How to improve the quality & design of online courses? OpenEd Framework and Global MOOC Quality Survey

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How to improve the

quality & design of online

courses? OpenEd Framework

& Global MOOC Quality Survey

Keynote @ MEDLIT Conference in Kuala Lumpur, 2018-03-05

by Christian M. Stracke

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1

st

International Media

Literacy Conference

5

th

and 6

th

March 2018

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1

st

International Media

Literacy Conference

5

th

and 6

th

March 2018

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International

Media Literacy

Network Association

Kick-Off in Kuala Lumpur

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Open CC License for

sharing & re-using slides

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"Attribution – Noncommercial – Share Alike 3.0"

You can copy, distribute and transmit the work under the following conditions:

1. Attribution – 2. Noncommercial –

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Open University of the Netherlands Global cooperation: ECNU & KNOU Global initiative ICORE for OR & OE International WLS / LINQ Conference

eLC European Institute ICDE Chair in OER

Dr. Christian M. Stracke:

Open Learning & Education, Innovations, Policies, Quality & Competences, Impact

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Selected Projects:

Quality Management and Evaluation Technology-Enhanced Learning at Large Scale

Open Education and Research Competence and Skills Modelling

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Selected Projects:

www.mooc-quality.eu www.isecure-edu.eu

www.wacom-project.eu www.ecompetence.eu

www.PBL-project.eu www.inspiringscience.eu www.opendiscoveryspace.eu www.inclusive-education.net www.MEDLIT.vision www.digifem.eu www.voa3r.eu www.agriculture-competences.eu www.learn-STEM.org http://lelle.gtk.uni-pannon.hu www.learning-standards.eu www.aristotele-ip.eu

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1. Why we need change in education? 2. What is Open Education (OE)?

3. How to address quality in OE? 4. What are OER and MOOCs?

5. How to improve OE, OER & MOOCs? 6. How to participate?

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We can and should change learning through Open Quality Education due to global changes & challenges.

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We need Open Education with MOOCs and OER

to improve the learning quality.

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1. Why we need change in education?

2. What is Open Education (OE)? 3. How to address quality in OE? 4. What are OER and MOOCs?

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Open Education and Open Educational Resources (OER) have got poor quality:

Why should we do it?

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Open Education and OER have to prove their impact and quality:

But what about face-to-face and blended learning?

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We can and should change learning through Open Quality Education due to global changes & challenges.

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Two core factors:

1. Globalisation &

2. Worldwide Internet

The Digital Age

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Global Competitions and societal changes

Close the gaps & open new

opportunities

Challenges: Learn to Learn

Internationalization

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Goal 4:

Inclusive and quality education

Sustainable dev goals

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Goal 4:

Inclusive and quality education

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Not knowledge but competences are required to meet future jobs and tasks still unknown today

Change from input to outcome orientation

Learning cha(lle)nges

Open Education

Input: Outcome:

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Commons under attack

States & countries Private business Commons … and learning?

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We need

Change

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To improve

Quality

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Open Education (OE):

Innovations for

changing

&

opening up

education

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1. Why we need change in education?

2. What is Open Education (OE)?

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What is

Open

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Visionary Open innovations Dimensions of Openness Open standards Open resources Open licensing Open recognition Open availability Open technologies Open methodologies Open access Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

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Visionary New potentials Dimensions of Openness New frameworks New products Re-usage for free New awarding

Equity for all

New services New approaches Removing restrictions Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

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Visionary New potentials Dimensions of Openness New frameworks New products Re-usage for free New awarding

Equity for all

New services New approaches Removing restrictions Assessment Policies Flipping Inclusion ISO/IEC 40180 CC licenses Commu-nities OER MOOCs Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

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Open

Education

in Practice

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1960s: Open Classrooms 1960s: Open Universities

1990s: Open Educational Resources 2000s: Open Online Collaboration 2010s: Open Educational Practices

Now: Open Educational Environments

Waves of OE

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1960s: Open Learning

• Progressive education • Flipped methodologies • Open Universities

Open Education

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1990s: Open Educational Resources

• Open content • OER portals

• E-Learning hype

Open Education

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2000s: Open Online Collaboration

• Open communities

• Web 2.0 & Social media • MOOCs

Open Education

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2010s: Open Educational Practices

• Open classrooms • Competence focus • OER declaration

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Now: Open Learning Environments

• Open methods • Open policies • Learner focus

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Do not to forget the long-term history: 1000 BCE - : Open Educational Practices

• Open discourse (Confucius, Socrates)

1800 CE - : Open Learning

• Progressive theory (Pestalozzi, Humboldt)

• Competence building (Piaget, Vygotsky)

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Meso: Organisation and Design Micro: Learner and Course

Macro: Policies and Curricula

Open Education (OE)

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Open Education (OE)

Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences.

