1
Joint Research Centre
the European Commission's
in-house science service
Digital Higher Education
in the EU
Christine Re...
2http://ec.europa.eu/education/policy/strategic-
framework/index_en.htm
http://eur-lex.europa.eu/legal-
content/EN/TXT/PDF...
3http://ec.europa.eu/education/policy/strategic-
framework/index_en.htm
http://eur-lex.europa.eu/legal-
content/EN/TXT/PDF...
4
European Framework for Digitally-Competent
Educational Organisations
(DigCompOrg)
https://ec.europa.eu/jrc/en/digcomporg...
5
DigCompOrg
2014-2015
• 7 core elements
• 1 sector specific element
• 15 sub-elements
• 74 descriptors
Leadership
&
Gover...
6
IRELAND
Input to the new
Digital Strategy
CROATIA
Use in CARNet e-
School project
Use in policy making
ITALY
Interest to...
7
Evidence-based
framework
March 2017
What's next?
From a theoretical framework for all sectors
Evidence-based self-
asses...
8
A mode of realising education, often enabled by
digital technologies, aiming to widen access and
participation to everyo...
OpenCases OpenCred MoocKnowledgeOpenSurvey
OpenEdu Framework
90+ stakeholders consulted
9 case studies 4 case studies 5 co...
10
1
OpenEdu Framework
The framework was designed to support higher education institutions in
Europe to make strategic dec...
11
Opening up education
framework
Source: JRC IPTS Report: Opening up Education: a support framework for higher education ...
12
Multiple ways of dealing with OE
.
The university
can choose
to work with all
dimensions or a
selection of
them
The fra...
13
• Moocknowledge
Moocknowledge: a survey on MOOC learners (ongoing)
2
14
MOOCKNOWLEDGE
A large scale survey aiming to get a better understanding of the
European MOOC learners
 Moocknowledge ...
15
OPENEDU studies
http://moocknowledge.eu
16
•OpenSurvey
A representative survey
of higher education
institutions
in 5 European countries
to enquire about their
ope...
17
Is Open Education (in any of the different forms) provided within your institution?
39.4%
41.6%
21.8%
43% 43.4%
63%
0
1...
18
Offer of MOOCs
21.8%
36%
10.1% 8.4%
33.8% 35.1%
19%
26.2%
13%
23.7%
14.5% 12.3%
59.2%
37.8%
76.9%
67.9%
51.7% 52.6%
0
1...
19
Policy or mission statements on Open Education
32.2%
60.1%
21.2%
28% 26.4%
18.9%
65.3%
39.9%
78.8%
64.1%
68.4%
81.1%
2....
20
Importance of factors for engaging in Open Education
The WHY
of Open Education
21
Barriers
for Open Education
22
•OpenCases4
23
OpenCases:
9 case studies
• ETH Zurich
• France Université Numeriqué (FUN)
• OERu (open operations example)
• TU DELFT ...
24
http://bit.ly/1Zg5oMr
Related publications
25
•OpenCred5 Desk research and case
studies on
recognition of non-formal
learning
via MOOCs
http://publications.jrc.ec.eu...
26
2
2
2
In-depth interviews with
academics
In-depth interviews with
MOOC learners
In-depth interviews with
staff of emplo...
27
•OpenEdu
Policies6
Follow up of OpenEdu
Propose effective policies
for EU and MS
https://ec.europa.eu/jrc/en/open-educa...
Thank you
christine.redecker@ec.europa.eu
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Digital Higher Education in the EU (Dr. Christine Redecker)

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Die Digitalisierung führt zu einer Öffnung des Lernens über die traditionellen institutionellen und nationalen Grenzen hinaus. Wie wird Lernen unter solchen Bedingungen in Zukunft aussehen?

