using oer and moocs for education and training - leaders
TRANSCRIPT
Using OER and MOOCs for E&T: The vital role of senior managers (and leaders)
Paul Bacsich, D-TRANSFORM project, SeroHE and Open Education Working Group
Open Education – concepts, tools, resources, practicesUniversitatea Politehnica Timişoara
11 March 2016
Acknowledgements and thanks
• To Diana Andone• Sero interested in Romania since 2007:– Re.ViCa (Review of Virtual Campuses – post-secondary)– VISCED (Virtual Schools and Colleges) – report by
SCIENTER for Sero– POERUP (Policies for OER Uptake)
• Report by Carmen Holotescu, Timsoft– ADOERUP (Adult Education and OER)
• Report by Diana Andone and Giles Pepler (Sero)
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Outline of presentation
• Background• D-TRANSFORM brief overview• The challenge!• Policies at member state level• Business models and sustainability• What senior managers should do
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D-TRANSFORM brief overview
• To set up a program on leadership development in e-learning, focused on university senior leaders gaining the knowledge of e-learning they require to achieve effective leadership and decision-making
• Runs for 3 years from 1 September 2014 • 7 partners from 5 different countries– France (2), Italy, Spain, Hungary and UK (2)
• One partner is EDEN, the Europe-wide membership association in e-learning
• Supported by case studies and policy studies
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Key numbers (Europe)• “Opening up Education” has a challenge!• Only 8 monolithic open universities in EU (UK,
NL, ES x 2, PT, DE, CY, GR, ...)• Only 250 EU HEIs distance learning (100 in UK)• 10 large VET DL providers (NKI, Klett, CNED etc)• 81 virtual schools (2012 figure; 2015 less?)• 3 million DL students in European HE (IDEAL)• Unknown number of private providers
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“New-gen”, “disruptive institutions – only a few, small whole-system innovators
Policies at member state level (HE)• The variation in higher education policies, funding and
structures between member states (and within some member states e.g. UK) makes EU-level policies of limited practical value
• The range of variation in autonomy of institutions, from those which are departments of government, to private sector actors
• In contrast, the differences in quality regimes are of low significance
• An additional factor is the gulf between “education” and “training” in most Member States – and now also at EU level– Many innovative US providers exploit the overlap – e.g. Udacity and
corporate MOOCs – how can EU do this?
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Fee dichotomies per country = Scotland
Full-time Face-to-face Bachelors Masters
EU students (not EWNI) Nil or low High (no loans yet)
Non-EU students Very high (no loan) Very high (no loan)
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Distance Bachelors Masters
EU students Moderate HighNon-EU students High High
Part-time face-to-face Bachelors Masters
EU students Complicated High (pro-rated)
Non-EU students Not allowed Not allowed
Business models and sustainability• Development of MOOCs and OER for non-accredited courses is
outside most providers’ mission (as set by government)• The classic “UK/England high-fees” market/business model of
MOOC > MSc pull-through does not apply fully in most MS• In contrast, the “research impact” argument is more uniform• The classic “open textbook” cost-saving model can apply
(SharedOER) but only when teacher autonomy is limited; not clear why education actors do not fix “market failure” problems with procurement processes leading to expensive content
• There are not yet drivers for better retention or higher grades • “Quality” is as usual too diffuse and procedural to be a driver
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What senior managers should do
• Learn • Not be afraid to admit that the answers are not clear• Talk to staff – but two-way conversation• Talk to their senior manager colleagues in other universities• Work closely with government – never a good idea for a public
institution to be too “disruptive”• Carry out collaborations with public VET sector• And with private training providers – e.g. online coding camps• Do not short-change core constituency of on-campus students • Be more adventurous - but• Be prepared to stop projects not just start them
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What’s next in D-TRANSFORM
• Business Models report due in April, from D-TRANSFORM
– to answer many issues on sustainability of OER and MOOCs
• EDEN conference, Budapest, with many D-TRANSFORM experts
– http://
www.eden-online.org/eden-events/annual-conferences/budapest.html
• Leaders in digital learning Think Tank – workshop at
November 2016, for senior managers in universities
• Followed by a second Think Tank - and a MOOC !! (of course)
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