2015 p. henderikx the changing pedagogical landscape

The Changing Pedagogical

Landscape

Open and Flexible Higher Education Conference

Fernuniversitaet, Hagen,

29-30 October 2015

Piet Henderikx, EADTU

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29-30 October 2015 The Changing Pedagogical

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“The Changing Pedagogical Landscape”

– New ways of teaching and learning and

their implications for higher education

policy

Case study Authors and Contributors

• Heike Brand (FernUniversität in Hagen)

• Uwe Elsholz (FernUniversität in Hagen)

• Rüdiger Wild (FernUniversität in Hagen)

• Sergi Sales (UPCNet)

• Oriol Sanchez (UPCNet)

• Pierre Jarraud (Université Pierre et Marie Curie)

• Antoine Rauzy (Université Pierre et Marie Curie)

• Danguole Rutkauskiene (Kaunas University of Technology)

• Egle Butkeviciene (Kaunas University of Technology)

• Darco Jansen (EADTU)

• George Ubachs (EADTU)

• Eva Gjerdrum (Norgesuniversitetet)

• Jens Uwe Korten (Høgskolen i Lillehammer)

• Jan Kusiak (AGH University of Science and Technology)

• Agnieszka Chraszcz (AGH University of Science and Technology)

• Keith Williams (OUUK)

• Karen Kear (OUUK)

• Jon Rosewell (OUUK)


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Lead Authors

• Jeff Haywood (University of Edinburgh)

• Louise Connelly (University of Edinburgh)

• Piet Henderikx (EADTU)

• Martin Weller (OUUK)

• Keith Williams (OUUK)


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Advisory Board Members

• Maria Kelo (ENQA)

• Paul Rullmann (SURF)

• Stefan Jahnke (ESN)

• Yves Punie (IPTS)


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Steering Committee

• Jeff Haywood (University of Edinburgh)

• Noelia Cantero (Brussels Education Services)

• Koen Delaere (Brussels Education Services)

• Sergi Sales (UPCNet)

• Piet Henderikx (EADTU)

• George Ubachs (EADTU)


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This study was commissioned by the European

Commission to provide research analysis for, and

recommendations to, European governments that would

aid them in promoting greater innovation in pedagogy and

in the use of technology in higher education.


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Countries selected

France, Germany, Lithuania, the Netherlands, Norway,

Poland, Spain and the United Kingdom


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Research methodology

• Desk research was carried out into worldwide developments in

pedagogies and the use of technology in higher education

• A research analysis of the policies of these countries towards

innovation in the use of technology and pedagogy in higher

education, and the investments that had been made over recent

years.

• Expert interviews: HEI’s, governments, intermediate organisations

• A Delphi study was performed to gain an insight into the thinking of

European university staff with good experience of innovation in

pedagogy and the use of technology.


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Final report: six sections

• Introduction

• A review of change and turbulence in the higher education system

Development and barriers in:

• Curriculum design and delivery

• Quality assurance

• Funding regimes

• Recommendations for immediate action at European and national

levels.


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SYSTEM LEVEL

OBSERVATIONS


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Largely unchanged pedagogical approaches

At present it is probably true to say that technology is used

within and alongside largely unchanged pedagogical

approaches. There was no evidence in the literature, nor in

our case studies, that suggested that traditional universities

were offering the majority of their Bachelor or Master

degrees in formats that would enable students to study at a

distance (e.g. online) or to vary their rate of progression,

nor to be able to study in different modes at the same time.

Although innovation is taking place very widely across

Europe, it still forms a very small fraction of total higher

education provision.


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INSTITUTIONAL STRATEGIES


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Promising institutional strategies 1

• “The university has developed an institution-wide educational

strategy for the next six years. This institutional approach to

innovation is discussed by all stakeholders, the Board and

educational committees. It concerns the production of MOOCs and

SPOCs as well as on campus blended education. Innovation is not

only coming from pioneering staff anymore. Staff and faculties are

working in the framework of broader policy objectives. The

educational strategy is pushed by the Board and is accompanied by

an institutional funding plan”.

