allows to measure long-term impact.
  • 35. RESEARCH FOCUS - WHAT? • Population details (pre-MOOC) • Socio-economic and demographics • Lifelong learning profile • ICT and (self-directed) learning skills • Expected outcomes and motivations for enrolling (pre-MOOC) • Satisfaction, learning experience, completion … (post-MOOC) • Emerging research topics • Intention – Behaviour gap (pre vs post) • Impact of MOOC on academic and/or job career (follow up)
  • 36. MOOCKNOWLEDGE DATA COLLECTION FIRST PILOT Blended learning HandsonICT Entrepreneurship Anxiety Management Business Intelligence Genocide TOTAL ENROLLED 1,160 1,672 12,266 16,737 Missing 1,650 Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post VALID RESPONSES 29 0 173 27 317 55 715 145 349 155 156 322 1739 704 % RESPONSES 2.5% 0% 10.3% 1.6% 2..6% 0.4% 4.3% 0.9% ---- ---- 9.4% 19.5% --- --- EXEMPLARY RESULTS- FIRST ANALYSIS OF PRE-QUESTIONAIRE (PILOT)
  • 37. 54.4% 45.6% Male Female 44.8% 63.0% 61.4% 39.9% 32.4% 34.7% 55.2% 37.0% 38.6% 60.1% 67.6% 65.3% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Male Female GENDER
  • 39. 0.3% 1.9%1.2%1.4%0.9% 8.9% 15.5% 17.5% 5.2% 13.8% 12.4% 3.4% 4.6% 4.7% 9.1% 3.5% 5.9% 5.4% 20.7% 22.9% 26.6% 28.6% 14.5% 19.3% 21.7% 75.9% 63.6% 52.8% 42.9% 75.7% 59.6% 59.6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Blended Learning Business Intelligence Entrepreneurship Genocide (Hebrew) HandsonICT Test Anxiety All Pre-primary or primary education Lower secondary or upper secondary education Post-secondary non-tertiary education First stage of tertiary education Second stage of tertiary education HIGHEST LEVEL OF EDUCATION
  • 41. Employer support to Life Long Learning (LLL) activities 75% 18% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Encouragement Time Cost 32.09% 8.84% 59.07% yes no Employer does not know about participation N=1077 only workers
  • 42. Appreciation of MOOCs by employer & Influence of certification Mean=3.4 Mean=4.1 Mean=3.9 Mean=4.1 Mean=4.0 OVERALL MEAN=3.8 From 1 shows no appreciation at all to 7 shows very much apreciattion) OVERALL MEAN= 4.77 From 1 has no influence at all to 8 It has very much influence 3.33 5.22 5.16 4.64 4.46 0 1 2 3 4 5 6
  • 43. Awareness sources for MOOCs 8.69% 9.15% 34.20% 24.46% 8.80% 26.10% 4.31% 6.21% 9.10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
  • 44. Past experience with MOOCs 26.2% 10.9% 11.1% 9.9% 7.2% 8.3% 4.4% 2.4% 3.3% 0.8% 5.8% 0.2% 1.6% 0.2% 0.3% 2.1% 0.2% 0.1% 0.1% 0.1% 2.6% 0.1% 0.1% 0.1% 0.1% 0.5% 1.6% 0% 5% 10% 15% 20% 25% 30% 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 More than 25
  • 45. Past experience with MOOCs 11.6% 0.3% 2.7% 4.3% 8.2% 11.5% 4.9% 6.3% 7.4% 3.8% 0.6% 38.5% 32.2% 0.6% 3.5% 4.3% 8.0% 8.9% 3.2% 4.1% 5.2% 3.3% 0.6% 25.9% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 0% From 1- 10% From 11- 20% From 21- 30% From 31- 40% From 41- 50% From 51- 60% From 61- 70% From 71- 80% From 81- 90% From 91- 99% 100% % of completed MOOCs in the past % of completed with certificate in the past N=1243 only those who ever enrolled in a MOOC
  • 46. JOIN US!!! Are you offering or planning to offer MOOCs? We are looking for cooperation agreements WHY? Use of a EU common questionnaire. Benchmarking for providers Fast data sharing of own data with provider. Contribution to an EU dataset (Anonymised). Combination with local learning analytics data
  • 47. OpenCred study OpenEdu and University of Leicester's team Gabi Witthaus Andreia Inamorato dos Santos Mark Childs Anne-Christin Tannhäuser Grainne Conole Bernard Nkuyubwatsi Yves Punie Webpage: http://is.jrc.ec.europa.eu/pages/OpenCred/ISUNITWEBSITE-IPTS-JRC-EC.htm Paper "An assessment-recognition matrix for analysing institutional practices in the recognition of open learning http://bit.ly/1QRlbQK (OpenCred Phase I)
