Open Education 2030:

Towards new modes of learning, teaching and organising

Yves Punie, Ph.D

EADTU 2014 Conference Keynote, Krakow, 23-24 October 2014

JRC Institute for Prospective Technological Studies

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

Structure

I. Understanding Open Education

II. Actual trends and drivers affecting Open Education

III. IPTS foresight on Open Education 2030

IV. IPTS further research on Open Education

V. Final remarks

I. Understanding Open Education

http://www.urbanghostsmedia.com/tag/abandoned-schools/

Open education is a collective term to describe

institutional practices and programmatic initiatives that

broaden access to the learning and training traditionally

offered through formal education systems.

en.wikipedia.org/wiki/Open_education

Accessed 14/10/1014

However, open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning; and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It "may also grow" to include new approaches to assessment, accreditation and collaborative learning.

"… bringing the digital revolution into education"

"Open technologies allow individuals to learn

anywhere, anytime, through any device, with the

support of anyone"

Sept 2013 European Commission COMMUNICATION on Opening up Education: Innovative teaching and learning for all through New Technologies and OER

Correspondence courses, Distance

Universities

open content (1998)

1st cMOOC (2008)

Open Universities (OUUK, OUNL, UOC…)

Increasing number of Open Access papers & journals

UK Finch report

1st EU MOOC platform

1985 1990-2000 2001-2002 2006-2011 2012 2013

OU

OER

OA

MOOCs

History of Open Education

1960's–1970's 19th century

Alternative & Progressive education

Computer Assisted

Instruction (1970)

Budapest Open Access Initiative

Non mainstream education

Digital learning

resources

Free

Software

/GNU

Creative Commons

(2002)

Open Classrooms/Education

MIT OCW (2001)

OER Def. (UNESCO

2002) O

ER u

niv

eri

sty

1st Stanford xMOOC (2011)

Cert

ific

ation

The range of "Opens"

• Is not only about OER, MOOCs, content and learning resources

• Is not only about Technology-Enhanced Learning

• It is…

• part of a broader trends towards "openess"

• about widening access to education and learning (not only

formal),

• new ways of learning, assessing, recognising, and delivering

21st century competences

=> Vast, ambitious, difficult agenda (status quo is not an option)

Summarising OE…

II. Actual trends and drivers affecting Open Education

“Forthcoming EUA study on E-learning in European Higher Education. Results of a mapping survey conducted October-December 2013”. http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area/e-learning.aspx

(249)

Q: Does your institution offer MOOCs?

N=238

(150)

(98)

• “We believe in a more balanced view…

•

• We believe the internet is going to transform higher education, and that Moocs are one part of that overall transformation.”

Expanding access Integration of Online, Hybrid & Collaborative Learning

Growing ubiquity of social media

Keeping education relevant

Flipped classroom

Learning analytics 3D printing

Games & gamification Quantified self

Virtual assistants

Agile approaches to change

Evolution of online learning

Rise of data-driven learning & assessment

Shift from students as consumers to students as creators

Competition new education models

Scaling teaching innovations

Low digital fluency of faculty

Relative lack of rewards for teaching

Source NMC Horizon Report > 2014 Higher Education Edition Graph adapted from Horizon 2014 Europe: School Sector

Trends, technologies & challenges for Higher Education over the next 5

years

• A lot of controversy around MOOCs (revolution vs evolution)

• MOOC practices not widespread in and within educational

institutions in Europe

• Experimental phase, # open questions (E.g. quality, bus models)

• Related trend and challenges towards digital and online learning

are as significant: E.g. blended learning, learning analytics,

addressing skills mismatches and inequality, learning outcomes

and competency-based education

Summarising trends…

III. IPTS foresight on Open Education 2030

"Imagining Open Education 2030 and the potential of OER"

• A series of 3 sector workshops: Lifelong Learning (29-30/04), School Education

(28-29/05) and Higher Education (6-7/06) involving circa 50 experts

• Call for vision papers: 97 submissions! (49 HE, 31 SE & 17 LLL)

• Aim was NOT to predict but to develop shared visions and imagine different

possible futures as a tool for strategic decision making, based on identifying,

understanding and awareness raising around on key challenges, opportunities

and possible threats.

