Open and Online Learning and Teaching in HE. Vision & Values. Fred Mulder
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From this document you will learn the answers to the following questions:
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1 Open and Online Learning and Teaching in HE Vision & Values Fred Mulder UNESCO/ICDE Chair in OER at OUNL (former Rector OUNL ) Chair EADTU s OpenupEd Initiative 1 EADTU-EC Special Summit 2 April 2014 Brussels
2 LEARNING & TEACHING (HE) Two major developments OPEN EDUCATION (L&T) rooted in the tradition of open universities and the like classical openness flanked by digital openness (e.g. OER) primarily conceptual ONLINE EDUCATION (L&T) building on earlier innovations in education with (IC)T boosted by new online technologies (e.g. MOOCs) primarily instrumental Mutually reinforcing and partly merging 2 Page 2
3 EUROPE Opening up Education (Sept 2013) Two major lines related to OPEN EDUCATION (L&T): reshape/modernise EU education through OER related to ONLINE EDUCATION (L&T): innovate teaching and learning for all through ICT NOTES OuE well-chosen Umbrella EC s High-Level Group on Modernization of HE is preparing a report on New Modes of Learning and Teaching in HE 3 Page 3
4 VISION Open and Online Education (Learning and Teaching) in HE NOT for the sake of: > Innovative pedagogies ( more roads leading to Rome ) > ICT in Education (not always successful nor beneficial) BUT should add value to current practice in HE: > improve contribute > upscale effectively > update to the > diversify Modernization > complement of HE 4 Page 4
5 VALUES European Way (more conceptual than instrumental) EQUITY DIVERSITY QUALITY AUTONOMY PUBLIC OPENNESS 5 Page 5
6 EQUITY Reaching out to all who need or want to learn, accounting for their circumstances and competencies (open entry, affordable, do-able, stimulating, beneficial) OPEN EDUCATION, notably OER do-able: often OK through dedicated design (e.g. at OUs) stimulating: generally needs improvement beneficial: ultimately with formal institutional credits ONLINE EDUCATION, notably MOOCs do-able: often questionable / OK for the privileged stimulating: generally needs improvement beneficial: completion, badges, credentialing problematic 6 Page 6
7 DIVERSITY Cherishing a spectrum of approaches and contexts, accounting for variety and profiling (language, setting, culture, pedagogics, tech-part) OPEN EDUCATION, notably OER language/setting/culture: localization possible (open license!) pedagogics: apply or adopt your own view tech-part: flexibility regarding blending ONLINE EDUCATION, notably MOOCs language/setting/culture: localization at cost (no open license!) pedagogics: must apply the provided approach tech-part: fixed, set by the course 7 Page 7
8 QUALITY Stimulating and ensuring high quality, offering public insight into the quality provided (quality culture, QA, accreditation, quality scores) OPEN EDUCATION, notably OER culture: stimulus by visibility, peer sharing, learner feedback QA/accreditation: work to be done, within the regular system quality scores: will show, should show ONLINE EDUCATION, notably MOOCs culture: stimulus by visibility, learning analytics QA/accreditation: work to be done, dedicated quality scores: will show, should show 8 Page 8
9 AUTONOMY Relying on independence and autonomy (of learners, teachers, institutions) OPEN EDUCATION, notably OER learners: design for independent learning / self-study teachers: key in navigating/guiding/developing role (the 4 R s) institutions: identifying their profile, playing their own part ONLINE EDUCATION, notably MOOCs learners: no design for self-study / driven by online facilities teachers: risk of largely becoming followers / operators institutions: tendency towards dominance / uniformity handover of courses to centralized bodies 9 Page 9
10 PUBLIC Considering education (including HE) primarily to be in the public domain, with governmental responsibilities (for accessibility, quality, efficiency) OPEN EDUCATION, notably OER accessibility: in principle excellent, but need for search support quality: in principle good, but need inclusion in overall system efficiency: no replication of work, content developed on-the-job ONLINE EDUCATION, notably MOOCs accessibility: in principle good, but only for MOOCs part quality: in principle OK, but need dedicated system efficiency: business-driven, cherry-picking risk 10 Page 10
11 OPENNESS Aiming for thoughtful openness, becoming manifest in a profile along five components 5COE model (educational resources, learning services, teaching efforts, learners needs, employability & capabilities development) OPEN EDUCATION, notably OER openness degrees: along preferences set by target groups, institutional identity, educational model; all 5 components except for ER: 100% OPEN is beneficial in any case ONLINE EDUCATION, notably MOOCs openness degrees: prescribed by the course approach ER: no cost, open entry, any place, but not really OPEN 11 Page 11
12 That s why OpenupEd... LAUNCHED April 25, 2013 First pan-european MOOCs initiative (by EADTU) Reference to EC Programme Opening up Education Joint press release EADTU & European Commission Combining the best of two worlds (open & online) Values: Equity, Diversity, Quality, Autonomy, Public, Openness IN THE OPEN UNIVERSITIES TRADITION 11 partners, 12 languages, from 40 to +175 courses 10 more EADTU members planning to join More than 100 courses with formal credit (ECTS) Reaching out to OUs in Africa, Asia and Latin America 12 Page 12
13 OpenupEd Quality label for MOOCs (1) Partners will be HEIs meet national QA & accreditation system Internal QA process for MOOC approval OpenupEd MOOC quality label gained initially self-assessment & review institutional and course level (first 2 courses) Label to be renewed periodically additional MOOCs reviewed at course level only HEI evaluates and monitors its MOOCs OpenupEd quality label available since 24 January Page 13
14 OpenupEd Quality label for MOOCs (2) OpenupEd label uses a benchmarking approach as a system of references Benchmarking is an improvement tool; a process of comparing the institutional performance with best practices in the field of MOOCs and open education It is not expected that every benchmark will be achieved by every institution; we embrace the diversity in (institutional) approaches to open up education by the use of MOOCs This process guides institutions in critically looking at their own position and practices leading to identification of weaknesses and strengths in comparison to others 14 Page 14
15 OpenupEd Quality label for MOOCs (3) Contributes to open up education to the benefit of both learners and the wider society, while reflecting the six values considered Includes 32 benchmarks derived from the E-xcellence label strategic management, curriculum design, course design, course delivery, staff support and student support Matched with the eight common features for OpenupEd: OL (Openness to learners), DO (Digital openness) LC (Learner-centred approach ), IL (Independent learning) MI (Media-supported interaction ), RO (Recognition options) QF (Quality focus), SD (Spectrum of diversity) 15 Page 15
16 16 Page 16
17 THANK YOU! 16
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