141023 EADTU Keynote Open Education 2030

1. 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

2. 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

3. 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

4. I. Understanding Open Education

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

6. 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

8. 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.

9. "… 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

11. 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)
OER univeristy
1st Stanford xMOOC (2011)
Certification

12. The range of "Opens"

13. •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…

14. II. Actual trends and drivers affecting Open Education

15. “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)

16. Q: Does your institution offer MOOCs?
N=238

17. (150)

20. (98)

21. •“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.”

23. 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

24. •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…

25. III. IPTS foresight on Open Education 2030

26. "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)

27. Guided discovery
Self-guided discovery
Guided journey
Self-guided journey
Learner initiated
Externally set
Learning context
Self-guided
Guided
Learning
goals
Key tensions Open Education 2030

28. 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
Learning
goals
Learner initiated
Learning context

29.  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

30. 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.

31. IV. IPTS further research on Open Education

32. 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

33. 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")

34. 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)

35. 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

37. Thank you for your attention!
Project Leader: Yves Punie (yves.punie@ec.europa.eu) http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html