Open Education and OER in Life-Long...
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by Christian M. Stracke Open University of the Netherlands Keynote @ International LLL Conference 2019-04-11 in Moscow Open Education and OER in Life-Long Learning
Transcript of Open Education and OER in Life-Long...
by Christian M. StrackeOpen University of the Netherlands
Keynote @ International LLL Conference2019-04-11 in Moscow
Open Education and OERin Life-Long Learning
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ICDE Chair in OER & AssociateProfessor for Open Education
Open University of the Netherlands
Adjunct Professor for E-LearningKorean National Open University
Advisory Professor for E-LearningEast China Normal University
Founder & Director of eLC, the EuropeanInstitute for Learning, Innovation & Cooperation
My affiliations
Innovative Open Educationin Schools & Higher Education
Media Literacy, Self-Reflection andCritical Thinking as Key Competences
130+ Scientific Publications, thereof:53 peer-reviewed with 27 as first author
100+ International Projects: with > € 50 Mio.budgets and > € 4.8 Mio. own funding
My interests
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling
Selected Projects
www.mooc-quality.euwww.isecure-edu.euwww.wacom-project.euwww.ecompetence.eu
www.PBL-project.eu www.inspiringscience.eu www.opendiscoveryspace.euwww.inclusive-education.net
www.MEDLIT.visionwww.digifem.euwww.voa3r.euwww.agriculture-competences.eu
www.learn-STEM.orghttp://lelle.gtk.uni-pannon.huwww.learning-standards.euwww.aristotele-ip.eu
Selected Projects
What isthe currentsituation?
Two core factors:
1. Globalisation
2. Worldwide Internet
Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education
Global competition & societal change
Close the gaps & open newopportunitiesChallenges: Learn to Learn
Internationalisation
Figure: http://www.weforum.org/issues/global-competitiveness
States & countries
Privatebusiness
Commons
Changes in societies
Commons
States & countries
Privatebusiness
Commons for all as start
States & countries
Privatebusiness
Commons
Emergence of states
Privatebusiness
States & countries
Commons
Privatisation
States & countries
Privatebusiness
Commons
… and
learning?
Commons for balance
Goal 4:Inclusive and quality education
Sustainable dev goals
www.sustainabledevelopmentgoals.org
Goal 4:Inclusive and quality education
Sustainable dev goals
Not knowledge but competences: Required to meet future jobs & tasks
Learning cha(lle)nges
Stracke (2018). www.opening-up.education/publications
Trends inLife-LongLearning
1. Increasing life expectancies2. Declining fertility rate3. Earlier workforce exitleading to:1. Pressure on pension systems2. Future labour shortage3. Higher mandatory retirement age
Why Life-Long Learning?
Life-Long Learning:• Professional & vocational training• Adult & continuing education
• Formal, non-formal & informal:Personal & self-regulated learning, coaching, mastery & peer learning
Life-Long Learning (LLL)
(Photos by Jay Cross in Bogota, 2007)
What ishigh quality
Life-Long Learning?
A simpleexperiment ...
A simpleexperiment ...
Qualitycannot be defined
... except through adaptationto your situation and context!
1. LLL for work (employ-) ability2. LLL for motivation to continue3. LLL for (new) work opportunity
4. LLL for personal development5. LLL for personal interests
Life-Long Learning trends
Top ten mythsof Life-Long
Learning
LLL myth #1:
Digitalnatives
LLL myth #2:
Wisdom ofthe crowd
LLL myth #3:
Social mediaare social
LLL myth #4:
Disruptivelearning technologies
LLL myth #5:
New pedagogieslike connectivism
LLL myth #6:
Percentage modelsfor education types
LLL myth #7:
Percentage modelsfor learning results
LLL myth #8:
Online learningis worse
LLL myth #9:
Online learning isnot for all subjects
LLL myth #10:
Learning ischanging
Open Education & OERin Life-Long
Learning
What isOpen
Education?
Source: https://www.flickr.com/photos/opensourceway/
Visionary
New potentials
Dimensionsof Openness
New frameworks
New products
Re-usagefor free
New awarding
Equity for all
New services
New approaches
Removing restrictions
Assessment
Policies
Flipping
InclusionISO/IEC 40180
CC licensesCommu-
nities
OER MOOCs
Stracke (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners? www.opening-up.education/publications
Open Education is much more than OER and open and free access:
"Open Education is designing, realizing and evaluating learning opportunities with visionary, operational and legal openness to improve learning quality for the learners."
Open Education definition
Stracke (2019). Quality Frameworks and Learning Design for Open Education. www.opening-up.education/publications
OpenEd Framework
Stracke (2019). Quality Frameworks and Learning Design for Open Education. www.opening-up.education/publications
Open Education (OE):Innovations for changing& opening up educationto improve LLL quality
What areOpen EducationalResources (OER)?
Open Educational Resources (OER)• 2012: 1st World OER Congress:
Paris OER declaration by UNESCO• 2017: 2nd World OER Congress
OER to share and re-use
"Open Educational Resources (OER) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation." (UNESCO, 2012)
OER definition
www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers
MOOCs:THE OER & OpenEducation today
What areMOOCs?
Source: https://www.flickr.com/photos/catspyjamasnz/
Source: https://www.flickr.com/photos/gforsythe/
What are MOOCs?Massive (?) Open (?)Online (?) Courses (?)