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Digital Higher Education in the EU (Dr. Christine Redecker)

  1. 1. 1 Joint Research Centre the European Commission's in-house science service Digital Higher Education in the EU Christine Redecker, Ph.D. Across the German Borders Online Event | 7 November 2016
  2. 2. 2http://ec.europa.eu/education/policy/strategic- framework/index_en.htm http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:52015XG1215%2802 %29&from=EN 1. Relevant and high-quality skills and competences for employability, innovation, active citizenship 2. Inclusive education, equality, non- discrimination, civic competences 3. Sustainable investment, performance and efficiency of education and training systems 4. Strong support for educators 5. Transparency and recognition of skills and qualifications 6. Open and innovative education and training, including by fully embracing the digital era The six new priority areas for ET2020 December 2015 2013 Commission Communication Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN
  3. 3. 3http://ec.europa.eu/education/policy/strategic- framework/index_en.htm http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:52015XG1215%2802 %29&from=EN 1. Relevant and high-quality skills and competences for employability, innovation, active citizenship 2. Inclusive education, equality, non- discrimination, civic competences 3. Sustainable investment, performance and efficiency of education and training systems 4. Strong support for educators 5. Transparency and recognition of skills and qualifications 6. Open and innovative education and training, including by fully embracing the digital era The six new priority areas for ET2020 December 2015 2013 Commission Communication Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN
  4. 4. 4 European Framework for Digitally-Competent Educational Organisations (DigCompOrg) https://ec.europa.eu/jrc/en/digcomporg https://ec.europa.eu/jrc/en/publication/eur- scientific-and-technical-research- reports/promoting-effective-digital-age-learning- european-framework-digitally-competent- educational
  5. 5. 5 DigCompOrg 2014-2015 • 7 core elements • 1 sector specific element • 15 sub-elements • 74 descriptors Leadership & Governance Practices Integration of Digital-age Learning is part of the overall mission, vision and strategy 1. The potential of digital learning technologies is clearly flagged 2. The benefits of digital learning technologies are communicated 3. The strategic plan encompasses digital-age learning 4. Open education is an aspect of public engagement Strategy for digital- age learning is supported by an implementation plan 5. Planning builds on enablers while addressing barriers 6. Internal stakeholders have a degree of autonomy 7. Opportunities, incentives and rewards for staff are identified 8. Digital-age learning is aligned with broader priorities 9. There are twin goals of modernising existing educational provision and offering new opportunities A Management and Governance Model is in place 10. There is a shared understanding of and commitment to the implementation plan 11. Management responsibility is clearly assigned 12. Resources are aligned with budgets and staffing 13. The outcomes, quality and impact of the implementation plan are reviewed 14. Specific initiatives or pilots are evaluated 15. Implementation status is benchmarked 16. Oversight of policy and direction is evident Research, Development & Innovation • Pedagogical research and innovation is included in RDI strategies • Scholarship of teaching & learning is supported
  6. 6. 6 IRELAND Input to the new Digital Strategy CROATIA Use in CARNet e- School project Use in policy making ITALY Interest to translate. Participation in the piloting. DigCompOrg Adoption SPAIN Translation Participation in pilot phase. Uptake by companies, regional authorities… ESTONIA Translation Participation in piloting CYPRUS Translation Use in policy making FINLAND Use for policy making SERBIA Framework use in collaboration with ETF in VET. Interest in piloting GREECE Translation Use in policy making Hungary Translation DENMARK Translation Lithuania Translation
  7. 7. 7 Evidence-based framework March 2017 What's next? From a theoretical framework for all sectors Evidence-based self- assessment tool December 2017 Implementation in Schools Flexible adaptation and adoption • by policy • in other sectors Invest in teacher quality Invest in curriculum development Change assessment Fit investment in infrastructure to needs Change standards for students performance Stakeholder engagement Long-term vision short-term goals strong leadership Systemic approach: Focus on people and practices Eco-systemic approach: many pathways to change For Higher Education:
