linq 2013 session_orange_1_teixeira

Innovation, Quality and Inclusion redesigning universities as open systems

ANTÓNIO TEIXEIRA Universidade Aberta, PT

& University of Lisbon, PT


17-05-2013 2 António Teixeira

Universidade Aberta & University of Lisbon

THE YEAR(S) OF THE MOOCS http://www.michaelbransonsmith.net/blog/2012/12/19/




WHAT DISTINGUISHES BEST KNOWN MOOCS? http://suifaijohnmak.wordpress.com/2012/07/20




Alterações Climáticas: o contexto das experiências de vida #imoocac13

COHERENT DISRUPTION – iMOOC Pedagogic Model

MOOCs offered by UAb are based on the four cornerstones of its institutional virtual pedagogical model: learner-centeredness, flexibility, interaction and digital inclusion.

They combine autonomous and self-directed learning with a strong social dimension and articulate the flexibility needed by online learners with the pacing necessary to get things done.






UAb’s iMOOC model incorporates elements from existing MOOCs but adds other features which derive from its experience with online learning, as well as the work done in OER and OEP.

iMOOCs focus on individual responsibility, interaction, interpersonal relationships, innovation and inclusion.



The learning process combines autonomous self-study and reflection with interaction in an open social context. Participants are expected to take an active role and be responsible for their own learning, but also to actively engage in helping build a supporting learning community. Learning support rests in the learning community, through collaboration, dialogue, peer feedback and active engagement.







The educational value of OER depends on how these resources allow access to quality learning experiences for all.




Creating accessible OER is as important as measuring the degree of accessibility achieved; not only from a technological point of view but pedagogical as well. Therefore, it is necessary to have evaluation processes which take into account standards, pedagogical goals, users’ profiles and contexts of use. These kinds of evaluations require the participations of authors, experts, reviewers, and end users, who provide feedback that can be used in the evaluation processes.




Assuring easy searching and finding of OER is part of the ethical responsibility of open

education providers.

All open digital resources must be described using metadata and should be interchangeable.




Educational resources developed in open environments can be continuously improved and adapted for use by a wider community of educators. Therefore, OER call for the notion of OEP which relates to any educational activity involving the creation, use, or dissemination of an adaptive open learning resource. OEP can be best defined as practices which support the (re) use and production of OER in the framework of educational policies that promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning process.




Beyond access to open learning architectures, the focus of open education is now on learning as a process that can be built

and shared in an inclusive way.




TOWARDS A DISAGGREGATED HEI ORGANIZATION MODEL

Based on Hagel and Brown (2005), Wiley (2009) suggests universities will have to rely on “dynamic specialization” strategies, committing to eliminate resources and activities that no longer differentiate it and concentrating on accelerating growth on what truly distinguish it in society.

He identifies five critical functional areas in University organization: structuring and providing access to content, tutoring and learning support services, curating and providing access to research materials, acting as a hub for social activities, and assessing learning and awarding degrees.




INTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEI

The quality of innovation management is critical for any contemporary organization. But, to increase openness in HEI is basically an organizational practice. The flawed feature of the open universities instituted in the 1970s and 80s was that they were designed as innovative organizations, implementing new technologies and academic work processes, but were not flexible enough to be redesign later on according to new social contexts.




INTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEI

Can an university be reassembled for different purposes through out its lifespan? How can it be designed as a demountable structure, providing the possibility that it will be deconstructed and re-organized. Current societal challenges call for a University organizational model of continuous but ever more radical and rapid transformation. A new kind of University not only more responsive to external challenges, but more capable of reacting speedily, adjusting itself at an increasingly faster pace to its evolving identity.




Sustainable Architecture Models (Reusable Systems)




LOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?

Dissemination of Open Education Practices across HEI may imply a radical transformation of its organizational cultures:

• De-regulation of teacher practice;

• New forms and tools for student assessment;

• Smaller teacher and technical staff and increasing outsourcing;

• New business models focused on the sustainability of the knowledge system and low-cost and intensive education for all;

• A fair, morally defensible, international order in cross-border online education that can generate trust amongst all actors;

• A change of Academia traditional standards and forms of evaluation.




LOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?

Because culture matters, globalizing HE practices must be pursued by multi-localizing teaching and learning. Thus, redesigning institutions by using a more open structure. Yet, openness is not absolute transparency.



Grazie Thank You Very Much!

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