VI Jornadas eMadrid "Unbundling Education". "Opening up Education: OpenEdu Framework". Andreia Inamorato dos Santos. IPTS. 21/06/2016.
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The document discusses the OpenEdu Framework developed by the European Commission's Joint Research Centre to support higher education institutions in Europe in implementing open education strategies. It defines open education, highlights its core and transversal dimensions, and provides insights from 90+ stakeholders and various case studies. The framework is designed as a practical tool to facilitate strategic decision-making and promote collaboration in enhancing access to educational resources and practices.
VI Jornadas eMadrid "Unbundling Education". "Opening up Education: OpenEdu Framework". Andreia Inamorato dos Santos. IPTS. 21/06/2016.
- 1. The European Commission’s science and knowledge service Joint Research Centre Opening up Education OpenEdu Framework Andreia Inamorato dos Santos @aisantos DG JRC IPTS JORNADAS eMADRID 21ST June 2016
- 2. 2 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
- 3. 3 1 2 OpenEdu Project overview OpenEdu Studies and research design Strategies & Policies 4 Framework: transversal and core dimensions 3
- 4. 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 Final Report
- 5. 5 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
- 6. 6 Open education activities Open teaching: The activities are varied but MOOCs tend to be the focus. Take-up is still limited due to lack of knowledge and incentives to focus mostly on research publications. Open research: Mostly based on the use of open access repositories (open access research). Less commonly found are open data repositories and the production of open software for research. Open operations: This is the less known part of open education. Open management, open information about their operations, etc. Transparency concept.
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- 8. 8 OpenCases: catalogo de mini casos de educación abierta
- 9. 9 OpenCred Research Design 2 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
- 10. 10 OpenCred’s traffic light model Source: OpenCred, 2016
- 11. 11 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 )
- 12. 12 JRC-IPTS OpenEdu framework on behalf of DG EAC The framework was designed to support HEIs in Europe to make strategic decisions on open education. It defines and describes what OE is, highlighting the specific relevance of each element for HEIs. It is a hands-on tool created by the OpenEdu Project as a response to the 2013 EC COM on 'Opening up Education'.
- 13. 13 Why is a framework important? The framework provides a guide to think through critical questions and challenges conventional wisdom. No framework provides definitive answers. The answers come through the insights generated by the process of engaging with the framework.
- 14. 14 How was the framework designed? drawing on studies' results: from previous and current (designed- for-purpose) IPTS research on open education drawing on results from intensive desk research, to include grey literature (websites, blogs, newspapers, reports etc.) consulting experts on the theme (1st OpenEdu workshop in June 2014, online validation with 40 experts) discussing it with rector, vice- rectors and universities’ managers Workshops Literature Review 4 studies Desk research
- 15. 15 Source: JRC IPTS report (2016, forthcoming):' Opening up education in Europe – a support framework for higher education institutions (OpenEdu)' Opening up education framework
- 16. 16 What does the framework look like? For each dimension of open education, the framework brings: √ Dimension definition √ Rationale √ Components √ descriptors (over 150) • Dimensions: • 6 core: access, content, pedagogy, recognition, collaboration, technology, research • 4 transversal: strategy, leadership, technology, quality Opening up education strategic planning template
- 17. 17 Core dimensions – the ‘what’ of open education They provide the 'what' of opening up education: i.e. access, content, pedagogy, recognition, collaboration and research. These dimensions embody the most common practices and perceptions associated with open education in higher education settings.
- 18. 18 Access In open education it is the removal or lowering of economic, technological, geographical and institutional barriers which obstruct the doorway to knowledge. It grants permission to learners to engage with educational content, courses, programmes, communities of practice, networks and other types of knowledge sharing environments, media and activities in formal and non-formal education. It is also about enabling informal and independent learners to seek and get recognition of their learning. Components: Cost | Accessibility | Flexible learning | Lower entrance requirements for courses and programmes | People
- 19. 19 Content It refers to teaching, learning and research materials in digital format which are free of charge and available to all. Components: OER and free of charge content
- 20. 20 Pedagogy Openness in pedagogy refers to the use of technologies to broaden access and make the range of teaching and learning practices more transparent, sharable and visible. Components: Supported open learning| Personalised teaching | Collaborative and networked learning | Use of authentic resources | Sharing educational resources and pedagogical practices
- 21. 21 Recognition In the context of open education, recognition has two meanings: a) it is the process, usually carried out by an accredited institution, of issuing a certificate, diploma or title which has formal value; b) it is also the process of formally acknowledging and accepting, for example, a badge, a certificate, a diploma or title issued by a third-party institution. See: OpenCred Report, JRC IPTS publication Components: Assessment | Identity validation | Trust and Transparency | RPL (recognition of prior learning) | Fast Track Recognition | Qualification | Social recognition
- 22. 22 Collaboration It is about removing barriers to education by facilitating the exchange of practices and resources with a view to improving education. By collaborating around and through open educational practices, universities can move beyond the typical institutional collaboration patterns and engage individuals and communities to build a bridge between informal, non-formal and formal learning. It is a live and evolving practice which is shaped by individuals according to context, goals, resources and possibilities. It is therefore a concept that must be as dynamic as its practice. Components: Intra-institutional | Inter- institutional | National | Cross-border
- 23. 23 Research In open education, openness in research is about removing barriers to research and data access. Components: Open Access | Open Research Collaboration | Open Data | Citizens' Science
- 24. 24 Transversal dimensions: the ‘how’ of open education The transversal dimensions of open education provide the backbone for the realisation of the core dimensions - the 'how' of opening up educational practices. They constantly interact with the core dimensions and with one another. These dimensions are leadership, strategy, quality and technology. Together, they enable open education practices to be shaped in different ways in HE institutions.
- 25. 25 Example: content dimension definition, rationale, components
- 26. 26 Example: content dimension descriptors
- 27. 27 Example: content dimension descriptors
- 28. 28 Relationship between strategy and the other transversal dimensions
- 30. 30 Framework: universities’ executives of 18 European countries participated in the validation
- 32. 32 Recommendations Recommendations for HE institutions HE institutions should have a holistic strategy for opening up education HE institutions should promote intra, inter and cross- border collaboration as well as partnerships in order to achieve opening up education goals Higher education institutions should explore new practices and be open for change HE institutions should revise their practices at all levels to embrace openness: mission statement and vision, current organisational management structures and day-to-day policies, as well as their role in the community and globally.
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- 34. 34 Thank you and stay in touch! JRC Science Hub: ec.europa.eu/jrc/en/open-education Twitter: @aisantos [email protected] @yvespunie [email protected] Facebook: EU Science Hub – Joint Research Centre LinkedIn: Joint Research Centre (JRC) - European Commission's Science Service YouTube: JRC Audiovisuals Vimeo: Science@EC
Editor's Notes
- #12: Here the goal is to present the definition building on the idea of open education as an umbrella term which accomodates many open education practices. his is why the definition is comprehensive, going beyond MOOCs and OER. It was the product of observation and research of the actual open education practices of universities, noticing that there is not a single, correct way of doing open education.
- #16: This slide provides the visual input for the framework and can be used to explain the relationship between the transversal and core dimensions. No dimension works on its own, they always interplay with one another. A university can choose to focus on one particular dimension, nevertheless the other dimensions will still be into play, even if at a lesser extent. The ultimate goal is to focus on the 6 core dimensions ( the ' what of open education' and count on the support of the 4 transversal dimensions for realisation ( the 'how to' of open education)