openeducationweek
TRANSCRIPT
Towards Open Higher Education 2030
Christine RedeckerJonatan Castaño Muñoz
Andreia Inamorato dos SantosYves Punie
JRC Institute for Prospective Technological Studies
Open Education Week,
10-15 March 2014
The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
& technological revolutions
Peak of
inflated expectations
Trough of Disillusionment
Technology trigger
Slope of Enlightenmen
t
Plateau of Productivity
In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
IPTS research
Scenarios for Open Education
2030
Framework of institutional strategies for
openness (post-secondary
education)
Higher Education
School Education
Adult Learning
Recognitionschemes
Business models
Guidelines for HE institutions
Empirical evidence on
learning with MOOCs
(learner survey)
2013 2014
http://blogs.ec.europa.eu/openeducation2030/
Research
Content
Guidance
Assessment
CertificationSe
lecti
on
Today
2030
Assessment
Content
Certification
Guidance
Research
Selection
Ed
ucati
on
al In
sti
tuti
on
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
A global open research arena enables anybody to engage in research
Universities play a key role: → as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Networked knowledge
Lab-based research
Distributed knowledge
Open research area
citizen science
Fit for successStudying towards a
degree
My career pathCareer
development Universities play a key role:→ As educational content
providers→ For certification and
accreditation
Universities play a key role:→ As professional training
providers→ As educational content
providers
MOOCs MOOCs
Research
Content
Guidance
Assessment
CertificationSe
lecti
on
Today
Ed
ucati
on
al In
sti
tuti
on
2030
Research
Content
Guidance
Assessment
Certification
Sele
ction
Today
Ed
ucati
on
al In
sti
tuti
on
Research
Research
Research
MOOCs
MOOCs
2030
Research
Content
Guidance
Assessment
Certification
Selection
Selection
Learner initiated
Externallyset
Learning contextGuided
Learn
ing
goals
§
Self-guided
Networked knowledge
Fit for success
Distributed knowledge
My career path
Certification
AssessmentOER/OCW/MOOCs
Open data/publishing
Research
Guidance
Certification
Assessment
OER/OCW/MOOCs
Open data/publishing
Research
Guidance
Certification
AssessmentOER/OCW/MOOCs
Open data/publishing
Research
Guidance
Certification
AssessmentOER/OCW/MOOCs
Open data/publishing
Research
Guidance
Fit for successMy career pathNetworked knowledgeDistributed knowledge
Certification
AssessmentOER/OCW/MOOCs
Open data/publishing
Research
Guidance
Fit for successMy career pathNetworked knowledgeDistributed knowledge
Course providersFocus on OER/OCW/ MOOCs
ConnectorsFocus on linking learners with providers
Learning hubsFocus on guidance
Research hubsFocus on research
Test centresFocus on validating
competences
Certification bodies
Focus on awarding qualifications
Cou
rse
pro
vider
s
Focu
s on
OER
/OCW
/
MO
OCs
Connect
ors
Focu
s on
link
ing
lear
ners
with
prov
ider
s
Learning hubsFocus on guidance
Research hubsFocus on research
Test centres
Focus on validating
competences
Certifi
catio
n b
odie
s
Focus on
award
ing
qualifi
cations
Content
Guidance
Assessment
Certification
Research
Selection
Research
Content
Guidance
Assessment
Certification
Sele
ction
2013
2030
• Thank you very much for your attention!
• Christine Redecker
• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html• http://blogs.ec.europa.eu/openeducation2030/