This document summarizes the findings of a 2017-2018 study on the changing pedagogical landscape in higher education. The study examined policies, strategies, and practices around new modes of teaching and learning across several European countries. Key findings included that while many universities are increasing blended learning and online offerings, conventional face-to-face education remains prominent. Initiatives for new pedagogies are often bottom-up without clear connections to institutional strategies. Continuous education and open education efforts also remain fragmented with lack of coherent frameworks. The study recommends higher education institutions further embed new modes into strategic plans and scale up efforts in continuous education and open education through supportive policies and structures.

1. The Changing Pedagogical Landscape
CPL-study 2nd edition
EADTU-EU Summit 2018
17 April 2018

2. CPL study 2014-2015
First study:
• The changing pedagogical
landscape – New ways of teaching
and learning and their implications
for higher education policy.
• January 2014-June 2015
• “to examine to what extent
government strategies and higher
education regulatory and
accreditation, funding, quality
assurance, assessment and
certification frameworks support or
hinder new modes of learning”
• http://www.changingpedagogicallandscapes.eu/
The Changing Pedagogical Landscape, 2nd edition 2

3. Focus CPL (2017-2018) study
• To identify the implications for pedagogy in HEIs
• To complete an overview of what government-led
strategies, policies and measures exist in the countries
• To assess where the main barriers and pinch points exist
• To formulate recommendations for policy makers at the
level of higher education systems
3The Changing Pedagogical Landscape, 2nd edition

4. CPL study 2017-2018
Second CPL study:
• Institutional policy: vision, strategies
and frameworks
• Teaching and learning in
mainstream degree education
• New modes in open and flexible
education
e.g., CE/CPL and SLPs, OER, MOOCs
• New modes in international
education
• Governmental perspectives
e.g., governmental policies, legal regulations,
funding rules, intermediate organisations
• To be Published May 2018
The Changing Pedagogical Landscape, 2nd edition 4

5. Research methodology 2nd edition
Recommendations
Conclusions
Interpretations and comments
Additional evidence to support or extend patterns
Searching evidence-based patterns based on the interviews
Expert interviews: higher education institutions, governments, intermediate organisations in selected countries
5The Changing Pedagogical Landscape, 2nd edition

6. Countries selected
First CPL study (2015): France, Germany, Lithuania, the Netherlands,
Norway, Poland, Spain and the United Kingdom
Follow-up study (2018): Austria, Denmark, Finland, France,
Greece, Portugal and Spain/Catalonia.
Renewed for France and Catalonia with additional focus on strategies of universities
Re-analyse countries of CPL (2015) study, encompasses in total 19
countries of member states of European Union.
The Changing Pedagogical Landscape, 2nd edition 6

7. The complex pedagogical landscape
7
Blended degree
education: three
cycles
Online open
education
through
OERs and
MOOCs
Blended and
online CPD,
CLP’s and
non-degree
education TransnationalNational
The Changing Pedagogical Landscape, 2nd edition

8. CPL study 2017-2018
Structure of each topic / section:
• Introduction topic
• Illustrative cases from countries
• Additional enriching examples
• Observations
• Comments – relation to other
policies and research
• Recommendations
The Changing Pedagogical Landscape, 2nd edition 8

9. Institutional policy:
vision, strategies and frameworks
• Observations
– very nice examples of institutional strategies exists but in general
the infrastructure of universities (brick and mortar) and the
technologies don’t yet reflect the opportunities of digital
education.
– fostering of bottom-up approaches are sometimes not well
connected to institutional strategy plans and/or are monitored to
have scalable impact.
– institutional strategies on digital education are sometimes
missing, hindering a structural and mature uptake of new
modes of teaching.
– mergers of universities seems to relate to more long-term
strategies aiming long term improvements and impacts.
9The Changing Pedagogical Landscape, 2nd edition

10. Teaching and learning
in blended and online degree education
• Observations
– conventional universities do not abandon face-to-face education
for their bachelors or masters students, even as they increase
blended education and begin to offer fully online degrees
– many innovations are at course level and mainly bottom-up with
a wide variety of pedagogics
– curricula renewal by
• Transformation to full online offering ; Simultaneous f2f and online offering
• Joint degrees with elements of online and distance education; Regional
merges and collaboration
– challenges for mature uptake of new modes
• Institutional policies ; Innovative climate – workload ; Support structure ;
Quality of online provision ; Teaching career versus research ; Legal issues
and personal rights ; Lack of study/legal frameworks; costs versus scalability
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11. New modes in
open and flexible continuous education
• Observations
– most European universities already organize a range of certified
continuing education or professional development programmes
across all faculties.
– at this moment the offering of universities in continuous
education and CPD and diverse, very fragmentised and not
always flexible and scalable
– most CPD offer lacks a coherent framework related to for
example the EFQ qualification levels, but also to topics and
themes most relevant for European economy
– most existing initiatives for continuous education are too small
and not scalable enough to face the needs of companies and of
society at large
11The Changing Pedagogical Landscape, 2nd edition

12. Online open education: OER and MOOCs
• Observations
– different supporting policies exists related to open education,
OERs, open access and open science policies
– OER and MOOC initiatives are in general fragmented and hardly
visible (and re-used) outside initial partnership
– exception are those regions/countries with supportive policies
and/or national platforms
– a considerable number of people see MOOCs as a serious
option in their (continuous) education.
– MOOCs are here to stay and they are becoming an increasingly
important part of our educational system
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13. Governmental policies
• Observations
– in some countries governmental policies create favourable
framework conditions to capitalize on the opportunities of digital
education in higher education
– in most countries no specific policies related to innovation and
the implementation of new modes of teaching and learning exist
– existing policies are related to more general issues like
• strengthen the potential of people,
• identifying and deploying talent,
• the quality of education
• education related to the future job market.
• strengthen the competitiveness of their higher education system by
collaboration between higher education institutions
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14. Changing Pedagogical Landscape
• Continuous transition to more blended and online
education
• Increasing embedding of new modes of teaching and
learning into strategies plan of HEIs
• More HEIs are serious investing in CE/CPD and Open
Education next to degree education
• Awareness of scalable opportunities in all offerings
• Need for changing legislation and supportive policies
• Monitor qualitatively the progress (+reasons) -> CPL
• Supporting structures for all stakeholders needed
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15. Thank you!!!
Darco.Jansen@eadtu.eu
Coordinator
Partner