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UNESCO: OER Declaration

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/ open-educational-resources/what-is-the-paris-oer-declaration

European Commission: Opening Up Education

http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm

ICORE / OEC: Declaration of Crete

http://wiki.icore-online.org/index.php/ICORE_Declaration_of_Crete

Republic of the Philippines: Open Distance Learning Act

http://www.gov.ph/2014/12/09/republic-act-no-10650/

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Strict open policy:

All research results from H2020 and other funding programmes have to

be published with “green” open access license

In addition: Open data policy

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All research results from Dutch funding programmes with open access license In addition: Framework contracts with major publishers (Springer, Wiley) to opt for “gold” open access for free

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All research results and publications with “green” open access license on our own open repository Dspace

http://dspace.ou.nl/

In addition: Open Education research group in Welten Institute

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The Welten Research Institute: Leading in Learning Innovations

www.youtube.com/watch?v=bzYwLkbB2Ys

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3. How to address quality in OE?

4. What are OER and MOOCs?

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What is

Open

Quality

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What is

Quality

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What is

Quality?

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A simple

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A simple

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Quality

cannot be defined

... except through adaptation

to your situation and context!

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What is

Quality

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Quality

most important

for Learning, Education

and Training!

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Quality

Potential

Quality Development

Quality in Open Education

Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open education and online courses for learners?

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What is

Open

Quality

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Quality

Potential

Quality Development

Quality in Open Education

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Quality

Potential Objectives

Quality Development

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Open Education (OE)

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The

OpenEd

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OE Quality Anticipated LOs Open Policies Individual LOs Objectives Meso level Macro level Micro level Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

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We need Open

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We need Open

Quality Education!

... with fun!

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3. How to address quality in OE?

4. What are OER and MOOCs?

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What are

Open Educational

Resources (OER)?

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Open Educational Resources (OER)

• 2012: 1st World OER Congress:

Paris OER declaration by UNESCO

• 2017: 2nd World OER Congress

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Open Educational Resources (OER) are any type of educational materials that are in the public domain or introduced with an open license.

The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.

OER definition by UNESCO:

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers

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Key benefits of OER:

• OER are openly and freely available • OER can be used by open license

• OER can be re-used and adapted • OER are supporting colleagues

• OER are recognised by colleagues

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OER are reducing time for lesson plans OER are additional teaching materials OER are complete lesson units

OER are offering unique media & design OER can be selected for your objectives OER can be adapted to your situation

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What are

MOOCs?

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Massive Open Online Courses

What means “Massive”?

What means “Open”?

What means “Online Course”?

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Open Education

Open E-Learning

OER

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5. How to improve OE, OER & MOOCs?

6. How to participate?

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Quality in

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Meso: Frameworks & Standards Micro: Competence & Community Macro: Movement & Strategies

Quality by OE

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Meso: Frameworks & Standards Micro: Competence & Community Macro: Movement & Strategies

Quality by OE

Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences.

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Macro: Movement & Strategies

Meso: Frameworks & Standards

Micro: Competences & Communities

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UNESCO: OER Declaration

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/ open-educational-resources/what-is-the-paris-oer-declaration

European Commission: Opening Up Education

http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm

ICORE / OEC: Declaration of Crete

http://wiki.icore-online.org/index.php/ICORE_Declaration_of_Crete

Republic of the Philippines: Open Distance Learning Act

http://www.gov.ph/2014/12/09/republic-act-no-10650/

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Strategies: IDEAL

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Strategies: IDEAL

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Macro: Movement & Strategies

Meso: Frameworks & Standards

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The Reference Process Model:

