Digital Skills Gap Peer Learning Activity - Going Open: Policy Recommendations for Open Education in Europe
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The document presents policy recommendations for open education in Europe, emphasizing the importance of accessibility, participation, and the integration of digital technologies. It outlines a framework consisting of ten dimensions of open education, detailing strategies and examples from various EU member states. Key components include the need for flexible implementation, awareness raising, partnerships, and the recognition of diverse educational practices.
Digital Skills Gap Peer Learning Activity - Going Open: Policy Recommendations for Open Education in Europe
- 1. The European Commission’s science and knowledge service Joint Research Centre Going Open: Policy Recommendations for Open Education in Europe Andreia Inamorato dos Santos European Commission Joint Research Centre, Seville 8th December 2017 @aisantos [email protected]
- 2. 2 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 (contemporary) open education? Source: Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016) Opening up Education: a support framework for higher education institutions. European Commission, JRC http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/jrc1 01436.pdf
- 4. 4 What does the framework look like? For each dimension of open education, the framework brings: √ Dimension definition √ Rationale √ Components √ descriptors • 10 Dimensions: • 6 core: access, content, pedagogy, recognition, collaboration, technology, research • 4 transversal: strategy, leadership, technology, quality Opening up education strategic planning template
- 5. 5 Content dimension - sample
- 6. 6 Content dimension - sample
- 7. 7 OpenEdu Framework workshop, JRC Seville 2016
- 8. 8 Framework: development and implementation Flexibility, choice and customisation are at the core of the framework. But what is it that people really want /need? Not only framework design process, but also framework implementation process “No framework provides definitive answers. The answers come from the insights generated by the process of interacting with the framework” (Eades et al, 2010)
- 9. 9 GDPR and Open Education GDPR matters only when a subject can be identified. Data that is not about an individual (data subject) is not affected by GDPR. (e.g. educational materials) Danger of a reductionist approach to OE:it is not about OER only. GDPR may not be a big deal for OE. In any case, educational content which does not identify individuals is not affected – For all other cases informed consent is key ( & privacy by default and by design) Where to think further: learning analytics, data on VLEs, LMS, etc …personalised learning
- 10. 10 OpenEdu Policies Research on currency policies for OE in EU Member States Workshops with policy makers Policy recommendations for open education Case studies on policies in 28 Member States
- 11. 11 UPCOMING REPORTS - FALL
- 13. 13 • Four types of policies on Open Education Q2 Focusing on ICT for learning with some components of open education Q4 Policies from national open government plans with some components of open education Q 3 Educational strategy policies with some components of open education Q1 Focusing on open education, promoting OER and open educational practices Source: Policy approaches to open education – Case studies from 28 EU Member States JRC 2017 in collaboration with Universidad Internacional de La Rioja
- 14. 14 • Four types of policies on Open Education Q2 Focusing on ICT for learning with some components of open education Q4 Policies from national open government plans with some components of open education Q 3 Educational strategy policies with some components of open education Q1 Focusing on open education, promoting OER and open educational practices
- 15. 15 Policy examples France’s Fun MOOC (National, Quadrant 1: OE; OER and OEP) “In FUN MOOC universities benefit from traffic, learners and visibility. University membership in FUN MOOC is optional, but it is beneficial to universities to become members because apart from these three aspects, there is no cost related to infrastructure building. They also benefit from the platform's marketing and communication strategies. Fun MOOCs has 29 members, but under the umbrella of a 'member' there can be a network of universities. In total, FUN MOOC has over 200 institutions using the platform, plus external partners, which are in the range of 40 to date. ”
- 16. 16 • Four types of policies on Open Education Q2 Focusing on ICT for learning with some components of open education Q4 Policies from national open government plans with some components of open education Q 3 Educational strategy policies with some components of open education Q1 Focusing on open education, promoting OER and open educational practices
- 17. 17 Policy examples Portugal’s Conta-nos uma história (National, Q 2: ICT) Conta-nos uma história is a national initiative for schools with State government support, which focuses on ICTs. It is a competition, in which stories are submitted to the initiative's website by the schools. This initiative fosters the use of media. As producers of content, students learn to be responsible and critical consumers of media content. All the content available on Conta-nos uma história is CC licensed. ( Extract from ‘Policy Approaches to Open Education – Case Studies on 28 EU Member States’, JRC 2017)
- 18. 18 • Four types of policies on Open Education Q2 Focusing on ICT for learning with some components of open education Q4 Policies from national open government plans with some components of open education Q 3 Educational strategy policies with some components of open education Q1 Focusing on open education, promoting OER and open educational practices
- 19. 19 Policy Examples Flanders’ RPL Policy (National, Q3: Educational strategy policy with OE component) In the Flanders region in Belgium, open and online education is not itself a policy objective; it is related to other HE policy objectives, with regards to accessibility and flexibility, lifelong learning and innovation in HE. It is seen as a tool that contributes to improving flexibility and innovation in HE. The legislation in HE covers many different areas, including some aspects of open (and online) education, such as recognition of prior learning – RPL (formal, non-formal and informal learning). Thus, in Flanders, policies on open education (RPL specifically) are embedded into higher-level policies. ( Extract from ‘Policy Approaches to Open Education – Case Studies on 28 EU Member States’, JRC 2017)
- 20. 20 • Four types of policies on Open Education Q2 Focusing on ICT for learning with some components of open education Q4 Policies from national open government plans with some components of open education Q 3 Educational strategy policies with some components of open education Q1 Focusing on open education, promoting OER and open educational practices
- 21. 21 Policy examples Greece’s Action Plan on Open Government (National, Q4; policy from national open government plan) In Greece, the 3rd National Action Plan on Open Government 2016-2018 has a clear commitment to open education. The two main projects (initiatives) of open education that were launched by the Ministry as part of the Action Plan were Open Academic Lessons and the repository Photodentro. These projects aimed to create open lessons on all academic levels for everyone. Some of the policy dimensions of the 3rd National Action Plan on Open Government 2016-2018 are: open data (access), open materials (OER), open lessons (pedagogy), open collaboration, open research, and open source (technology). ( Extract from ‘Policy Approaches to Open Education – Case Studies on 28 EU Member States’, JRC 2017)
- 22. 22 Creating an Open Education Ecosystem awareness raising regulation, legislation and funding partnerships teachers' professional development accreditation and recognition of learning open educational resources support and infrastructure research and evaluation
- 23. 23 Awareness raising multi-stakeholder approach to develop an OE ecosystem
- 24. 24
- 25. 25 Regulation, legislation and funding Funding for OE initiatives is an important catalyst for change because it prompts strategic thinking followed by practice
- 26. 26
- 28. 41 Other JRC 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.
- 29. 42 Stay in touch JRC Science Hub: ec.europa.eu/jrc Twitter: @EU_ScienceHub 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
- #3: 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.
- #10: Speculation: DGPR may have implications for learning analytics, data on learners in VLEs and LMS… and as a result on personalised learning.