1. Open Education 2030
Towards new ways of learning and teaching
Christine Redecker, PhD
JRC Institute for Prospective Technological Studies
Erasmus Staff Week,
Cordoba, 10 April 2014
2. European Commission,
Joint Research Centre
Institute for Prospective
Technological Studies (IPTS):
Research institute supporting EU
policy-making on
socio-economic, scientific and/or
technological issues
JRC - IPTS
3. The Future of Learning 2009-2011
http://ipts.jrc.ec.europa.eu/publ
ications/pub.cfm?id=3659
http://ipts.jrc.ec.europa.eu/publi
cations/pub.cfm?id=3679
http://ipts.jrc.ec.europa.eu
/publications/pub.cfm?id=
3419
http://ipts.jrc.ec.europa.eu/publi
cations/pub.cfm?id=4719
Final Report:
"The Future of Learning:
Preparing for Change
4. Demography Globalisation Immigration Technology
Drivers
Labour market trends & demands
Labour Market
Personalisation
Collaboration
Informalisation
Tailormade & targeted
Active & constructive
Motivating & engaging
Learner-
centred
Social
learning
Lifewide
learning
Peer-learning
Sharing & collaborating
In communities
Anywhere, anytime
Blending virtual & real
Combining
sources/providers
Initiative, resilience
Responsibility
Risk-taking, creativity
Social
skills
Learning
skills
Personal
skills
Education & Training New ways of learningNew skills
Managing, organising
Meta-cognitive skills
Failing forward
Team-, networking
Empathy, compassion
Co-constructing
ICT Trends
Social networks Games Mobiles OER
Augmented Reality Data mining
3D virtual worlds LMS
Electronic tutors
ePortfoliose-books
Learning analytics
?? ?
?
Key Findings
5. Descriptive Vision
What will change?
Normative Vision
What needs to change?
Workshop at eTwinning Conference
Feb 2010
Teachers
EC policy
makers
Experts &
practitioners
Online consultation
Apr-May 2010
Expert Workshop
May 2010
GCM Vision Building
Jan 2010
Policy Workshops
Sep 2009, May & Nov 2010
IPTS Project on the
Future of Learning 2009-2011
6. A landscape of
Future Learning
Personalised,
flexible,
interactive
learning
Learner in
control
Stronger focus
on job-related
learning
Formal
education goes
informal
LLL:
learning shifts to home,
work, community
Changing
pedagogy:
people learn
differently
Use of facilitators
(tools and services)
Assess/validate what
people do and can
Globalisation of education
Teacher becomes
mentor, coach
Institutions become enablers
and connectors
Open education
and resources
Use of
technology
for learning
GCM Methodology:
- Collection of insights, clustering, rating
- 13 experts; 203 statements → 12 clusters
7. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
8. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Changing roles of institutions, teachers and assessment
Teachers as
mentors
Formal education goes informal
Assessment: Recognise
what people do and can
Institutions as enablers
& connectors
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
9. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
More personalised and job-related learning
Changing roles of institutions, teachers and assessment
Teachers as
mentors
Formal education goes informal
Assessment: Recognise
what people do and can
Institutions as enablers
& connectors
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
10. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Lifelong Learning:
learning shifts to home, work,
community
More personalised and job-related learning
Central Place of Lifelong Learning
Changing roles of institutions, teachers and assessment
Teachers as
mentors
Formal education goes informal
Assessment: Recognise
what people do and can
Institutions as enablers
& connectors
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
11. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Lifelong Learning:
learning shifts to home, work,
community
More personalised and job-related learning
Central Place of Lifelong Learning
Use of facilitators
(tools and services)
Open education
and resources
Use of ICT
for learning
Importance of technology-enabled learning
Changing roles of institutions, teachers and assessment
Teachers as
mentors
Formal education goes informal
Assessment: Recognise
what people do and can
Institutions as enablers
& connectors
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
12. How realistic is this picture?
4.06
3.21 3.15
3.91
Importance FeasibilityExpert ratings on....
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Recognise what people do and can
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
LLL: learning shifts to home, work, community
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Recognise what people do and can
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
13. ICT: feasible priority
Personalised, flexible, interactive learning
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
14. Lifewide learning
as a key priority
Individual & social nature of learning
Individual and social nature of learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
15. High priority areas, which are more
difficult to realise
Personalised, flexible, interactive learning
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
16. 16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years
I’m bored. Why can’t
I go to uni already?
School? Forget it! I’m
not going back there!
Pedagogy remains
important, teachers need
to learn from one another
Why don’t they teach you
at uni what you need to
find a job?
I would like to
open my own
business...
I am highly qualified
– but my job has
become obsolete...
I need to improve
my soft skills, but I
don’t want them to
know...
How do I qualify
for a new job
with my poor
CV?
How will E&T meet future learning needs?
How can demand & supply of skills be matched?
I don’t understand
a word. I want to
go home.
Envisaging Future
Learning Biographies
17. 2. Personalisation
Emma is 16 and a good student who generally
enjoys learning. However, school bores her.
There are so many things she wants to know, to
say and to do and no room to express herself.
She can’t wait to get to university where she
hopes to be finally treated like an adult.
Please rate the following statements
(1=strongly disagree - 5=strongly
agree):
4 online surveys,
April-June 2010
“Open discussion”
90-150 responses
to (in total) 90 questions
from experts in education and technology
LinkedIn Group with over 600 experts
Consultation
Methodology
19. Joshua
1%
0%
3%
7%
2%
13%
11%
11%
17%
44%
53%
42%
37%
33%
24%
0% 10%20%30%40%50%60%70%80%90%100%
Education and training institutions have to
work closer together with industry and align
learning objectives.
In the Future, it will impossible to anticipate all
changes to jobs and markets. Therefore, it is
normal that people will need to supplement
their official qualifications (which cannot and
do not reflect labour market needs) with extra
on the job training
More attention should be paid to general
competences and transversal skills: Job
requirements will change so frequently that
there is no point in obtaining special skills that
are quickly outdated.
strongly disagree disagree not inclined either way agree strongly agree
Higher Education must
better address labour
market needs
Supplementing
qualifications will become
common practice
Transversal skills become
more important
21. The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-
and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively
shaping market conditions to enable the full flourishing of the newly
installed technological potential into what can be a sustainable global
golden age"
Carlota Perez
(referring to the financial crisis)
Installation period
& technological revolutions
Bubble
Collapse
Deployment period
22. IPTS Research on
Open Education
Scenarios for
Open Education
2030
Framework
of institutional
strategies for
openness
(post-secondary
education)
Higher Education
School Education
Adult Learning
Recognition
schemes
Business models
Guidelines for HE
institutions
Empirical
evidence on
learning with
MOOCs
(learner survey)
2013 2014
http://blogs.ec.europa.eu
/openeducation2030/
30. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Institutional focus areas
Networked
knowledge
Fit for
success
Distributed
knowledge
My career
path
Certification
AssessmentOER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
AssessmentOER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
31. Fit for success
My career path
Networked knowledge
Distributed knowledge
Research
Guidance
Institutional unbundling
32. Fit for success
My career path
Networked knowledge
Distributed knowledge
Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
33. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Selection
Research
34. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Research
Selection
35. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Research
Selection
36. • Thank you very much for your attention!
• Christine Redecker
• Christine.Redecker@ec.europa.eu
• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
• http://blogs.ec.europa.eu/openeducation2030/