The document discusses how universities can work in more open ways by learning lessons from open education initiatives like MOOCs, OER, and crowdsourcing. It outlines four types of innovation - inter-organizational, intra-organizational, user-driven, and collective. Case studies are presented in three clusters: open education, industry partnerships, and crowdsourcing. The document concludes that opening up ideas and knowledge can generate innovation through external collaboration if universities adopt a shared culture of openness, partnerships, and intellectual property processes.
1. How can universities work in the open?
Learning lessons of innovation from MOOCs, OER
and crowdsourcing environments
Josie Taylor
Andrew Brasher
Patrick McAndrew
Lut Moorthamer KU Leuven
OEII [except
where
noted]
3. Open Innovation
“Opening up institutional ideas and knowledge
assets to external parties for co-development,
in order to generate innovation, new
opportunities, harness new resources and
reach new markets.”
(JISC Business and Community Engagement)
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4. Innovation typology
Inter organisational innovation
external collaboration
Intra-organisational innovation
employee participation
User innovation
involve „lead users‟ in development
Collective innovation
crowd-source and collective intelligence
(Innoget via JISC Business and Community Engagement)
olnet.org
5. What is needed
Shared culture and values
• Management and cultural support
• Consensus on values
• Trust and sharing
Infrastructure and capabilities
• Strategic and partnerships
• Processes and incentives
• Proven ability and clear approach to Intellectual Property
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6. Open Open Innovation
The product is in the open
The collaboration is in the open http://p2pu.org
http://wiki.creativecommons.org/School_of_Open
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7. Clusters
Cluster 1: Open Education, OER, OCW and MOOCs
Cluster 2: Educational innovation and knowledge
circulation with companies
Cluster 3: (social) innovation and crowdsourcing
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8. Case studies
Cluster 1 Cluster 2
edX Acqa
P2PU Safety Engineering
Class2Go Telecom Italia
Khan Academy Cluster 3
Udacity
Medialab
OCW-EU
Escuela Popular
Coursera
MOOC EaD
OERU
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9. Dimensions of openness
1. Open Access
2. Free online availability
3. Freedom of Pace
4. Freedom of Place
5. Freedom of Start time
6. Open source
7. Open licensing
8. Open creation
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10. How open is open?
Case Acqa-KULeuven Eng. KULeuven
Safety Escuela Popular
Telecom ItClass2Go edX
- UNINETTUNO Coursera Medialab Prado
Udacity Khan Academy plans to[1]: OCW-EU MOOC EaD
OERU P2PU
1. Open Accessdiploma requirement
No: No: diploma requirement
YES No Yes Most[2] Yes YES Yes Yes Yes Yes Yes Yes
2. Free online availability
No No NO[1] No Yes Yes Yes YES Yes Yes Yes Yes Yes Yes
3. Freedom of Pace No
No SOME Yes No No Yes SOME Yes Yes Yes Some[3] Yes Yes
4. Freedom of Place No
No NO Yes Yes Yes Yes SOME (Audiovisual) Yes
Yes Yes Yes Yes Yes
5. Freedom of Start time
No No SOME Yes No No Some SOME Yes Yes Some Some Yes Yes
7. Open source
No No N/A No Yes Yes[4] No N/A No Some[5] Yes Yes Yes Yes
8. Open licensing No
No N/A No No Some[6] No CC-BY-SA[2] BY-NC-ND
CC CC-BY-NC-SA
Yes CC-BY--SA Yes CC-BY
9. Open creation
No No YES[3] No No No N0 YES No No No Yes No[7] No
0 0 3 3 4 4.25 4.5 5.5 6 6.5 6.5 7 7 7
1. Open Access 5. Freedom of Start time
2. Free online availability 6. Open source
3. Freedom of Pace 7. Open licensing
4. Freedom of Place 8. Open creation
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11. How open is open?
