HEIs strategies on Open Education• Perspectives on Open Education• OER & MOOCs

• MOOC involvement HEIs – US vs Europe• Main drivers behind MOOCs• Sustainability and Business models• Credits and Quality• Pedagogical challenges

Darco Jansen, EADTU

Perceptions on Open Education• Online Education

• Openness

• Open Educational Resources

• MOOCs

• SCORE2020

Increased interest online education• Major investments of many universities in publishing course materials

online and for free.

• The ongoing evolution of technology also introduces emerging online support services

• The media support in a particularly course can be applied to both course material delivery and to interaction between teachers and learners, and between learners.

• New technology enables the possibility to teach over 100.000 students at the same time in the same course. (MOOC – for Massive Open Online Course)

Online education vs digital openness• Free online availability. For example,

• Open Source (software)• Open Access (scientific output)• Open Content (creative output)• Open Educational Resources /OER (learning materials)

• Open licencing (reuse – remix – rework – redistribute)

Open Education• Aim of open education is to increase access to and successful

participation in education by removing barriers and offering multiple ways of learning and sharing knowledge.

• Related to SD Goal #4: Ensure inclusive and quality education for all and promote lifelong learning

• OERs and MOOCs are removing financial, entry and legal barriers, but imposes cultural and network connectivity barriers.

• And still need to address barriers like: cultural, language, quality, success in completion

Oer & MOOCs• MOOCs are online courses designed for large numbers of participants

that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.

• OER (Open Educational Resources) are generally described as online learning materials that can be retained, reused, revised, remixed, and redistributed for free.

SCORE2020• Support Centres for Open education and MOOCS in different Regions of

Europe 2020 (SCORE2020, 2014-2016)

• Aim: building regional expertise centres on open education and MOOCs with the support of the European platform of OpenupEd• Awareness raising – Why should HEIs and government be involved?• Business models for MOOCs and regional support centres• International collaboration of regional centres (joint business model)• MOOC Quality and it’s use by different target groups• Scenario’s for support of different target groups• Pedagogical approaches to MOOCs / design models

MOOC involvement HEIs

• How many HEIs are involved in MOOCs?

• Does this differ between regions and countries?

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Source: ONLINE REPORT CARDTRACKING ONLINE EDUCATION IN THE UNITED STATEShttp://onlinelearningsurvey.com/reports/onlinereportcard.pdf

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fotovoorbeeldhttp://www.slideshare.net/yvespunie/ipts-opensurvey-final-55974682

Main drivers behind MOOCs• Why are HEIs involved in MOOCs? (and why not?)

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Sustainability and Business models• Are MOOCs seen as sustainable model?

• What are the main business models for MOOCs and MOOC providers

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Bussiness to consumers• MOOCs are for free, but participants might pay for additional services

like formal certificates, remedial courses, individual tutoring during the MOOC, tailored (paid for) follow-up resources (B2C)

• MOOC might be aligned to HEIs strategies and other HEIs businesses: MOOC as a marketing model, to attract more (on-campus) students, new kind of students, to improve the quality of on-campus education, to reduce the cost of the regular course provision

• B2B: Course Production Services, MOOC platform, Global marketing and branding, Learning analytics tools, Translation services, ….

• B2G: to society goals like training the unemployed, social inclusion

Challenge: unbundling of education

Credits and Quality• What about credits to MOOCs

• Quality Education for all (SD#4)• Quality models for Online Education• Quality models for MOOCs

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Quality of MOOCs (1) • MOOCs used as tool for Quality Education for all (SD#4) or to train the

unempoyed – for CPD - …..• Quality must be seen as the result of the application of a systematic

process of design and evaluation, aimed at improvement over time.

• Quality may be reviewed from the macro level (national/global), meso (institutional) and micro (course/module)

• Many stakeholders: learners and educators, but also higher education institutions (HEIs) and MOOC platform providers, quality agencies and government, and potentially employers

Quality of MOOCs (2) 1. Quality from the learner’s point of view 2. Quality connected to the pedagogical framework of the MOOC3. Quality related to the input elements4. Quality based on outcome measures

5. Ossiannilsson et al, (2015) have studied existing quality models for online education, including MOOCs.

6. They found that most models take a holistic view of quality7. most cover a consistent set of important dimensions.

Quality of MOOCs (3) • Need for integrated / holistic quality models

• Since Jan’2014 : Quality Label for MOOCs by OpenupEd• A process-based quality enhancement framework for MOOCs and their providers• A quality label based on existing systems of both open and online education• Benchmarks for the institutional level are grouped into the same six areas : Strategic

management, Curriculum design, Course design, Course delivery, Staff support and Student support

• And additional benchmarks at course level

Pedagogical challenges• What’s is unique about a MOOC?

• Consequences for pedagogical model

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Thank you!!!

Darco.Jansen@eadtu.eu

Coordinator

Partner