Standard:

ISO/IEC 40180

Communication concept

Needs Analysis Conception / Design Development / Production Implementation Framework Analysis Learning Process / Realization Initiation Media realization Technical realization Design realization Content realization Analysis of the external context Testing of learning resources Learning objectives Stakeholder identification Concept for contents Definition of objectives Demand analysis

Time and budget planning Environment analysis Activities Organization of use Activation of learning resources Adaptation of learning resources Didactical concept/ methods Organizational concept Roles and activities

Technical concept Concept for media and interaction design Media Concept Technical infrastructure Review of competencies levels

Concept for tests and evaluation Analysis of staff resources Evaluation / Optimization Planning Realization Analysis Optimization / improvement Analysis of the institutional and organizational context Analysis of target groups Concept for maintenance Administration Maintenance

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Example of required adaptation:

Standard:

ISO/IEC 40180

Communication concept

Needs Analysis Conception / Design Development / Production Implementation Framework Analysis Learning Process / Realization Initiation Media realization Technical realization Design realization Content realization Analysis of the external context Testing of learning resources Learning objectives Stakeholder identification

Concept for contents Definition of

objectives Demand analysis

Time and budget planning Environment analysis Activities Organization of use Activation of learning resources Adaptation of learning resources Didactical concept/ methods Organizational concept Roles and activities

Technical concept Concept for media and interaction design

Media Concept

Technical infrastructure

Review of competencies levels

Concept for tests and evaluation Analysis of staff resources Evaluation / Optimization Planning Realization Analysis Optimization / improvement Analysis of the institutional and organizational context Analysis of target groups Concept for maintenance Administration Maintenance

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Macro: Movement & Strategies Meso: Frameworks & Standards

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Learning-how-to-Learn:

The key competence in 21st century Focus on inclusion of learning skills into curricula

lelle.gtk.uni-pannon.hu

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Problem-based Learning as method for key competences in 21st century

Focus on integrating learning analytics & semantics in problem-based learning

www.PBL3-project.eu

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Facilitating Open Educational Practices

• Open classrooms • Competence focus • OER re-use

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Learn STEM for school innovations:

• Pedagogical model for opening STEM • Innovative open tools and resources • Teacher training and OER materials

www.learn-STEM.org

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Communities: ODS & ISE

www.opendiscoveryspace.eu

www.inspiring-science.eu & portal.opendiscoveryspace.eu/ise

> 10,000 teachers and

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Three MEDLIT MOOCs

on media literacy

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Three MEDLIT MOOCs

in Malaysia, Thailand

and Vietnam

on media literacy:

Just launched!

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Try the three

MEDLIT MOOCs

on media literacy:

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... and tell us

your opinion

on our MEDLIT MOOCs

in the Quality Surveys!

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Join our MEDLIT

MOOC Quality Surveys:

Malaysian MOOC Survey (in English):

http://limesurvey.mooc-quality.eu/index.php/454525

Thai MOOC Survey (in English):

Vietnamese MOOC Survey (in Vietnamese):

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Quality

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We need Open Education, MOOCs and OER in Higher Education

to improve the learning quality.

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= We need high drop-out rates in OE to achieve better quality and

personalization for the learners!

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Traditional drop-out rate assessment: Fulfilment of all assigned tasks

and examinations as well as of all learning objectives in OE

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Learning objectives by designers vs.

Many different learning objectives by all OE learners

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We need high drop-out rates (and personalization) in OE

to address the diversity of all learners

and their different learning objectives and intentions

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Or we need an alternative definition of drop-out rates

plus individual pathways

to improve the personalization and quality in OE

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Open Education (OE), MOOCs and OER can improve the education and learning quality for students: Personalized offers, pathways and

assessments reflecting and recognising pre-knowledge, skills and competences

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Quality

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MOOQ for the quality of MOOCs: “We will make MOOCs better”

Quality Reference Framework with indicators for design & comparison

www.MOOC-quality.eu

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Quality Reference Framework with indicators for design & comparison Our main goal is the collaboration with all

to improve Open Education & MOOCs

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Quality Reference Framework with indicators for design & comparison Our main goal is the collaboration with all

to improve future MOOC design for better MOOC learning experiences

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16 questions in 4 clusters (n=45):

