JRC work on Digital and Open Higher Education
27
1 Joint Research Centre the European Commission's in-house science service Digital Higher Education in the EU Christine Redecker, Ph.D. Across the German Borders Online Event | 7 November 2016
-
Upload
christine-redecker -
Category
Education
-
view
78 -
download
1
Transcript of JRC work on Digital and Open Higher Education
1
Joint Research Centrethe European Commission's in-house science service
Digital Higher Educationin the EU
Christine Redecker, Ph.D.
Across the German BordersOnline Event | 7 November 2016
2http://ec.europa.eu/education/policy/strategic-framework/index_en.htm
http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52015XG1215%2802%29&from=EN
1. Relevant and high-quality skills and competences for employability, innovation, active citizenship
2. Inclusive education, equality, non-discrimination, civic competences
3. Sustainable investment, performance and efficiency of education and training systems
4. Strong support for educators 5. Transparency and recognition of
skills and qualifications 6. Open and innovative education and
training, including by fully embracing the digital era
The six new priority areas for ET2020
December 2015
2013 Commission Communication Opening up Education:Innovative teaching and learning for all through new Technologies and Open Educational Resourceshttp://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN
3
European Framework for Digitally-Competent Educational Organisations (DigCompOrg)https://ec.europa.eu/jrc/en/digcomporg
https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/promoting-effective-digital-age-learning-european-framework-digitally-competent-educational
4
DigCompOrg2014-2015
7 core elements1 sector specific element
15 sub-elements74 descriptors
Leadership & Governance Practices
Integration of Digital-age Learning is part of the overall mission, vision and strategy
1. The potential of digital learning technologies is clearly flagged 2. The benefits of digital learning technologies are communicated 3. The strategic plan encompasses digital-age learning 4. Open education is an aspect of public engagement
Strategy for digital-age learning is supported by an implementation plan
5. Planning builds on enablers while addressing barriers 6. Internal stakeholders have a degree of autonomy 7. Opportunities, incentives and rewards for staff are identified 8. Digital-age learning is aligned with broader priorities 9. There are twin goals of modernising existing educational provision and offering new opportunities
A Management and Governance Model is in place
10. There is a shared understanding of and commitment to the implementation plan 11. Management responsibility is clearly assigned 12. Resources are aligned with budgets and staffing 13. The outcomes, quality and impact of the implementation plan are reviewed 14. Specific initiatives or pilots are evaluated 15. Implementation status is benchmarked 16. Oversight of policy and direction is evident
Research, Development & Innovation• Pedagogical research and innovation is included
in RDI strategies• Scholarship of teaching & learning is supported
5
IRELAND
Input to the new Digital Strategy
CROATIA
Use in CARNet e-School project
Use in policy making
ITALY
Interest to translate.
Participation in the piloting.
DigCompOrgAdoption
SPAIN
TranslationParticipation in pilot
phase. Uptake by companies, regional
authorities…
ESTONIA
Translation Participation in piloting
CYPRUS
Translation Use in policy making
FINLAND
Use for policy making
SERBIA
Framework use in collaboration with ETF in VET. Interest in piloting
GREECE
Translation Use in policy making
Hungary
Translation
DENMARK
Translation
Lithuania
Translation
6
Evidence-based framework
March 2017
What's next?
From a theoretical framework for all sectors
Evidence-based self-assessment tool
December 2017
Implementation in Schools
Flexible adaptation and adoption• by policy• in other sectors
Invest in teacher quality
Invest in curriculum development
Change assessment
Fit investment in infrastructure
to needs
Change standards for students performance
Stakeholder engagement
Long-term vision short-term goals strong
leadership
Systemic approach: Focus on people and
practices
Eco-systemic approach: many pathways to change
For Higher Education:
7
A mode of realising education, often enabled by digital technologies, aiming to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customisable for all. It offers multiple ways of teaching and learning, building and sharing knowledge, as well as a variety of access routes to formal and non-formal education, bridging them.
What is open education?
Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions.
http://publications.jrc.ec.europa.eu/repository/handle/JRC101436
OpenEdu Project
OpenCases OpenCred MoocKnowledgeOpenSurvey
OpenEdu Framework
90+ stakeholders consulted
9 case studies 4 case studies 5 countries survey of learners
OpenEdu supports the 2013 Communication ' Opening up Education: Innovative Teaching and Learning for all through New Technologies and Open Educational Resources
in-house research
FinalReport
Opening Up Education
1
24 35
9
1OpenEdu Framework
The framework was designed to support higher education institutions in Europe to make strategic decisions on open education. It is a hands-on tool created by the OpenEdu Project as a response to the European Commission's Communication 'Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources'
10
Opening up education framework
Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions. http://publications.jrc.ec.europa.eu/repository/handle/JRC101436
11
Multiple ways of dealing with OE
.
The university can choose
to work with all dimensions or a
selection of them
The framework is dynamic and always
evolving
The university can add descriptors and practices to customise the framework
13
MOOCKNOWLEDGE
A large scale survey aiming to get a better understanding of the European MOOC learners
Moocknowledge is a EU cross-border and cross-provider study. This allows comparisons between MOOCS or groups of MOOCS and different contexts.
Standardised and multilingual questionnaire. Allows comparison between MOOCs or group of MOOCs.
Three moments of time in data collection: Pre, Post and follow-up questionnaire (after a year). Allow to measure long term impact and intention-behaviour gap.
Large sample: Allows analysis of subpopulations or underrepresented groups of learners: e.g. entrepreneurs, teacher training, language learners, unemployed people, migrants…
15
•OpenSurveyA representative survey
of higher education institutions
in 5 European countries to enquire about their openness strategies
3http://publications.jrc.ec.europa.eu/repository/handle/JRC99959
16
Is Open Education (in any of the different forms) provided within your institution?
OVERALL France Germany Poland Spain UK0
10
20
30
40
50
60
70
80
90
100
39.4% 41.6%
21.8%
43% 43.4%
63%
%
Number of valid responses after weighting: 117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.
Open Education provision
17
Offer of MOOCs
OVERALL France Germany Poland Spain United Kingdom0
10
20
30
40
50
60
70
80
90
100
21.8%36%
10.1% 8.4%
33.8% 35.1%
19%
26.2%
13%23.7%
14.5% 12.3%
59.2%
37.8%
76.9%67.9%
51.7% 52.6%
MOOCs offered MOOCs planned No plans or don't know
%
Number of valid responses after weighting: 117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.
18
Policy or mission statements on Open Education
OVERALL France Germany Poland Spain UK0
102030405060708090
100
32.2%
60.1%
21.2%28% 26.4%
18.9%
65.3%
39.9%
78.8%
64.1% 68.4%
81.1%
2.5% 0% 0%7.9% 5.2%
0%
Yes, policy or mission statement in support of Open EducationNo, no policy or mission statement is available on Open EducationYes, policy or mission statement expressing reservations concerning Open Education
%
Number of valid responses after weighting: 113 (for overall) and 141 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.
Policy on Open Education
19
Importance of factors for engaging in Open Education
The WHY of Open Education
20
Barriers for Open Education
21
•OpenCases4
22
OpenCases: 9 case studies
• ETH Zurich• France Université Numeriqué (FUN)• OERu (open operations example)• TU DELFT (open research example)• Universidad Carlos III de Madrid (open teaching example) • AGH• Virtual University of Bavaria• OpenupEd• ALISON
24
•OpenCred5Desk research and case
studies on recognition of non-formal
learning via MOOCs
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
25
2
2
2
In-depth interviews with academics
In-depth interviews with MOOC learners
In-depth interviews with staff of employer bodies
4
Desk research on all 28 Member States
case studies
Research Design Traffic light model
26
•OpenEdu Policies6Follow up of OpenEdu
Propose effective policies for EU and MS
https://ec.europa.eu/jrc/en/open-educationFull report expected in spring 2017