• 2030 is set to force us to think out of the box and go beyond 2020…

IPTS foresight

OEREU study, on behalf of DG EAC (2012-2014)

Guided discovery

Self-guided discovery

Guided journey

Self-guided journey

Learner initiated

Externally set

Learning context Self-guided Guided

Learn

ing

g

oals

Key tensions Open Education 2030

Certification

Assessment

OER/ OCW/ MOOCs

Open data/ publishing

Research

Guidance

Certification

Assessment

OER/ OCW/ MOOCs

Open data/ publishing

Research

Guidance

Certification

Assessment OER/ OCW/ MOOCs

Open data/ publishing

Research

Guidance

Externally set

Self-guided

Guided

Learn

ing

g

oals

Figure 11: Institutional focus areas by learning scenario , Open Higher Education

Learner initiated

Learning context

Guidance offered by mentors, who help learners in designing and implementing their personal learning pathway;

Pedagogical support offered by educators, who provide instructional guidance in the implementation of the learning process itself;

Production and provision of instructionally designed learning materials, courses and learning environments;

Services acting as connectors who facilitate access to and trust in sources and resources;

Institutions conducting assessments of skills and competences, also from informal and non-formal learning;

Institutions awarding qualifications and certifications.

Implications for educational institutions: Unbundling

Key ingredients for Open Education 2030

Legal and institutional frameworks facilitating open education and recognition of learning through credit transfers, micro-credentialing, and external certification;

The abundance of a vast variety of high quality, specific, adaptable, instructionally designed and openly available educational resources;

Open educational institutions, which are flexible, accessible, connected, specialised; meeting learner needs;

An open educational culture characterised by collaboration and knowledge exchange, which includes mechanisms of peer learning, peer endorsement and recognition, and cherishes pedagogical experimentation and creativity.

IV. IPTS further research on Open Education

OE SUPPLY SIDE

REPRESENTATIVE SURVEY

- Approach: All institutions

- Sample: 5 EU countries (E.g. Spain, Germany, UK, France, Netherlands)

- Focus: Full range of openness (offer, institutional strategies, perceptions, motivations, challenges, barriers, bus models).

- Main output: Overview of the current state of the art of institutional engagement with OE.

- Summer 2015

OE CASE STUDIES

- Approach: Usual suspects + less know cases and countries

- Sample: circa 10 initiatives (OpenupEd, ALISON, OERu, ETH Zurich, FutureLearn, P2PU, FUN)

- Focus: Business models and

strategies, Teaching, Operations, Recognition mechanisms (EMMA, VM-PASS,…)

- Main output: Understanding practices and alternatives for HE institutions.

- Oct 14 – March 2015

Focus on workplace skills, employability of learners and concrete company needs

> 600 micro-courses, adding 2 new courses per week (existing and new learners)

Micro-courses: from 1,5 hours (certificate) to 9 hours (diploma):

3 types of "Alison Certificates" (non-accredited but linking to UK NQF & Irish FETAC)

Electronic Learner Record (free); PDF certificate (usually paid), Parchment (paid)

350.000 Alison "graduates" worldwide

A growing for-profit social enterprise Launched in 2007, Ireland Early 2014: 3M learners, Now 5 Million learners!

Case study "Free online learning"

Anglophone countries + Developing countries. Minority of European learners (except UK and Ireland)

Content that "travels well", adapted from existing (OER or private) sources ("bite-size learning")

Quality control mainly based on selection of publishers + users' comments

Revenue: Advertisement + certificates + extra services (E.g. authenticated "flash testing")

Building a knowledge base on European MOOC learners Partners: OUNL, UOC, UPM

Continuous and systematic data collection (3 years)

Addressing intention vs behavior gaps

OpenupEd + Other MOOCs: Comparative data for MOOC providers

Standardized & multilingual questionnaires

JOIN US!

http://openeducationeuropa.eu/en/project/moock

OE DEMAND SIDE

Pre-Open Education situation

Open Education

Post-Open Education situation

IMPACT of Open Education on labor market conditions and formal education outcomes.

Longitudinal data (Follow up of the learners)

Final remarks Open Education 2030

For educational institutions:

At the core of OE 2030 is unbundling, redefining roles of HE institutions

• Shift in choice and control towards learners and learner empowerment

• Learning services will not necessary be for free, under an open license

and accessible to all, but business models and quality assurance are key

• It not only about MOOCs. The landscape is diverse; a moving target

Policies:

• Need to cater for a more diversified learning landscape

• Knowledge and education as a "public good", not only economic needs

• Supporting practitioners, learners and educational institutions towards

educational transformation, making full use of potential of ICT

Thank you for your attention!

Project Leader: Yves Punie (yves.punie@ec.europa.eu)

http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html