Cluster 1 Cluster 2 Cluster 3
7
6
5
4
Openness
3
2
1
0
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12. OER & OCW
A content collection
Anyone can add to it
Anyone can take away
Supporting wonderful activities
Loose collaboration model
But …
Can be hard to see the product
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13. Enhance OU reputation
Extending reach
Widening participation
Experiment with courses
Accelerate technologies
Catalyst for collaboration
Research base
Recruitment of students
http://oro.open.ac.uk/17513/
15. Massively Open Online Course (MOOCs)
Meeting a clearer need
Impact on organisations
Individual opportunities
High profile
Alternative ways to join in
Challenges
Expectations and inertia
Eventual impact
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18. Characteristics of cases in cluster 2:
• universities with formal recognition as higher education
institution
• degree programs and courses
• certificated education for achievement, certificate by
university
• face-to-face education, e-learning, blended learning
Case Acqa-KULeuven Safety Telecom Italia,
Engineering UNINETTUNO
KULeuven
Education level PG PG G
Granularity of offering C and P C and P C and P
Assessment T - summative T - summative T
Certification awarded for achievement achievement achievement
Certification awarded by university university university
Dominant didactics Instructor led Instructor led
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19. Connecting with University networks
Interest of
companies
• Education • Focus on
• Focus on
• Alignment research +
research
with training education
needs
University University
networks networks
21. Catwalk to ready to wear
Adams, A., FitzGerald, E., and Priestnall, G. (to appear) Of Catwalk
Technologies and Boundary Creatures. Transactions on Computer-
Human Interaction
CC-BY-NC http://www.flickr.com/photos/thestylepa/6157909577/
P2PU
MITx -> edX
CC-BY-NC-SA http://www.flickr.com/photos/57340921@N03/7527822002/
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22. Incubating openness
Harness passion: individual motivation
Build on what others have done – way to join in but also …
Be prepared to create your own approach and system
Innovate on existing objectives: reach, online, international
experience …
Be a user of the innovations not just a producer
Stay in touch – be involved
Experiment at different scales
http://www.flickr.com/photos/graibeard/4082255623
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23. Summary
Open innovation removes barriers
If the product is open can accelerate and scale
The MOOC model shows how universities can innovate
Power of the individual
Incubation of ideas – overlap between outside and inside
Rapid communication and agile planning
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24. Tentative recommendations
• Stimulate the use of social networks. Participation in
learning activities is enhanced if the students feel to be
part of a (virtual) community.
• Use feedback gained from open operation to improve the
next generation internal courses on a continual basis
• Universities can exploit educational technology
innovations to improve image and profile.
• Prepare ways to respond to innovation: resources to
analyse, understand and kickstart.
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Dimensions applied as measures – subjective but informative.
THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
Unlike, most OERs, with a MOOC you don’t get just the content, you get the promise of some form of interaction with members of an academy.
Contrast – coursera, class2go, p2pu, ocw-eu, …
Some ideas for additions to recommendations from the cross-over analysis. These are at director/rector level, but were drawn from MOOC studies:* Stimulate the use of social networks.The participation in learning activities is enhanced if the students feel to be part of a (virtual) community.( Telecom Italia/UNINETTUNO).* The MOOC platform provides a way of testing content and pedagogy with a diverse student population. A MOOC platform such as edX offers its owners the opportunity to test new course designs and implementations with real students. However, Universities need to be aware of MOOC students' expectations and the resources (e.g. personnel and tools) needed to provide both a high quality learning experience, and to evaluate the data generated through learner interactions within the MOOC platform (sources: edX, P2P MOOCs)..Recommendation: Universities should use feedback gained from MOOCs to improve the next generation of their own course provision, and do this on a continuous basis. To do this, resources must be available to evaluate the data generated through innovations such as MOOCs.* A MOOC platform owned and controlled by a University (or a group of Universities) offers that MOOC provider publicity, and the opportunity to assess the market for its offerings by direct contact with potential students (source . Recommendation: Universities can exploit some educational technology innovations as marketing opportunities. However, care needs to be taken to manage MOOC students' expectations, and .clear business cases and cost-benefit analyses are required (source Class2Go).