• “In education, one should think about an eco-system with different

aspects: the educational system, action planning, new didactics,

ICT/videos, community management, ICT, inter-disciplinary

content… From there, an organic growth will emerge, improving

blended teaching and learning, MOOCs, etc.”


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Promising institutional strategies 2

• “Finally, the capacity of the university’s educational system will be enlarged.

By new modes of teaching and learning, new sectors can be developed,

such as online CPD, online international masters, OERs and MOOCs; ICT

become an enabler of new educational sectors for the university, reaching

out to the whole world”.

• “By this approach, the LLL or CPD policy of the university becomes more

systemic and less dependent from individual staff taking mainly small scale

initiatives with a local outreach”.

• “The sectors of LLL, CPD and international education are financially very

important for the university, as demographics will slow down, the funding

per student is diminishing with lower state support and the fees will be

under pressure. As a research university, the income of the institution must

not stagnate, but the loss on income cannot be sufficiently compensated by

new students. New markets are important to ensure the increase in staff

you need for research.


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BLENDED EDUCATION


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Blended education

• “Blended, on-campus curricula will be the standard situation, now for

15-20% of the courses. The institutional vision is based on activating

education, decreasing passive education in lecture halls. Courses

are designed and re-designed to an optimum, incl. project-based

learning, case studies, group-work, all in combination with lectures”

• “The educational development is clearly going to blended education.

Online learning is then integrated in the course as face to face

education is. In most cases, the online part is not complimentary or

self-sustaining, it is not isolated from the other parts of a subject”.

• “Presential education will always exist. Online education will

intensify the contact with students. Formative assessment will

personalise feedback to students, which is not possible in another

way in view of student numbers”.


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CONTINUOUS EDUCATION

AND CPD


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Continuous education, CPD

• “For our university, continuous education is a clear opportunity for the

future, supporting people to learn or to update knowledge on engineering

and architecture, allowing them to access more qualified jobs and to be

more competitive in their professional environment. This opportunity could

lead to exploring new models of teaching and learning in collaboration with

companies”.

• “Most innovative will be launching online programmes for professionals, e.g.

an international online course of 30 ECTS in sustainable technologies for a

broad group of engineers world-wide, which so far didn’t have such course.

It works with selected small groups and fees are paid. It is tutored and

flexible, overcoming global time zones. In a first instance, a course in solar

energy will be organized online, which gives access to a new type of post-

initial certificate”.

• “With these online LLL-programmes, the university is trying to update

alumni, but the reach-out is meant to be worldwide”.


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SYSTEMIC INNOVATIONS


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Systemic innovations 1

• “Three faculties (Arts, Social Sciences, Law) have developed

innovation plans. They are considered as the experimentation space

of the university. The approach is curriculum-wide, not just subject-

related. Reports are set to a steering committee and then to the

Educational Council with the all vice-deans for education”

• “MOOCs are innovations, which work through in on campus

education”

• “Formative assessment online in the Faculty of Psychology. The

faculty plan requires that for each subject, assessment online and

personalised feedback mechanisms for students are developed.

Within three years, all subjects will apply a form of formative

assessment on line”.

• “Online international master programmes are developed”


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Systemic innovations 2

• Flipped classroom solutions, a course built in cooperation with

students (1 teaching staff, 5 student-assistants and an educational

expert

• Online courses for working professionals, e.g. international online

engineering courses of 30 ECTS (specific certificates). They are fee-

paying and work with selected small groups, they are tutored and

flexible, overcoming global time zones.