Huge amountof research &new projects(Liyanagunarwardena, Adams, & Williams, 2013; Gašević et. al., 2014; Veletsianos, & Shepherdson, 2016; Zawacki-Richter et al., 2018)
What is the Futureof MOOCs?
MOOCs are dead!And long live the MOOCs!(Stracke, 2017)
MOOCs are the educationalbuzzword of 2012(Daniel, 2012)
What is the Futureof MOOCs?The fact is: Number of MOOCs, MOOC learners and MOOC providers are growing until today!(Shah, 2018)
Source: https://www.flickr.com/photos/-ed/
And the Qualityof MOOCs?
Many issuesincludinghigh drop-outrates (> 90%)(Gaskell, & Mills, 2014; Margaryan, Bianco, & Littlejohn, 2015; Reich, 2015; Stracke, 2017)
GMQS:Global MOOCQuality Survey
GMQS in 2017
Different experiences
Stracke, & Tan (2018); Stracke et al. (2018). www.opening-up.education/publications
MOOC learners vs. MOOC designers
n R2 M2 p
LF by learners
125 .094 9.382 .000***
LL by learners
130 .101 10.818 .000***
LR by learners
136 .112 12.286 .000***
GG by learners
108 .045 4.131 .026*
Interactions by Learners
LF: Interaction between learners and facilitators - LL: Interaction among learners LR: Interaction between learners and learning resources - GG: Interaction among teams and groups
n R2 M2 p
LF by designers
49 .003 0.109 .703
LL by designers
50 .043 1.595 .143
LR by designers
48 .046 1.537 .138
GG by designers
43 .001 0.038 .821
Interactions by Designers
LF: Interaction between learners and facilitators - LL: Interaction among learners LR: Interaction between learners and learning resources - GG: Interaction among teams and groups
Key GMQS result
Stracke, & Tan (2018); Stracke et al. (2018). www.opening-up.education/publications
MOOC designers do not understandthe MOOC learners and their preferences on interactions
The Quality Reference Framework
QRF includes3 dimensions
plus
2 adaptations:
Quality Indicatorsfor experts
Quality Checklistfor beginners
The Quality Reference Framework
The Quality Reference Framework
QRFfreely & openly
available online:www.MOOC-quality.eu/QRF
Key GMQS result
Stracke, & Tan (2018); Stracke et al. (2018). www.opening-up.education/publications
MOOC designers do not understandthe MOOC learners and their preferences on interactions
Goal 4:Inclusive and quality education
Sustainable dev goals
We needChange
in Education!
To improveQuality
in Education!
Open Education is a Visionthat is happening!
Quality is most importantfor our situation & learners
Inclusion and equity for allto improve our Global Society!
Stracke, C. M. (2019). Quality Frameworks and Learning Design for Open Education. The International Review of Research in Open and Distributed Learning. (accepted, in print).
Stracke, C. M. (2018). 开放教育的学习质量和设计: OpenEd 框架 [= The Learning Quality and Design of Open Education. The OpenEd Framework (translated by Junhong Xiao)]. Distance Education in China, 11, 5-18+78. doi: http://www.cnki.net/kcms/doi/10.13541/j.cnki.chinade.20181108.005.html
Stracke, C. M. (2018). Como a Educação Aberta pode melhorar a qualidade de aprendizagem e produzir impacto em alunos, organizações e na sociedade? [= How can Open Education improve learning quality and achieve impact for learners, organizations and in society?] In M. Duran, T. Amiel, & C. Costa (Eds.), Utopias and Distopias da Tecnologia na Educação a Distância e Aberta(pp. 499-545). Campinas: & Niterói: UNICAMP & UFF.
All also online available at: http://www.opening-up.education
Further References
Stracke, C. M., et al. (2018). Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey. In M. Chang, N.-S. Chen, R. Huang, Kinshuk, K. Moudgalya, S. Murthy, & D. G. Sampson (Eds.), Proceedings 18th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 1-5). doi:10.1109/ICALT.2018.0000
Stracke, C. M., & Tan, E. (2018). The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs. In J. Kay, & R. Luckin (Eds.), Rethinking learning in the digital age. Making the Learning Sciences Count(pp. 1029-1032). doi:http://hdl.handle.net/1820/9909
Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners? In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Novel Learning Ecosystems. LCT 2017, Part I, LNCS 10295 (pp. 285–293). doi:10.1007/978-3-319-58509-3_23
All also online available at: http://www.opening-up.education
Further References
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences. Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1044-1048).doi:10.1109/EDUCON.2017.7942977
Stracke, C. M. et al. (2017). The Quality of Open Online Education: Towards a Reference Framework for MOOCs. Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1712-1715). doi:10.1109/EDUCON.2017.7943080
Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing instruments? Online Proceedings of the Open Education Global Conference 2016. Washington: OEC.
All also online available at: http://www.opening-up.education
Further References
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online Courses Towards a Common Quality Reference Framework. In EDEN Proceedings. Bucharest, Hungary: European Distance and E-Learning Network. pp. 215-221.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in Education: Openness as Default?. Berlin: Logos. pp. 11-23.
Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning, Education and Training. 华东师范大学学报（自然科学版） Journal of East China Normal University, 2, 1-12. doi:10.3969/j.issn.1000-5641.2012.02.012
Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. Proceedings of 6th International Conference of Education, Research and Innovations 2013 (ICERI 2013) (pp. 4654-4663). Retrieved from http://www.opening-up.education
All also online available at: http://www.opening-up.education
Further References
@ChrMStracke
www.opening-up.education
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