1. Experience with MOOCs (5 questions)

2. Perception and Expectation (5 questions) 3. Personal Goals (4 questions)

4. Recognition and Certification (2 questions)

n=45: reveals that many MOOC learners do not share the intentions of the

MOOC designer & have their own goals

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Global MOOC

Quality Survey

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Three main surveys for learners, designers and facilitators of MOOCs Please support us to improve next MOOCs:

www.survey.MOOC-quality.eu

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First results from

the Global MOOC

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Combines 3 surveys on 13 constructs:

1. MOOC learners (69 questions) 2. MOOC designers (89 questions) 3. MOOC facilitators (58 questions)

4 months with huge support (n=267): Global Survey by MOOQ reveals that

most MOOC learners reported positive learning experiences with MOOCs

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Experiences by learner versus designers

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We will compare the

MEDLIT MOOCs

with the benchmarks

from the Global

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Quality Reference

Framework (QRF)

for OE and MOOCs

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Our proposal

for discussion:

The Quality Reference

Framework (QRF)

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Quality dimensions of OE in practice: Dimension 1: Analysis

Dimension 2: Design

Dimension 3: Implementation Dimension 4: Learning Process

Dimension 5: Evaluation & Optimization

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QRF Quality Dimensions

Evaluation Analysis Implemen- tation Learning process Design Learner

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5. How to improve OE, OER & MOOCs?

6. How to participate?

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How can you

participate?

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Series of interactive workshops:

• ICDE 2015 in Sun City, South Africa • OE Global 2016 in Krakow, Poland • EC-TEL 2016 in Lyon, France

• OE Global 2017 in Cape Town, SA

• IEEE EDUCON 2017 in Athens, Greece • ICALT 2017 in Timisoara, Romania

• EARLI 2017 in Tampere, Finland • EC-TEL 2017 in Tallinn, Estonia

To develop the QRF together with all

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ICORE: International Community for Open Research and Open Education

Launched 15th May 2013 in Rome

Already more than 300 members within one year First recognition by key stakeholders & EC:

Let us join forces and become ICORE member!

www.ICORE-online.org

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To improve the learning quality!

Series of ICORE Workshops with key organisations “How to improve Open Quality Education?"

ICORE Workshops at international Conferences:

e.g., ICDE 2015, OE Global 2016 & 2017, WLS 2017 Towards a global joint initiative!

www.ICORE-online.org

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Publish and share your content!

Re-use existing content!

Connect to colleagues!

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The

OpenEd

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OE Quality Anticipated LOs Open Policies Individual LOs Objectives Meso level Macro level Micro level Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society?

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Global MOOC

Quality Survey

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Three MEDLIT MOOCs

on media literacy

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Join our MEDLIT

MOOC Quality Surveys:

Malaysian MOOC Survey (in English):

Thai MOOC Survey (in English):

Vietnamese MOOC Survey (in Vietnamese):

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We need …

1. Education to change

2. Quality Education

Open Education can

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Open Education is a

Vision

that is happening!

Quality

is most important

for your situation & learners

Inclusion and equity for all

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Stracke, C. M. (2018). How can Open Education improve learning quality and achieve impact for learners, organizations and in society? In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP. [in print]

Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open

education and online courses for learners? In P. Zaphiris and A. Ioannou (Eds.): LCT 2017, Part I, LNCS 10295, pp. 285–293, 2017.

DOI: 10.1007/978-3-319-58509-3_23

Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences. In Proc. IEEE EDUCON 2017.

IEEE Xplore, 978-1-5090-5466-4/17. pp. 1044-1048. All also online available at: http://www.opening-up.education

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Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing

instruments? Online Proceedings of the Open Education Global Conference 2016. Washington: OEC.

Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online

Courses Towards a Common Quality Reference Framework. In EDEN Proceedings. Bucharest, Hungary: European Distance and E-Learning Network. pp. 215-221. Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In

C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in

Education: Openness as Default?. Berlin: Logos. pp. 11-23.