• The objectives of online teaching and learning are: improving the

quality teaching and learning; organizing flexible education for new

target groups in the world (CPD, post-initial education); keeping a

high reputation as a university. Hence, the organization of online

education (incl. MOOCs) is an impulse for innovation in on campus

education. Online education and MOOCs are a lever for innovation


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INNOVATION AND STAFF


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Innovation and staff

• “The motivation of staff to be involved in educational innovation is

related to visibility, reputation and quality (as is the case in

research)”

• “Involvement of staff in MOOCs and continuing education, raising

reputation and visibility is a major factor for innovation in the

mainstream afterwards”

• “Increasing the efficiency of education (dealing with large student

numbers, decreasing the cost per student) was not the primordial

goal of implementing educational change, but quality. At the end,

staff motivation is closely linked to the research agenda of staff”


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OPEN AN DISTANCE

TEACHING UNIVERSITIES


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Open and distance universities 1

• “The Open Universiteit is implementing a complete re-organisation of the

curriculum, offering flexibility but with more structure. This reform takes two

years as a consequence of performance agreements with the government.

The re-organisation is top-down led and faculties create frameworks,

redesigning new curricula with a stronger teaching component, based on

more (online) interaction with students and between students of the same

cohorts. This is a fundamental reform, supported by the Welten research

institute. As it was top-down steered, it caused resistance and innovation

cycles are required.


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Open and distance teaching universities 2

• “Fernuniversität’s strategy plan refers to an improvement of teaching, the

strenghtening of subject-specific research and academic further education

for students, who don’t want to graduate, but to achieve individual academic

goals. The University Plan takes into account the increasing heterogeneity

of the student body with regard to age, educational biography and different

levels of knowledge and educational goals. In the future, Fernuniversität will

focus on issues as: the permeability between vocational and higher

education; the recognition of studies abroad and of prior knowledge,

individual skills and qualifications; flexible entrance to studies;

individualization of studies; and digitization”

• “Digitization by new media, supporting the individual learning process. More

important topics are the mobility of learning, the improvement of internet-

search, better human-machine-interfaces, augmented reality and tele-

immersion. Nevertheless, study and regional centres will still exist for face

to face meetings and exams”


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Open and distance teaching universities 3

The Universitat Oberta de Catalunya (UOC, Barcelona) is organising its

courses almost completely online. The most representative methodologies are:

- the student-centered virtual classroom, building on learning activities

designed for independent learning on a time line with the learning activities a

student has to undertake

- automatic assessment with a tool by which students are weekly assessed and

automatic personalized feedback is given

- project-based learning, where students are grouped to design a project in

different phases within their sphere of knowledge

- virtual laboratories as a virtual space, where students are able to carry out

practical activities with networking devices.

The support structure for new modes of teaching and learning is The eLearn

Center (eLC), UOC’s e-learning research, innovation and training centre


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A complex landscape

The higher education landscape is also complex:

• There are three cycles of degree provision

• Many universities and colleges offer continuing

professional development (CPD) and lifelong learning

• Open education has “come of age”.

• Higher education is no longer solely for national citizens,

with both intra-European student mobility and, in some

countries, transnational education for those outside

Europe, which is becoming an increasingly important

part of the economy as an “education export”.


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The complex pedagogical landscape

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Blended degree education: three

cycles

Blended degree education: three

cycles

Online open education through

OERs and MOOCs

Online open education through

OERs and MOOCs

Blended and online CPD, CLP’s and non-degree education

Blended and online CPD, CLP’s and non-degree education


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Transnational National

Three areas of provision

Online open education and knowledge sharing area, pushing knowledge online into the public domain: OERs, MOOCs, open media, open access/open innovation materials – preferably designed and arranged according to the needs of user groups/networks

Blended degree education zone, backbone in the education system to develop complex academic and professional competences: bachelor, master, PhD – increasingly blended solutions to raise quality for growing student numbers. Higher education systems provide flexibility for lifelong learners.

