Redesigning Universities as Open Systems Through Innovation, Quality and Inclusion
1. Innovation, Quality and Inclusion
redesigning universities as open systems
ANTÓNIO TEIXEIRA
Universidade Aberta, PT
& University of Lisbon, PT
2. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 2
António Teixeira
Universidade Aberta & University of Lisbon
THE YEAR(S) OF THE MOOCS
http://www.michaelbransonsmith.net/blog/2012/12/19/
3. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 3
António Teixeira
Universidade Aberta & University of Lisbon
WHAT DISTINGUISHES BEST KNOWN MOOCS? http://suifaijohnmak.wordpress.com/2012/07/20
4. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 4
António Teixeira
Universidade Aberta & University of Lisbon
Alterações Climáticas: o contexto das experiências de vida #imoocac13
COHERENT DISRUPTION – iMOOC Pedagogic Model
MOOCs offered by UAb are based on the four cornerstones of
its institutional virtual pedagogical model: learner-
centeredness, flexibility, interaction and digital inclusion.
They combine autonomous and self-directed learning with a
strong social dimension and articulate the flexibility needed by
online learners with the pacing necessary to get things done.
5. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 5
António Teixeira
Universidade Aberta & University of Lisbon
Alterações Climáticas: o contexto das experiências de vida #imoocac13
COHERENT DISRUPTION – iMOOC Pedagogic Model
UAb’s iMOOC model incorporates elements from existing
MOOCs but adds other features which derive from its
experience with online learning, as well as the work done in
OER and OEP.
iMOOCs focus on individual responsibility, interaction,
interpersonal relationships, innovation and inclusion.
6. Innovation, Quality and Inclusion
redesigning universities as open systems
COHERENT DISRUPTION – iMOOC Pedagogic Model
The learning process combines autonomous self-study and
reflection with interaction in an open social context.
Participants are expected to take an active role and be
responsible for their own learning, but also to actively engage
in helping build a supporting learning community.
Learning support rests in the learning community, through
collaboration, dialogue, peer feedback and active engagement.
17-05-2013 6
António Teixeira
Universidade Aberta & University of Lisbon
Alterações Climáticas: o contexto das experiências de vida #imoocac13
7. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 7
António Teixeira
Universidade Aberta & University of Lisbon
8. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 8
António Teixeira
Universidade Aberta & University of Lisbon
9. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 9
António Teixeira
Universidade Aberta & University of Lisbon
10. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 10
António Teixeira
Universidade Aberta & University of Lisbon
The educational value of OER depends on
how these resources allow access to
quality learning experiences for all.
11. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 11
António Teixeira
Universidade Aberta & University of Lisbon
Creating accessible OER is as important as measuring the
degree of accessibility achieved; not only from a technological
point of view but pedagogical as well. Therefore, it is necessary
to have evaluation processes which take into account
standards, pedagogical goals, users’ profiles and contexts of
use. These kinds of evaluations require the participations of
authors, experts, reviewers, and end users, who provide
feedback that can be used in the evaluation processes.
12. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 12
António Teixeira
Universidade Aberta & University of Lisbon
Assuring easy searching and finding of OER
is part of the ethical responsibility of open
education providers.
All open digital resources must be described using metadata
and should be interchangeable.
13. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 13
António Teixeira
Universidade Aberta & University of Lisbon
Educational resources developed in open environments can be
continuously improved and adapted for use by a wider
community of educators. Therefore, OER call for the notion of
OEP which relates to any educational activity involving the
creation, use, or dissemination of an adaptive open learning
resource.
OEP can be best defined as practices which support the (re) use
and production of OER in the framework of educational policies
that promote innovative pedagogical models, and respect and
empower learners as co-producers on their lifelong learning
process.
14. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 14
António Teixeira
Universidade Aberta & University of Lisbon
Beyond access to open learning architectures,
the focus of open education is now on
learning as a process that can be built
and shared in an inclusive way.
15. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 15
António Teixeira
Universidade Aberta & University of Lisbon
TOWARDS A DISAGGREGATED HEI ORGANIZATION MODEL
Based on Hagel and Brown (2005), Wiley (2009) suggests
universities will have to rely on “dynamic specialization”
strategies, committing to eliminate resources and activities
that no longer differentiate it and concentrating on accelerating
growth on what truly distinguish it in society.
He identifies five critical functional areas in University
organization: structuring and providing access to content,
tutoring and learning support services, curating and providing
access to research materials, acting as a hub for social
activities, and assessing learning and awarding degrees.
16. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 16
António Teixeira
Universidade Aberta & University of Lisbon
INTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEI
The quality of innovation management is critical for any
contemporary organization. But, to increase openness in HEI is
basically an organizational practice.
The flawed feature of the open universities instituted in the
1970s and 80s was that they were designed as innovative
organizations, implementing new technologies and academic
work processes, but were not flexible enough to be redesign
later on according to new social contexts.
17. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 17
António Teixeira
Universidade Aberta & University of Lisbon
INTRODUCING CONTINUOUS CHANGE MANAGEMENT IN HEI
Can an university be reassembled for different purposes
through out its lifespan? How can it be designed as a
demountable structure, providing the possibility that it will be
deconstructed and re-organized.
Current societal challenges call for a University organizational
model of continuous but ever more radical and rapid
transformation. A new kind of University not only more
responsive to external challenges, but more capable of reacting
speedily, adjusting itself at an increasingly faster pace to its
evolving identity.
18. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 18
António Teixeira
Universidade Aberta & University of Lisbon
Sustainable Architecture
Models (Reusable Systems)
19. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 19
António Teixeira
Universidade Aberta & University of Lisbon
LOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?
Dissemination of Open Education Practices across HEI may
imply a radical transformation of its organizational cultures:
• De-regulation of teacher practice;
• New forms and tools for student assessment;
• Smaller teacher and technical staff and increasing outsourcing;
• New business models focused on the sustainability of the knowledge
system and low-cost and intensive education for all;
• A fair, morally defensible, international order in cross-border online
education that can generate trust amongst all actors;
• A change of Academia traditional standards and forms of evaluation.
20. Innovation, Quality and Inclusion
redesigning universities as open systems
17-05-2013 20
António Teixeira
Universidade Aberta & University of Lisbon
LOOKING AHEAD: HOW MUCH TRANSPARENT CAN HEIS BE?
Because culture matters, globalizing HE practices must be
pursued by multi-localizing teaching and learning. Thus,
redesigning institutions by using a more open structure.
Yet, openness is not absolute transparency.