All also online available at: http://www.opening-up.education

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Stracke, C. M. (2014). How Innovations and Competence Development support Quality in Lifelong Learning. The International Journal for Quality and Innovation

(INNOQUAL), Vol. 2 (3). pp. 35-44.

Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning, Education and Training. 华东师范大学学报（自然科学版） Journal of East China

Normal University. Vol. 2014 (2). Shanghai: ECNU. pp. 1-12.

[DOI: 10.3969/j. ISSN 1000-5641. 2012.02.012]

Stracke, C. M. (2014). The Concept of Open Learning for Opening Up Education. In C. M. Stracke et al. (Eds.), Changing the Trajectory: Quality for Opening up Education. Berlin: Logos. pp. 15-24.

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Stracke, C. M. (2013). Open Learning: The Concept for Modernizing School Education and Lifelong Learning through the Combination of Learning Innovations and Quality. In C. M. Stracke (Ed.), Learning Innovations and Quality: The Future of Digital

Resources. Berlin: Logos. pp. 15-28.

Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. In Proceedings

of 6th International Conference of Education, Research and Innovations 2013 [= ICERI 2013]. Madrid: IATED. pp. 4654-4663 [ISBN: 978-84-616-3847-5].

Stracke, C. M. et al. (2013). Open School Learning. A vision to improve European schools towards 2030 – using the results of the Open Discovery Space project. In

OPEN EDUCATION 2030. JRC-IPTS Call for Vision Papers. Part II: School Education.

Sevilla: JRC. pp. 99-104.

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Stracke, Christian M. (2012): "Learning Innovations and Learning Quality: Relations, Interdependences, and Future"; in: Stracke, Christian M. (ed.) (2012): The

Future of Learning Innovations and Learning Quality. How do they fit together?

Brussels: Gito. p. 13-25.

Stracke, Christian M. (2012): "Competences and skills for learning-outcome orientation: Competence development, modelling, and standards for human resources

development, education and training"; in: 华东师范大学学报（自然科学版）

Journal of East China Normal University. Vol. 2012 (2). Shanghai: ECNU. p. 115-130.

Stracke, Christian M. (2011): "Competence and Skills Modelling for European HR and Policies"; in: Stracke, Chr. M. (ed.): Competence Modelling for Human Resources

Development and European Policies. Bridging Business, Education and Training.

Brussels: Gito. p. 12-37.

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Stracke, Christian M. (2011): "Competences and Skills in the Digital Age: Competence Development, Modelling, and Standards for Human Resources Development"; in: Proceedings of the International Conference on Metadata and Semantics

Research Conference (MTSR 2011), Berlin/ Heidelberg: Springer. p. 34-46.

Stracke, Christian M. (2011): "Competence Modelling for Innovations and Quality Development in E-Learning: Towards learning outcome orientation by

competence models"; in: Proceedings of World Confe-rence on Educational

Multimedia, Hypermedia and Telecommunication 2011 [= ED-MEDIA 2011];

Chesapeake, VA: AACE. p. 1885-1894.

Stracke, Christian M. (2010): "Quality development and standards in learning, education, and training: adaptation model and guidelines for implementations"; in:

Информатизация образования и науки [= Информике (Informika),

ISSN 2073-7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136-146.

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Stracke, Christian M. (2010): "The Benefits and Future of Standards: Metadata and beyond"; in: Proceedings of the International Conference on Metadata and Semantics

Research Conference (MTSR 2010). Berlin/ Heidelberg: Springer. p. 354-361.

Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training: The Adaptation Model IDEA for the Introduction of Quality Development"; in:

Proceedings of the International Conference on the Past and Future of e-Learning Standards. Tokyo (Japan). p. 26-36.

Stracke, Christian M. (2007): Quality Standards for Quality Development in e-Learning:

Adoption, Implementation and Adaptation of ISO/IEC 19796-1. Essen: eLC / Q.E.D.

Stracke, Christian M. (2006): "Process-oriented Quality Management", in: Ehlers, U.-D./ Pawlowski, J. M. (Eds.): Handbook on Quality and Standardisation in E-Learning. Berlin: Springer. p. 79-96.

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Let us Opening up Learning, Education and Training for ALL!

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[email protected]

@ChrMStracke

www.opening-up.education

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www.opening-up.education

Let us connect!

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