Blended and online education and training on demand, valorisation of knowledge to support innovation in the public and private sector, based on research and development. Flexibility requires online or blended solutions, such as (virtual) seminars, CPD, knowledge alliance and corporate university initiatives, short learning programmes programmes, master classes, expert schools, etc. It includes knowledge networks for professionals or business sectors.

The Changing Pedagogical

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FUNDING ISSUES


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Funding levels (EUA)

In many European countries, funding has not been

favourable during recession and even now in many EU

countries the levels of funding for higher education are

falling. These disparities in funding are prohibitive for

a balanced further system development in the European

Area of Higher Education. In many European countries,

universities can’t keep an equal pace with current

developments and often there is no sign of funding levels

returning to 2008 levels. Beyond this, it should be

noted that even in systems with increasing or stable

levels of funding, the expenditure per student starts

to decline.


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Decreased funding levels

• A range of countries have dramatically cut in the funding for higher education. This is

the case for Greece (more than 50%), after the impact of the financial and economic

crisis; Hungary (about 45%); Latvia (over 40%); and Lithuania (about 36%), where

also the student population has dropped with 27%.

• In Ireland, public funding is below 35% and student numbers have increased with

15%.

• In the United Kingdom, the loss of teaching subsidies by 36% has been compensated

by a reform of the tuition fees. Universities are able to charge three times more. That

also happened in Spain with a smaller adjustment, with a decrease of funding of

16%, only partially compensated by tuition fees.

• Decreases of 8 % in the funding levels for higher education are reported in Croatia,

Slovenia and Slovakia.

• In other countries, a “depressed funding equilibrium” seems now to have been

reached in the Czech Republic (18% below the 2008 level), Serbia (10%) and Italy

(21%).


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CHANGE AND TURBULENCE


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Turbulence, disruption in the European higher education system

Although the Delphi experts did not generally foresee

radical change taking place within European higher

education in the next 10 years, i.e. the disruption proposed

by some writers, they did anticipate substantial modification

of the existing system, with more online learning, more

open education and greater flexibility being introduced.

To ensure that European higher education is capable of

adapting to these changes, and is sufficiently flexible and

agile to grasp the opportunities and manage the pressures,

a robust and regular dialogue is needed between the key

stakeholders in the higher education system in each

country.


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RECOMMENDATION 1:

MACRO-LEVEL


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Recommendation 1

At European and national/regional levels, all

policies and processes (including legislation,

regulation, funding, quality assurance, IT

infrastructures, pedagogical support for teachers)

must be aligned to prevent conflicting actions and

priorities. These policies and processes should

support and promote innovation in pedagogies

and greater use of technology, and a vision for

change should be expressed through national

strategies.


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What governments do (R1)

• In the Netherlands, policy development concerning online education only

recently came on the governmental agenda. Some 2,5 years ago, the

MOOCs movement has played an important role to make online education

an actual theme. Since then, it is definitely seen as a development with a

great potential, supporting a diversity of strategies of the ministry and of

HEI’s, including blended education, lifelong learning, open education and

international education

• Since the venue of MOOCs, the Ministry has organised meetings with

frontrunner universities to develop knowledge and understanding. Also visits

to the US were organized.

• Based on these meetings, a ministerial vision has been developed bottom-

up, expressed in a letter of the Minister to the Parliament. In this letter, the

Minister is positioning online education as an important development in

higher education. Also, in her letter the Minister promised not to come with

new regulations, but to leave space for experimentation and innovation.


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What institutions say (R1)

• The Norwegian MOOCs Commission is of the opinion that

digitalisation of higher education in Norway has not progressed

quickly enough, and that the institutions’ ability to deliver has been

too weak. If the responsibility is placed solely on the institutions, the

Commission feels that the development will not proceed quickly

enough. Consequently, the Commission is of the opinion that

national authorities must facilitate increased digitalisation of higher

education through national initiatives to support the institutions’

work in developing MOOCs. The national initiative should take place

over a five-year period. The need for further initiatives beyond this

period should be considered. The Commission proposes a national

initiative amounting to an annual total of NOK 130 – 380 million.


