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Unraveling Open Education developments – next MOOCs generation?
Fred de Vries
GO-GN Cape Town
11 December 2013
GO GN Cape Town - Fred de VriesPagina 2
My talk
• Context
• Research focus
• Research strand 1
• Research strand 2
• PhD proposal
GO GN Cape Town - Fred de VriesPagina 3
Context: ‘moving target’
• European focus
• New ways of Open Education for Life Long Learning and professional development
• MOOCs are an introduction to the changes in HE
• A changing playing-field of ODL HE institutes
• TEL and OER play a big role.
• NOT concentrating on Degree Programmes.. but on CPD and LLL in HE
GO GN Cape Town - Fred de VriesPagina 4
Context: Opening up Education
European agenda (IP/13/859 25-9-2013)
•Reshaping education using OER and TEL
•Creation of Open Learning Environments
– Digital literacy of both educators and learners
•Certification and acceptance of digitally acquired skills for further learning or work.
•Funding programmes Erasmus+ and Horizon 2020 to support universities with new business models and educational models
•EC stimulates universities to change
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Context: challenge of HE
• How will new forms op Open Education actually change the policies of universities and the behaviour of learners in choosing courses for their own professional development and LLL
• Their will be not one model of ‘Open Education’ but multiple variations to be distinguished
• Take snapshots of the main developments
– In terms of business model
– In terms of educational model
– How students, educators and employers deal with this change
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Context: OpenupEd
• Openness to learners
• Digital openness
• Learner-centred approach
• Independent learning
• Media-supported interaction
• Recognition options
• Quality focus
• Spectrum of diversity
174 courses
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Research in two strands
Find possible evidence for
the transformative educational potential of OER for improving accessibity, quality, efficiency, effectiveness of education
•By focussing on a specific kind of MOOCs: OpenUpEd
•In a systematic way over a longer period:
1. longitudinal study with repeated survey questionnaire
2. In-depth study of MOOCs that develop in an interesting direction
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Research strand 1: MOOC Knowledge (IPTS)
• Longitidual 3 year study with 3 PhDs UOC, UPM, OUNL supported by IPTS
• Survey on regular intervals in different EU-languages
• 5 repeated data-collections in 30 months
• See the development of:
– Demand
– Business model
– Costs
– Completion rates
– Learning outcomes
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Research strand 1: MOOC Knowledge (IPTS)
Profile of learner:
-Acquired Higher degree
-LLL and CPD activities
-Digital literacy
-Experience with MOOCs
-Motivation for using MOOCs
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Research strand 1: MOOC Knowledge (IPTS)
Providers of MOOCs
•Number of participated students over time
•Number of returning students to the same institute
•Characteristics of their MOOC offerings
•Business model
•Educational model / Pedagogy
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Research strand 2: In-depth analysis
• Focus on MOOCs that develop in an interesting direction
• for students (no drop-outs)
• Educators (innovative pedagogy)
• management (impact, revenu)
• Employers (accepting MOOCs with / without certificates)
• Selection of MOOCs and their institutes based on longitudinal study
• In-dept Interviews with stakeholders (repeated)
GO GN Cape Town - Fred de VriesPagina 12
PhD proposal
• Work out literature review
• PhD proposal to be finalized in Spring 2014
• Start up IPTS MOOCknowledge study in February 2014