the 10 dimensions of open education
TRANSCRIPT
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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