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• “Support from the public authorities is needed, national and European” (NL,

DE, PL,…)”

• “Generally, e-learning is not practiced in order to save costs, but to increase

the quality of teaching. Teachers are able to organise interactions,

discussions and exercises. An obstacle to the use of e-learning might be the

rather low prestige of teaching in comparison with research. To support

innovation, clearer policy signals about the importance of e-learning would

be desirable. Teaching at German universities should be upgraded and

funds should be available for innovation in teaching and learning in

Germany”.

• “Policy makers often put all institutions on the same track, broadening

innovations. More attention should be given to front-runners, which often

have no budget available for innovation. Policy makers have to define their

ambition level and should strongly support front-runners, which lay the basis

for broad innovations in the sector.”


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• “Governments should pay more attention to a higher education

system with part–time education for 25 plus (stage +4, +5,+6 during

a lifetime)… There should be more reflection on this in a knowledge

intensive society, where people work during 50 years. What

provisions are to be offered after 25?”

• “Government should be prepared to take risks. Innovation can go

wrong. The readiness to take risks in our society is relatively low:

risks only seem to be acceptable if nothing might go wrong”

• “In Germany, the most significant barrier is certainly that the policy

level is not thinking long term enough to effect structural changes.

Currently, the structural context, influenced by policy, is strongly

oriented on research. Engagement in teaching is rewarded to little”.


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RECOMMENDATION 2:

A COMMON AGENDA


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Recommendation 2

A common agenda should be agreed

between the stakeholders in higher

education that addresses the challenges of

the present as well as shaping a roadmap

for the future. This agenda should allow

sufficient flexibility to develop concrete

actions, particularly at national and regional

levels.


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What governments do

• The Hochschulforum Digitalisierung as a national, independent

platform bundles and moderates the dialogue on the potential of

digitization of the German universities. In exchange with experts

from politics, high school practice, science management, university-

related companies and students the opportunities that opened up

the digitization of university teaching, are going to be discussed

intensively. • The MOOCs Commission in Norway


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• “The Ministry should create a MOOCs-commission like Norway”

• “Collaboration between universities is not enough stimulated and

therefore not effective”

• “Since the venue of MOOCs, the Ministry has organised meetings

with frontrunner universities to develop knowledge and

understanding on MOOCs and online education. Also visits to the

US were organized, jointly with other universities and university

colleges”.

• R&D in education is done in cooperation between the universities of

Leiden, Delft and Rotterdam (LDE-Cel) and in the Centre for

Engineering Education of the three technical universities in the

Netherlands.


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RECOMMENDATION 3:

CURRICULUM DESIGN AND

DELIVERY 29-30 October 2015 The Changing Pedagogical

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Recommendation 3

All countries should put in place measures to support

universities in their innovation in pedagogies (including

learning design and assessment) and in greater use of

technology. Establishing dedicated agencies at national

level has proven a powerful means of driving change.


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• Norway Opening Universities (NOU) is established and supported

by the Ministry of Education and Research to promote the

development of ICT supported learning and flexible education

(Openuniversitet). The main tasks of NOU are project funding,

generating and sharing knowledge in the field of lifelong, flexible and

ICT-supported learning.


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• “Intermediate organizations play a role in the development of new

modes of teaching and learning: SURF, VSNU, Open Universiteit”

• “The Dutch government might create a centre for education and

learning. Delft, Leiden and OU might be a good knowledge cluster,

reaching out to Coursera, Edx and other memberships, etc.”

• “The Welten Institute of the Open Universiteit is one of the largest

teaching and learning research institutes in Europe. It supports

innovation in the OU, but might have also a national task in

collaboration with innovation institutes in other universities”.