  • 48. OpenCred Results Phase I 1. There are varying degrees of formality of recognition 2. Factors that have the greatest impact on formality of recognition are: • Robustness of assessment • Affordability of assessment for learners • Learners’ eligibility for assessment √ A study based on desk research and interviews √ Phase I completed in 11/2014. Phase II completed in 11/2015 √ Report in the process of being edited for publication Paper published in the e- Learning Papers issue 40 Outcome A typology of institutional practices for the Recognition of Open Learning in Europe
  • 49. OpenCred Diamond 0 1 2 3 4 Formality of recognition Affordability for learner Robustness of assessment Eligibility for assessment/recogniti on OpenCred Diamond Phase I
  • 50. OpenCred findings Typical MOOC with little or no recognition E.g. CARNET (Croatia) MOOC on Developing Courses in Moodle Phase I
  • 51. Other diamond shapes MOOC with recognition for formally enrolled students e.g. University of Nicosia MOOC on Digital Currencies 0 1 2 3 4 Formality of recognition Affordability for learner Robustness of assessment Eligibility for assessment/recognition 0 1 2 3 4 Formality of recognition Affordability for learner Robustness of assessment Eligibility for assessment/recognition Freemium-model MOOC e.g. University of Osnabrück MOOC on Data Structures & Algorithms Phase I
  • 52. OpenCred Conclusions • Robust assessment is central to recognition – Institutions either pass on the cost to learners or restrict eligibility. • To date recognition is only partial – no whole degrees yet • Online education and assessment still seen by many as less rigorous • On-site exams with identity validation and real-time supervision are seen as being most robust form of assessment • ECTS credits are not yet a widely accepted currency for recognition of open learning Phase I
  • 53. OpenCred Phase II six elements of MOOC provision appear to be central to facilitating future recognition by other HEIs or employers:  Identity verification of the learner  Suitable supervised assessment  Informative credentials such as (digital) certificates or online badges that acknowledge learning  Quality assurance  Award of credit points  Partnerships and collaboration with potentially “recognizing” institutions or bodies These elements are represented in the OpenCred “traffic light model” as follows: OpenCred, 2015 In phase II of the study OpenCred has developed a model with more elements:
  • 55. Thank you for your attention! andreia_inamorato_dos.santos@ec.europa.eu yves.punie@ec.europa.eu jonatan.castano-munoz@ec.europa.eu

Editor's Notes

  1. Innovation eco-system model addressing holistic change; involving all actors New ways of doing things & doing new things Scalability and sustainability
  2. 16. If you are interested, ____ you can find more about our recent research on scaling up ICT-enabled learning innovations ____ in our publications that are all available online ______ >>> >>> >>> >>> >>> If you didn't find your recommendation so far in the slides, _____ have a look in this report, _____ where 60 policy recommendations are discussed! ______ If it is not even there, contact us! _______ We would like to learn from you! >>>
  3. stand on top of the box to expand the view of the horizons ahead As a tool to developing a position ( thus establishing competitive advantage)
  4. Show online validation wikis
  5. Our respondents are usually workers. Test anxiety highest perséntag of students and entepreneuship the highest of self-employed and unemployed people.
  6. 60% of Employers of MOOC learners don’t know about the participation of workers on LLL activities (including MOOCs) 1/3 supports LLL activities , but mainly encouraging them but not giving time flexiblity or covering cost of eduction
  7. According to the respondents employers are neither enthusiastic nor critical about MOOCs or it certificates mean!=median