the 10 dimensions of open education

Joint Research Centrethe European Commission's in-house science service

The 10 dimensions of open educationAn introduction to the OpenEdu framework on openness in higher education

Andreia Inamorato dos SantosYves PunieJonatan Castaño Muñoz@aisantos

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The JRC is the in-house scientific service of the European Commission. It provides the scientific advice and technical know-how to support EU policies

ICT for Learning and Skills Team - IPTS

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1 2Open

EducationOpenEdu Studies

OpenEdu Framework & Dimensions

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Open Education is in Europe's Agenda

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'

OpenCases OpenCred MoocknowledgeOpenSurvey

OpenEdu Project

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

Tool: OpenEdu Framework

in-house research

FinalReport

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What are the main challenges for opening up higher education?

What /How to

sustainability

collaborations

strategy

CHALLENGES

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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. (forthcoming, 2016 )

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OpenSurvey: Policy or mission statements in 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.

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Has the engagement in Open Education produced so far financial benefits for your institution?

23%

77%

Yes No

- Reach more students is the most common mentioned benefit for institutions.

- Others: marketing, small income directly generated by OE (external fund, freemium..), more quality and retention. Source: OpenSurvey open question

Number of valid responses after weighting : 43 (Only respondents who provide Open Education)–Data from OpenSurvey study. JRC-IPTS 2015.

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Promoting OER – Planning to do so – No planning

Use Development and offer0

10

20

30

40

50

60

70

80

90

100

51.4%35.2%

10%

11.1%

38.6%53.6%

Promotion Not ,but planned No plans or don't know

%

Number of valid responses after weighting: from 108 to 114 depending on the question -Data from OpenSurvey study. JRC-IPTS 2015.

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Is offering MOOCs part of your institutions's official educational strategy?

57.5%

42.5%

Yes No

Number of valid responses after weighting : 25 (Only respondents who offer MOOCs) –Data from OpenSurvey study. JRC-IPTS 2015.

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Collaboration in MOOCs

MOOCs development MOOC recognition0

102030405060708090

100

55.9%

41.4%

12.6%3.9%

39.6%

56.8%

Yes, with institutions in own country Yes, cross-border (i.e. with institutions from other countries)No

%

Number of valid responses after weighting : 25 (Only respondents who promote the development and offer of OER) –Data from OpenSurvey study. JRC-IPTS 2015.

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The lack of transparency and strategy makes collaboration opportunities less

visible

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Collaboration in the development of OER

020406080

100

45.7%

21.4%

45.7%

%

Number of valid responses after weighting: 38 (Only respondents who promote the development and offer of OER) –Data from OpenSurvey study. JRC-IPTS 2015.

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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.

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OpenCred Research Design

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In-depth interviews with academics

In-depth interviews with MOOC learners

In-depth interviews with staff of employer bodies

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Desk research on all 28 Member States

case studies

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OpenCred’s traffic light model

Source: OpenCred, 2016

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OpenCases: catálogo de mini casos de educação aberta

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JRC-IPTS OpenEdu framework on behalf of DG EAC

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'

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Framework: universities’ executives of 19 European countries participated in the validation

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Recognition dimension

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Why is a framework for OE important?

The framework challenges conventional wisdom. It provides a guide to think through critical questions. No framework provides definitive answers. The answers come through the insights generated by the process of engaging with the framework.

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What does the framework look like?

For each dimension of open education, the framework brings:

√ Dimension definition √ Rationale √ Components √ descriptors

• Dimensions:

• 6 core: access, content, pedagogy, recognition, collaboration, technology, research

• 4 transversal: strategy, leadership, technology, quality

Opening up education strategic planning template

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Source: JRC IPTS report (2016, forthcoming):' Opening up education in Europe – a support framework for higher education institutions (OpenEdu)'

Opening up education framework

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Multiple ways of dealing with OE

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The university can choose

to work with all dimensions or a

selection

The framework is dynamic and always

evolving

The university can add descriptors and practices to customise the framework

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How should I/my institution use the framework?The framework targets decision makers in universities, and anyone who can propose

practices and policies

3. Open Education strategy development

1. Open Education audit and staff engagement

2. Framework as tool to develop insight, inspire vision and develop new perspectives and ideas

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Content dimension

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Core dimension: recognition

Recognition enables open education learners to make the transition from non-formal to formal education, to complete a programme of tertiary education in a more flexible way, or to get recruited/ promoted at the workplace. When submitting their credentials for recognition, learners expect to gain 'validated credits' which will help them to move ahead professionally and in their personal lives. Assessment | Identity validation | Trust and Transparency | RPL (recognition of prior learning) | Fast Track Recognition | Qualification | Social recognition

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Thank you

andreia-inamorato-dos.santos@ec.europa.eu