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RECOMMENDATION 4:

EUROPEAN AND NATIONAL

METRICS 29-30 October 2015 The Changing Pedagogical

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Recommendation 4

Building on the strong existing base of digital education,

European and national metrics should be established to

record the typologies and extent of online, blended, and

open education at institutional and national levels. This

would enable institutions to compare themselves with

others and to monitor their own progress.


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• “With regard to funding, you need also performance

indicators for innovation”


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RECOMMENDATION 5:

CERTIFICATION OF

TEACHERS


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Recommendation 5

National governments should consider requiring certification of

university teaching practice, both initial and continuing (CPD), and

that innovation in pedagogy and use of technology should be a core

part of this certification. Certification can be used to support research

into teaching and learning, which itself is an important part of raising

the profile of university teaching.


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• All teaching staff follows a university teaching qualification (BKO).

The program is agreed in the VSNU (Dutch Foundation for

University Education). Twenty percent of the courses are specifically

about online education and the re-design of courses (Delft, Leiden).


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• “The university has developed a strategic institutional plan for

online/blended courses. An important part of it is that both old and

new staff can teach courses online. The employees get this

knowledge through training courses, where the university mainly

uses their own experts, but also brings in external experts. There

are training courses online in addition to supervision and seminars.

The university also builds up “expertise packages” for teachers,

students, and new staff so that everyone can get a common

platform”

• “Support for educational innovation is given by The Pedagogical

Development Centre (PULS) which is a separate entity under the

University Board. PULS started courses in university teaching in

2001, and 277 employees have so far taken the courses. PULS

would very much like to see that the state authorities make the

courses in university teaching mandatory”.


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RECOMMENDATION 6, 7, 8:

QUALITY ASSURANCE


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Recommendation 6

National governments should review their

legislative and regulatory frameworks and

practices for quality assurance and accreditation in

higher education (including recognition of prior

learning) to ensure that they encourage, and do

not impede, the provision of more flexible

educational formats, including degrees and other

ECTS-bearing courses that are fully online.


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Recommendation 7

National QA agencies should develop their

own in-house expertise and establish

processes that are sufficiently flexible to

include recognising and supporting new

modes of teaching and learning. They

should evaluate institutions on their active

support of innovation (or importantly, the

lack of it), and its impact on the quality of

teaching and learning.


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Recommendation 8

ENQA and other relevant European

networks should support the sharing of

good practice by national QA agencies in

the development of criteria on the

recognition of new modes of teaching and

learning.


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RECOMMENDATION: 9

FUNDING PRIORITISING

INNOVATION 29-30 October 2015 The Changing Pedagogical

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Recommendation 9 Governments should consider prioritising

innovation in their funding approaches,

using funding mechanisms such as

performance-based funding, funding

allocated to large-scale innovation, and

funding for excellence, in order to invest

continuously in modernising their higher

education systems and stimulate early

uptake of innovation and new pedagogies.


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What governments do: performance-based funding (R9)

• In the Netherlands, next to block funding, from 2012 more than 5%

of the education budget comprises conditional funding, which is

available only on the basis of a performance agreement between

each university and the Ministry. Currently, these agreements relate

to performance indicators as quality and excellence, study success,

lecturing quality, contact hours and the reduction of indirect costs.


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What governments do: project funding (R9)

• Sometimes, project funding is out-sourced by public authorities to agencies

or intermediate organizations, which are specialized in the field. In Norway,

Norway Opening Universities (NOU) is established and supported by the

Norwegian government to promote the development and use of technology

for ICT supported learning and flexible education. On behalf of the

government, NOU announces annually project grants concerning the

development and use of technology for learning, flexible education and the

cooperation between higher education and work supported by e-learning.

• In Spain, the Research and Analysis program organises from 2003 projects

on teaching innovation and curriculum analysis. The grant may finance all or

part of the requested budget of a project, up to 30.000 €. At the beginning,

these calls were mainly used to improve curricula of degree programmes.

