online education and MOOC

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The Why behind open

online education and MOOC

Darco Jansen

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 Technology has matured / is becoming more easy to use / internet is widespread / ‘computers’ are in everyone’s

hands

 There is social acceptance of technology for ‘everything/anything’

 MOOCs + online degrees = it’s possible to do HE online, even by high ranked traditional universities

 The open universities of the world have trained countless academic and support staff

Contextual changes in

higher education

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A consensus is emerging that blended

learning, a term that embraces various

combinations of classroom presence and

online study, will become the most common

approach to teaching and learning in higher

education

.

Sir John Daniel “Making Sense of Blended Learning” (11-01-2016).

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Is this the future?

Are current institutions and governments able

to respond effectively on what is going on?

Open online education is a means to respond

effectively

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University’s interest

Next to institutional considerations to increase

quality of education, there are two emerging

external drivers:

-Cultural rather than a technological shift

-Increased competition in a global context

For universities ICT is no longer an optional

element for enhancing education, but a must.

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6

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Three areas of provision of education

Degree education Continuous

education / CPD

Open education

International National

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New formats degree programs

Exchange mobility (Erasmus) Blended/online mobility (Virtual Erasmus) Intensive programmes, summer schools; seminars and webinars Networked curricula and double degrees

Joint curricula and

joint degrees Joint PhD degrees

International apprenticeships Collaborative projects Micro-masters Nano-degrees SLP

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Internationalisation formats continuing education

and CPD

Short learning programmes Executive seminars University-business networks (e.g. KICs EIT)

Corporate university programms International apprenticeships Collaborative projects with companies involved Continuous professional development Webinars Intergovernmental CPD initiatiatives (teacher training, health care...)

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Innovative pedagogies

Learning design informed by analytics Flipped classroom Dynamic assessment Personal inquiry learning Learning through storytelling Treshold concepts Digital scholarship Learning from gaming

MOOCs Massive open

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F

ormats Open Education

Open

Educational

Resources

(OERs)

Massive Open

Online Courses

(MOOCs)

Open

Educational

Practices

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Opening up

Education

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Digital openness

• Online education versus 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)

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Course material delivery and OER

• Major investments of many distance and traditional universities in publishing course materials online and for free.

• Open Educational Resources (OER) are materials

• Used to support education that may be

• Freely accessed, reused, modified and shared by anyone.

• OER creators own the intellectual property and copyrights of the OER they create.

• However, they license the OER and make it freely available to others.

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What permissions? 5R

• Retain

• Reuse

• Revise

• Remix

• Redistribute

http://www.opencontent.org/definition/

Woert, N. van der; Schuwer, R. & Ouwehand, M. (2015). Connecting various forms of openness: seeking a stronger value proposition. In: Baars, M. et al (eds). Trend report open and online education 2015. SURF, Utrecht. 54-62

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Some resources of the history of open ‘course’-’source’ movement

https://magic.piktochart.com/output/2385023-history-of-the-open-source-movem http://opencontent.org/blog/archives/329

1998: Open Content license 1999: Open Publication license

2001: MIT Open Courseware project 2002: UNESCO: adoption of OER

2003: Creative Commons 1.0

2006: 1st_{OER project in HE the Netherlands}

(Open Universiteit)

2009: Wikiwijs, 1st_{national program on OER worldwide}

2008: 1st_{(c)MOOC (CCK08)}

2011: 1st_{(x)MOOC (AI) Stanford}

2012: Paris OER Declaration

CC-By Robert Schuwer

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But what is open education?

• Open universities : an open-door academic policy, i.e. no entry requirements and they are ”open” to all students.

NB. Difference between open, distance and online universities • open access(ibility); freedom of time, pace and place; open

programming; open to people.

• an approach to education that seeks to remove all unnecessary barriers to learning, while aiming to provide students with a

reasonable chance of success in an education and training system centred on their specific needs and located in multiple arenas of learning.

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Aim of open education:

• an approach to education that seeks to remove all unnecessary barriers to learning, while aiming to provide students with a

reasonable chance of success in an education and training system centred on their specific needs and located in multiple arenas of learning.

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Some resources discussion the history of open education are

• Peters and Deimann (2013) On the role of openness in education: A historical reconstruction

• Open Education Handbook (2014)

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Trends

• More data based learning (learning analytics)

• Adoption of open education (incl. open policy)

• Reaching new target groups

• Contribution to effectiveness of education

• Connecting various forms of openness

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Drivers for learners - MOOCs for Opening up Education

MOOCs should be designed such that all unnecessary barriers to learning are removed, while aiming to provide students with a reasonable chance of success in education.

• All unnecessary barriers to learning should be removed, both at the

entry into learning and along the learning path

• Learners should be facilitated with appropriate incentives to make

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Barrier Could MOOCs remove the barrier?

1 Economic YES, they do

2 Entry requirements YES, they do (formally)

3 Location YES, they do (but not for exams) 4 Scheduling NO (generally), but YES is possible 5 Network connectivity NO (external factor)

6 Digital literacy YES (by offering a dedicated MOOC)

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Barrier Could MOOCs remove the barrier?

7 Accessibility over time PROBLEMATIC, but YES is possible 8 Accessibility to all PROBLEMATIC

(language, sanctioned countries)

9 Cultural PROBLEMATIC

(dominant ‘Western’ perspective) 10 Legal YES, but ONLY with open licensing 11 Quality YES, to some EXTENT

(no systems guarantee!)

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Incentive Could MOOCs offer the incentive?

Satisfaction YES, but it’s a constant CHALLENGE

(motivation, lay-out/text-graphics-video, learning environment, interaction)

Completion YES, but ONLY with DEDICATION to:

online pedagogics, independent learning, context sensitivity, small units

Recognition YES, but PRIMARILY with the OPTION

of formal credit & credit transfer (far from reality)

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Global strategies on

MOOCs:

Using MOOCs for

Opening up Education

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Making Sense of MOOCs: A Guide for Policy Makers in

Developing Countries

• MOOCs are still a powerful tool to provide quality education for all • MOOCs should essentially be about

• Open(ing up) education

• Scalability by the use of online tools

• As such we should embrace diversity – equity and increase accessibility MOOC provision (and collaboration on shared services) should account for diverse languages, cultures, settings, pedagogies and technologies

• Generic MOOC model needs to be re-engineered to allow for a broad spectrum of approaches and contexts.

• As such different regional strategies are necessary to leverage the full potential of online learning and MOOCs for education and development.

online education and MOOC

The Why behind open