  8. 8. 8 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 open education? Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions. http://publications.jrc.ec.europa.eu/repository/handle/JRC1 01436 OpenEdu Project
  9. 9. OpenCases OpenCred MoocKnowledgeOpenSurvey OpenEdu Framework 90+ stakeholders consulted 9 case studies 4 case studies 5 countries survey of learners OpenEdu supports the 2013 Communication ' Opening up Education: Innovative Teaching and Learning for all through New Technologies and Open Educational Resources in-house research Final Report Opening Up Education 1 24 35
  10. 10. 10 1 OpenEdu Framework The framework was designed to support higher education institutions in Europe to make strategic decisions on open education. It is a hands-on tool created by the OpenEdu Project as a response to the European Commission's Communication 'Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources'
  11. 11. 11 Opening up education framework Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions. http://publications.jrc.ec.europa.eu/repository/handle/JRC101436
  12. 12. 12 Multiple ways of dealing with OE . The university can choose to work with all dimensions or a selection of them The framework is dynamic and always evolving The university can add descriptors and practices to customise the
  13. 13. 13 • Moocknowledge Moocknowledge: a survey on MOOC learners (ongoing) 2
  14. 14. 14 MOOCKNOWLEDGE A large scale survey aiming to get a better understanding of the European MOOC learners  Moocknowledge is a EU cross-border and cross-provider study. This allows comparisons between MOOCS or groups of MOOCS and different contexts.  Standardised and multilingual questionnaire. Allows comparison between MOOCs or group of MOOCs.  Three moments of time in data collection: Pre, Post and follow-up questionnaire (after a year). Allow to measure long term impact and intention-behaviour gap.  Large sample: Allows analysis of subpopulations or underrepresented groups of learners: e.g. entrepreneurs, teacher training, language learners, unemployed people, migrants…
  15. 15. 15 OPENEDU studies http://moocknowledge.eu
  16. 16. 16 •OpenSurvey A representative survey of higher education institutions in 5 European countries to enquire about their openness strategies 3 http://publications.jrc.ec.europa.eu/repository/handle/JRC99959
  17. 17. 17 Is Open Education (in any of the different forms) provided within your institution? 39.4% 41.6% 21.8% 43% 43.4% 63% 0 10 20 30 40 50 60 70 80 90 100 OVERALL France Germany Poland Spain UK % Number of valid responses after weighting: 117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015. Open Education provision
  18. 18. 18 Offer of MOOCs 21.8% 36% 10.1% 8.4% 33.8% 35.1% 19% 26.2% 13% 23.7% 14.5% 12.3% 59.2% 37.8% 76.9% 67.9% 51.7% 52.6% 0 10 20 30 40 50 60 70 80 90 100 OVERALL France Germany Poland Spain United Kingdom MOOCs offered MOOCs planned No plans or don't know % Number of valid responses after weighting: 117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.
  19. 19. 19 Policy or mission statements on Open Education 32.2% 60.1% 21.2% 28% 26.4% 18.9% 65.3% 39.9% 78.8% 64.1% 68.4% 81.1% 2.5% 0% 0% 7.9% 5.2% 0% 0 10 20 30 40 50 60 70 80 90 100 OVERALL France Germany Poland Spain UK Yes, policy or mission statement in support of Open Education No, no policy or mission statement is available on Open Education Yes, policy or mission statement expressing reservations concerning Open Education % Number of valid responses after weighting: 113 (for overall) and 141 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015. Policy on Open Education
  20. 20. 20 Importance of factors for engaging in Open Education The WHY of Open Education
  21. 21. 21 Barriers for Open Education
  22. 22. 22 •OpenCases4
  23. 23. 23 OpenCases: 9 case studies • ETH Zurich • France Université Numeriqué (FUN) • OERu (open operations example) • TU DELFT (open research example) • Universidad Carlos III de Madrid (open teaching example) • AGH • Virtual University of Bavaria • OpenupEd • ALISON
  24. 24. 24 http://bit.ly/1Zg5oMr Related publications
  25. 25. 25 •OpenCred5 Desk research and case studies on recognition of non-formal learning via MOOCs http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
  26. 26. 26 2 2 2 In-depth interviews with academics In-depth interviews with MOOC learners In-depth interviews with staff of employer bodies 4 Desk research on all 28 Member States case studies Research Design Traffic light model
  27. 27. 27 •OpenEdu Policies6 Follow up of OpenEdu Propose effective policies for EU and MS https://ec.europa.eu/jrc/en/open-education Full report expected in spring 2017
  28. 28. Thank you christine.redecker@ec.europa.eu

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