1. Towards
Open Higher Education 2030
Christine Redecker
Jonatan Castaño Muñoz
Andreia Inamorato dos Santos
Yves Punie
JRC Institute for Prospective Technological Studies
Open Education Week,
10-15 March 2014

2. The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-
and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
& technological revolutions
Peak
of
inflated
expectations
Trough of
Disillusionment
Technology
trigger
Slope of
Enlightenment
Plateau of
Productivity
In this situation we should "move policy thinking (…) towards actively
shaping market conditions to enable the full flourishing of the newly
installed technological potential into what can be a sustainable global
golden age"
Carlota Perez
(referring to the financial crisis)

3. IPTS research
Scenarios for
Open Education
2030
Framework
of institutional
strategies for
openness
(post-secondary
education)
Higher Education
School Education
Adult Learning
Recognition
schemes
Business models
Guidelines for HE
institutions
Empirical
evidence on
learning with
MOOCs
(learner survey)
2013 2014
http://blogs.ec.europa.eu
/openeducation2030/

4. Research
Content
Guidance
Assessment
CertificationSelection
Today
2030
Assessment
Content
Certification
Guidance
Research
Selection
EducationalInstitution

5. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Guided discovery Self-guided discovery
Guided journey Self-guided journey

6. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
A global open research
arena enables anybody
to engage in research
Universities play a key role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Networked
knowledge
Lab-based research
Distributed
knowledge
Open research
area
citizen science
Fit for success
Studying towards a
degree
My career path
Career
development Universities play a key role:
→ As educational content
providers
→ For certification and
accreditation
Universities play a key role:
→ As professional training
providers
→ As educational content
providers
MOOCs MOOCs

7. Research
Content
Guidance
Assessment
CertificationSelection
Today
EducationalInstitution
2030

8. Research
Content
Guidance
Assessment
Certification
Selection
Today
EducationalInstitution
Research
Research
Research
MOOCs
MOOCs
2030
Research
Content
Guidance
Assessment
Certification
Selection
Selection

9. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Networked
knowledge
Fit for
success
Distributed
knowledge
My career
path
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
AssessmentOER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance

10. Fit for success
My career path
Networked knowledge
Distributed knowledge
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance

11. Fit for success
My career path
Networked knowledge
Distributed knowledge
Course
providers
Focus on
OER/OCW/
MOOCs
Connectors
Focus on
linking learners
with providers
Learning hubs
Focus on guidance
Research hubs
Focus on research
Test centres
Focus on validating
competences
Certification
bodies
Focus on awarding
qualifications

12. Learning hubs
Focus on guidance
Research hubs
Focus on research
Guidance
Research
Research
Content
Guidance
Assessment
Certification
Selection
2013
2030

13. • Thank you very much for your attention!
• Christine Redecker
• Christine.Redecker@ec.europa.eu
• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
• http://blogs.ec.europa.eu/openeducation2030/