vi jornadas emadrid "unbundling education". "opening up education: openedu...
TRANSCRIPT
The European Commission’sscience and knowledge service
Joint Research Centre
Opening up EducationOpenEdu Framework
Andreia Inamorato dos Santos@aisantos
DG JRC IPTS
JORNADAS eMADRID 21ST June 2016
2
The JRC is the in-house scientific service of the European Commission. It provides the scientific advice and technical know-how to support EU policies
ICT for Learning and Skills Team - IPTS
3
1 2OpenEdu Project
overview
OpenEduStudies and
research design
Strategies &
Policies
4Framework:transversaland core
dimensions
3
OpenCases OpenCred MoocknowledgeOpenSurvey
OpenEdu Project
OpenEdu Framework
90+ stakeholders consulted
9 case studies 4 case studies 5 countries survey of learners
OpenEdu supports the 2013 Communication ' Opening up Education: Innovative Teaching and Learning for all through New Technologies and Open Educational Resources
Tool: OpenEdu Framework
in-house research
FinalReport
5
OpenCases: 9 case studies
• ETH Zurich• France Université Numeriqué (FUN)• OERu (open operations example)• TU DELFT (open research example)• Universidad Carlos III de Madrid (open
teaching example) • AGH• Virtual University of Bavaria• OpenupEd• ALISON
6
Open education activitiesOpen teaching:The activities are varied but MOOCs tend to be the focus.Take-up is still limited due to lack of knowledge and incentives to focus mostly on research publications.
Open research:Mostly based on the use of open access repositories (open access research). Less commonly found are open data repositories and the production of open software for research.
Open operations:This is the less known part of open education. Open management, open information about their operations, etc. Transparency concept.
7
8
OpenCases: catalogo de mini casos de educación abierta
9
OpenCred Research Design
2
2
2
2
In-depth interviews with academics
In-depth interviews with MOOC learners
In-depth interviews with staff of employer bodies
4
Desk research on all 28 Member States
case studies
10
OpenCred’s traffic light model
Source: OpenCred, 2016
11
A mode of realising education, often enabled by digital technologies, aiming to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customisable for all. 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.
What is open education?
Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions. (forthcoming, 2016 )
12
JRC-IPTS OpenEdu framework on behalf of DG EAC
The framework was designed to support HEIs in Europe to make strategic decisions on open education.
It defines and describes what OE is, highlighting the specific relevance of each element for HEIs.
It is a hands-on tool created by the OpenEdu Project as a response to the 2013 EC COM on 'Opening up Education'.
13
Why is a framework important?
The framework provides a guide to think through critical questions and challenges conventional wisdom. No framework provides definitive answers. The answers come through the insights generated by the process of engaging with the framework.
14
How was the framework designed?
drawing on studies' results: from previous and current (designed-for-purpose) IPTS research on open educationdrawing 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, online validation with 40 experts)discussing it with rector, vice-rectors and universities’ managersWorkshops
Literature Review
4 studies
Desk research
15
Source: JRC IPTS report (2016, forthcoming):' Opening up education in Europe – a support framework for higher education institutions (OpenEdu)'
Opening up education framework
16
What does the framework look like?
For each dimension of open education, the framework brings:
√ Dimension definition √ Rationale √ Components √ descriptors (over 150)
• Dimensions:
• 6 core: access, content, pedagogy, recognition, collaboration, technology, research
• 4 transversal: strategy, leadership, technology, quality
Opening up education strategic planning template
17
Core dimensions – the ‘what’ of open education
They provide the 'what' of opening up education: i.e. access, content, pedagogy, recognition, collaboration and research.
These dimensions embody the most common practices and perceptions associated with open education in higher education settings.
18
Access
In open education it is the removal or lowering of economic, technological, geographical and institutional barriers which obstruct the doorway to knowledge. It grants permission to learners to engage with educational content, courses, programmes, communities of practice, networks and other types of knowledge sharing environments, media and activities in formal and non-formal education. It is also about enabling informal and independent learners to seek and get recognition of their learning.
Components: Cost | Accessibility | Flexible learning | Lower entrance requirements for courses and programmes | People
19
Content
It refers to teaching, learning and research materials in digital format which are free of charge and available to all.
Components: OER and free of charge content
20
Pedagogy
Openness in pedagogy refers to the use of technologies to broaden access and make the range of teaching and learning practices more transparent, sharable and visible.
Components: Supported open learning| Personalised teaching | Collaborative and networked learning | Use of authentic resources | Sharing educational resources and pedagogical practices
21
RecognitionIn the context of open education, recognition has two meanings: a) it is the process, usually carried out by an accredited institution, of issuing a certificate, diploma or title which has formal value; b) it is also the process of formally acknowledging and accepting, for example, a badge, a certificate, a diploma or title issued by a third-party institution.
See: OpenCred Report, JRC IPTS publication
Components: Assessment | Identity validation | Trust and Transparency | RPL (recognition of prior learning) | Fast Track Recognition | Qualification | Social recognition
22
CollaborationIt is about removing barriers to education by facilitating the exchange of practices and resources with a view to improving education. By collaborating around and through open educational practices, universities can move beyond the typical institutional collaboration patterns and engage individuals and communities to build a bridge between informal, non-formal and formal learning. It is a live and evolving practice which is shaped by individuals according to context, goals, resources and possibilities. It is therefore a concept that must be as dynamic as its practice.
Components: Intra-institutional | Inter-institutional | National | Cross-border
23
Research
In open education, openness in research is about removing barriers to research and data access.
Components: Open Access | Open Research Collaboration | Open Data | Citizens' Science
24
Transversal dimensions: the ‘how’ of open education
The transversal dimensions of open education provide the backbone for the realisation of the core dimensions - the 'how' of opening up educational practices. They constantly interact with the core dimensions and with one another. These dimensions are leadership, strategy, quality and technology. Together, they enable open education practices to be shaped in different ways in HE institutions.
25
Example: content dimensiondefinition, rationale, components
26
Example: content dimension descriptors
27
Example: content dimension descriptors
28
Relationship between strategy and the other transversal dimensions
29
Forthcoming report
30
Framework: universities’ executives of 18 European countries participated in the validation
31
Recommendations
32
RecommendationsRecommendations for HE institutions HE institutions should have a holistic strategy for
opening up education HE institutions should promote intra, inter and cross-
border collaboration as well as partnerships in order to achieve opening up education goals
Higher education institutions should explore new practices and be open for change
HE institutions should revise their practices at all levels to embrace openness: mission statement and vision, current organisational management structures and day-to-day policies, as well as their role in the community and globally.
33
34
Thank you and stay in touch!JRC Science Hub:ec.europa.eu/jrc/en/open-education
Twitter:@aisantos [email protected]@yvespunie [email protected]
Facebook: EU Science Hub – Joint Research Centre
LinkedIn:Joint Research Centre (JRC) - European Commission's Science Service
YouTube: JRC Audiovisuals
Vimeo: Science@EC