The European Commission’s

science and knowledge service

Joint Research Centre

OpenEdu Framework: the

recognition dimension

Keynote preview

ePIC 2017

Andreia Inamorato dos Santos

European Commission

Joint Research Centre, Seville

27th September 2017

@aisantos

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

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CONTEMPORARY

OPEN EDUCATION:

10 DIMENSIONS

RECOGNITION

DIMENSION

OPENCRED

WHAT DOES

RESEARCH

EVIDENCE

TELL US?

OPENEDU

POLICIES

FOR

RECOGNITION

OF OPEN

LEARNING

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• CONTEMPORARY

OPEN EDUCATION

10 DIMENSIONS

• RECOGNITION DIMENSION AND OPEN

BADGES

1 Educación abierta

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Definition of open education

Open education is a way of carrying out education, often using

digital technologies. Its aim is 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. It also provides a variety of access

routes to formal and non-formal education, and connects

the two.

( OpenEdu framework report, JRC 2016)

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Recent Communications from the EC

Education pack: 30th May 2017

‘A renewed agenda for higher education’: mentions

open education initiatives

‘ Schools communication’: mentions OER, and

MOOCs for teachers’ training

http://europa.eu/rapid/press-release_IP-17-

1401_en.htm

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Source: Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2916) Opening up education– a support framework for highereducation institutions. JRC, European Commission

OpenEdu Framework

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

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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.

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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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http://publications.jrc.ec.europa.eu/repository/handle/JRC101436

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• OPENCRED

WHAT DOES RESEARCH EVIDENCE TELL

US ABOUT OPEN BADGES?

2 Educación abierta

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OpenCred Research Design

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2

2

2

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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OpenCred Recommendations

Selection of 3 out of 9 (OpenCred Report, 2016):

To institutions:Provide transparent information to learners and potential

recognising institutions/employers using the OpenCred

Model

To Member StatesDisseminate good practice on the integration of open

learning into regular HEI programmes

Ensure that an in-depth exchange on ECTS in open

education is stimulated […]

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https://ec.europa.eu/jrc/en/open-education/publications

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• OPENEDU POLICIES FOR

RECOGNITION OF

• OPEN LEARNING

3 Educación abierta

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OpenEdu Policies

Research oncurrency policies for

OE in EU MemberStates

Workshops with policy makers

Policy recommendations for open education

Case studies onpolicies in 28

Member States

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OpenEdu Policies

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Levels of policies on open education

Source: 'Going Open' – upcoming JRC report

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Remember that…

It's crucial to identify the stakeholders- whose

policies on open badges? Hence 'types of policies'…

It's important to diferentiate practice from policy

Alignment of discourse (conceptual/terminology)

is crucial for coherence and transparency of

collaboration opportunities

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EU Countries with recognition

practices and policies

France – FUN MOOC – as an national initiative it is a policy; at

an instituional level it is a recommended but non-mandatory

practice

Netherlands – TU Delft MOOCs – institutional policy

Spain – Ministry of Education's CEDEC – certificate for career

development based on OER authorship (see upcoming

OpenEdu Policies case study report) institutional policy

But are these (digital) certifications in the form of open badges?

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ONGOING JRC RESEARCH

Blockchain for educationblockchain as a platform for digital certification

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Upcoming

report

Autumn

2017

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Our publications on Open Education

Validation of Non-formal MOOC-based Learning: An Analysis of

Assessment and Recognition Practices in Europe (OpenCred)

How are higher education institutions dealing with openness? A

survey of practices, beliefs and strategies in five European

countries (OpenSurvey)

OpenCases: Case Studies on Openness in Education

OpenCases: A catalogue of mini cases on open education in

Europe.

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