Now they are more focusing on promoting educational innovation (around

12 M€ in the last 9 calls).


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What governments do: project funding (R9)

• In the UK, public project funding of innovative teaching initiatives in

higher education is much reduced at present. UK funding

opportunities are now very limited and universities must fund

developments predominantly from their mainstream income sources.

• Earlier, a series of Teaching and Learning Technologies

programmes has effectively provided funding for the development

and evaluation of e-learning resources and pedagogies.

• Consequent on the reductions in government funding has been a

major reduction in the resources available to the National Subject

Centres that acted as centres of expertise and resource curators in

particular subject areas. These centres enabled networking amongst

academics engaged in pedagogic innovation. In recent years, their

work had been coordinated by Higher Education Academy.


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What governments do: excellence funding (R9)

• The French “Initiatives d’excellence en formations innovantes

numériques” (IDEFI-N) is part of the action “Investissements d’

Avenir” by the “Agence Nationale de Recherche”. In 2015, it aims at

supporting fifteen ambitious projects which have sufficient reach and

strategic impact to create a new dynamics of transformation in the

entire sector of higher education, based on new modes of teaching

and learning (online learning). The projects last 3 to 5 years. The

IDEFI-N initiative is active since 2010 and it has a dotation of 12M€.

It is open for partnerships between universities or between

businesses and universities.


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What governments do: ear-marked funding (R9)

• The Federal Government has ear-marked about 2 billion Euros for

The Qualitätspakt Lehre” from 2011 to 2020 - a sign of a

commitment to higher education teaching heretofore unknown in the

history of German higher education policy. A total of 186 institutions

of higher education in all 16 states benefit from this funding: 78

universities, 78 universities of applied sciences and 30 art and

music colleges. But for the most of the funded projects it must be

said, that e-learning activities are not in the main focus, but at best

have flanking character.


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What governments do: ear-marked funding (R9)

• In North Rhine-Westphalia, the annual quality improvement funds in

(Qualitätsverbesserungsmittel, Studiumsqualitätsgesetz) amount to

at least 249 million Euros. They were initiated to compensate the

absence of tuition fees from the winter semester 2011/2012. These

so-called tuition fee replacement funds, are distributed to

universities according to their number of students and must be used

for the improvement of quality in learning and teaching. These funds

are an addition to the university's basic funding. They are not meant

to raise the capacity level of universities, but to be used for

additional human resources, such as hiring teachers and tutors. So,

essentially the quality improvement funds are aimed to improve the

student‐teacher ratio. However, new and innovative modes of

teaching and learning are not mentioned in the law.


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https://recht.nrw.de/lmi/owa/br_bes_text?anw_nr=2&gld_nr=2&ugl_nr=221&bes_id=17424&menu=1&sg=0&aufgehoben=N&keyword=studiumsqualit%C3%A4tsgesetz

RECOMMENDATION 10:

FUNDING ENABLERS


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Recommendation 10 To be effective and systemic, this funding should

strengthen the enablers of innovation at the

system level, including - leadership for

institutional change, learning technology tools and

course design, professional development of

teachers, communities of practice , the

development of shareable resources and the

support of evaluation and research evidence.

Collaboration within and between institutions

should be stimulated.


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RECOMMENDATION 11: COST

ASSESSMENT


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Recommendation 11 Governments should stimulate higher

education institutions to assess the costs

and benefits of blended and online

education, in order to maximise their

effectiveness in making use of new modes

of teaching and learning for degree studies,

as well as for continuing education and open

education.


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Course Resource Appraisal Model, UoL (R11)


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BUSINESS MODELS: AN

HOLISTIC APPROACH


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Business models: a holistic approach

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Regulated, fee paying

Regulated, fee paying

Non-regulated,

diverse business models

Non-regulated,

diverse business models

In the public domain,

open and for free,

services paid

In the public domain,

open and for free,

services paid


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Thank you!

Piet Henderikx

[email protected]


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