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

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

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
content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN

3http://ec.europa.eu/education/policy/strategic-
framework/index_en.htm
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
content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN

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
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
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
FINLAND
Use for policy making
SERBIA
Framework use in
collaboration with ETF in
VET. Interest in piloting
GREECE
Translation
Hungary
Translation
DENMARK
Translation
Lithuania
Translation

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
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

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
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
Opening up education
framework
Source: JRC IPTS Report: Opening up Education: a support framework for higher education institutions.

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
• 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 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
OPENEDU studies
http://moocknowledge.eu

16
•OpenSurvey
A representative survey
of higher education
institutions
in 5 European countries
to enquire about their
openness strategies
3

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
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
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
Importance of factors for engaging in Open Education
The WHY
of Open Education

21
Barriers
for Open Education

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
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.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf

26
2
2
2
In-depth interviews with
academics
MOOC learners
staff of employer bodies
4
Desk research on all 28
Member States
case studies
Research Design Traffic light model

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

Thank you
christine.redecker@ec.europa.eu

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

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