Open Education 2030 at Online Educa 2013
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JRC-IPTS input for the workshop on Openness, Innovation and Inclusion
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Open Education 2030 at Online Educa 2013
- 1. Imagining Open Education 2030 "Openness, Innovation and Inclusion: European Policies and Programmes in ICT for Learning", Berlin, December 4 2013 Riina Vuorikari Yves Punie Christine Redecker Jonatan Castaño Muñoz
- 2. European Commission, Joint Research Centre European Commission's in-house science service Institute for Prospective Technological Studies (IPTS) Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
- 3. ICT for Learning and Skills – Research on "educational transformation in a digital world" – Themes: – Opening up Education, support and follow-up – Mainstreaming and scaling-up ICT-enabled innovation for learning – Digital Competence for Education and Employability
- 4. Structure I. Introduction II. Defining the "Openness" in Open Education: How did we get here? III. IPTS foresight on Open Education 2030 • Key tensions • Examples of scenarios IV. Final remarks
- 5. What does “open” mean for most of us?
- 7. The range of "Opens"
- 8. Structure I. Introduction II. Defining the "Openness" in Open Education: How did we get here? III. IPTS foresight on Open Education 2030 • Key tensions • Examples of scenarios
- 9. Open Education: Five waves 1. Open Classrooms (Progressive education; 1960's) 2. Open Universities (1960's) 3. Open Content and Open Educational Resources (~2000) 4. Sharing and collaboration of OER with web 2.0 (~2006) 5. Open Educational Practices (now-)
- 10. History of Open Education Open Classrooms/ Education Open Universities (OUUK, OUNL, UOC…) MIT OCW (2001) Computer Assisted Instruction (1970) 19th century Digital learning resources 1960's–1970's Free Software /GNU open content (1998) 1st EU MOOC platform 1st cMOOC (2008) st 1 Stanford xMOOC (2011) Certification Correspondence courses, Distance Universities Non mainstream education OER univeristy Alternative & Progressive education OU MOOCs OER Def. (UNESCO 2002) Creative Commons Increasing number of Open (2002) Access papers & journals Budapest Open UK Finch report Access Initiative 1985 1990-2000 2001-2002 2006-2011 2012 2013 OER OA
- 11. Defining Open Education Open classroom: multi-age/grade, own pace Open Universities: access, anywhere Where How Open content: instruments, learning strategies When What Open classroom: self-directedness of learning goals
- 12. Structure I. Introduction II. Defining the "Openness" in Open Education: How did we get here? III. IPTS foresight on Open Education 2030 • Key tensions • Example scenarios
- 13. Thinking about the future… • Children starting school this year will graduate in 2025. • Newborns of today will be 17 years old in 2030. Do we expect the world to be somehow different by then…
- 14. Time/Qualcomm Invention poll (2013): http://www.qualcomm.com/sites/default/files/uploads/time-invention-poll-in-cooperation-with-qualcomm-fullsurvey-data.pdf
- 15. IPTS foresight Key tensions Learner initiated Selfguided discovery goals Guided discovery Learning context Guided journey Learning Guided Selfguided journey Externally set Self-guided
- 16. Scenario differences Open Education 2030 Learner initiated Fixed Where When What Guided Where When How What Learning How goals Where When How What Self-guided Where When How Externally set What
- 17. Unbundling education E.g R. McGreal, Shirkey.com; Barber et all 2013 Research Certification Assessment Certification Assessment 2030 Guidance Guidance 2013 Selection Content Selection Research Content
- 18. Different scenarios of Open Education 2030 goals Learner initiated Learning context Learning Guided Externally set Self-guided
- 19. IV. Final remarks Open Education 2030 OE 2030 scenarios are not mutually exclusive • Fluidity allows for moving between the scenarios • Preference for a scenario depends on needs and interest of both individuals and the society • OE 2030 still requires guidance and certain restrictions: openness has different manifestations depending on the sector [Draft – Work in progress – more final version early 2014] [Paper: "OE 20130: Planning the future of Adult Learning in Europe", Open Learning: The Journal of Open, Distance and e-Learning]
- 20. Open Education 2030 Challenge: Creating the world in 2030 starts today “Logic will get you from A to B. Imagination will take you everywhere.” Albert Einstein
- 21. Follow us up at: http://blogs.ec.europa.eu/ openeducation2030
Editor's Notes
- the long tradition of Progressive education (e.g. John Dewey and Jean Piaget);away from mainstream traditional education. Other alternative education approaches employing non-traditional curricula and/or methods are, for example, Montessori and Waldorf schools which were already established in the 19th century. In Great Britain in the 1960's, an educational movement building upon started emerging. It then grew to the United States and became known as Open Education. Open classrooms, a single multi-age and multi-grade classroom where students were typically divided into different groups for each subject according to their skill level, are the best known implementation of Open Education.
- Reflecting on the history of the Open Education movement, two key lines of argument and four dimensions can be discerned. In the beginning, in the 60's and early 70's, it centered around learner's exploration and self-directedness in open classrooms with learners setting their own learning trajectories (i.e. the "what" and the "when"). It then focused on providing access to Higher Education through Open Universities. This movement started shaking the foundation of "where" learning takes place bringing down the access barriers and selectiveness in education, but also emphasising that learning outside of physical boundaries of an institutionalised framework can also be considered as formal learning. The distance education means used by Open Universities combined with the rise of ICT put the finger on the means; more and more online content started appearing using synchronous and asynchronous communication. This brought a new focus on how learning takes place, e.g. learning strategies, instruments, their instructions design & pedagogical choices. The later focus on the content, collaboration and sharing also contribute on the "how". Dimension- Learning goals-Assessment of learning Resources:Content and other peopleLearningitself:- Guidance, responsibility of learning: teacher-led /self directed- Method of learning:ind/collab- Pedagogy: lecture centered / experiental learning - Mode: physical setting / online- Context: theoretical /embedded in practice Validation of learning: - Evaluation- Recognition of learning
- With the help of above elaborated axes, four different scenarios emerge (micro-level from the learner perspective):Self-guided discovery: Learner's personal learning goals ("what") drive the learning process. The learner takes the initiative, with our without the assistance of others, to identify resources for learning, chooses and implements appropriate learning strategies and learns in a self-regulated way taking responsibility for self-monitoring, completion of set goals and their evaluation ("how", "where", "when"). The green scenario is the most “open” one. Guided discovery: Learner's personal learning goals drive the learning process, but the learner receives guidance, structure and support, for instance, from institutions to orient himself/herself with resources and appropriate learning strategies. Only "where" learning takes place is “closed” and set by an institutional context. Self-guided journey: The learning goals are externally set meaning that the "what" is preterminated. This could be in a form of a curriculum or formal qualifications requirements for a job. The learner however, drives the learning process to meet these requirements. Guided journey: A combination of the latter two scenarios, in which the learner's learning goals are externally set and guidance is provided. "How" and "when" remain open.
- Macro-levelstory