2015 p. henderikx the changing pedagogical landscape

The Changing Pedagogical
Landscape
Open and Flexible Higher Education Conference
Fernuniversitaet, Hagen,
29-30 October 2015
Piet Henderikx, EADTU
129-30 October 2015 The Changing Pedagogical
Landscape

Landscape
“The Changing Pedagogical Landscape”
– New ways of teaching and learning and
their implications for higher education
policy

Case study Authors and Contributors
• Heike Brand (FernUniversität in Hagen)
• Uwe Elsholz (FernUniversität in Hagen)
• Rüdiger Wild (FernUniversität in Hagen)
• Sergi Sales (UPCNet)
• Oriol Sanchez (UPCNet)
• Pierre Jarraud (Université Pierre et Marie Curie)
• Antoine Rauzy (Université Pierre et Marie Curie)
• Danguole Rutkauskiene (Kaunas University of Technology)
• Egle Butkeviciene (Kaunas University of Technology)
• Darco Jansen (EADTU)
• George Ubachs (EADTU)
• Eva Gjerdrum (Norgesuniversitetet)
• Jens Uwe Korten (Høgskolen i Lillehammer)
• Jan Kusiak (AGH University of Science and Technology)
• Agnieszka Chraszcz (AGH University of Science and Technology)
• Keith Williams (OUUK)
• Karen Kear (OUUK)
• Jon Rosewell (OUUK)
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Lead Authors
• Jeff Haywood (University of Edinburgh)
• Louise Connelly (University of Edinburgh)
• Piet Henderikx (EADTU)
• Martin Weller (OUUK)
• Keith Williams (OUUK)
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Advisory Board Members
• Maria Kelo (ENQA)
• Paul Rullmann (SURF)
• Stefan Jahnke (ESN)
• Yves Punie (IPTS)
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Steering Committee
• Jeff Haywood (University of Edinburgh)
• Noelia Cantero (Brussels Education Services)
• Koen Delaere (Brussels Education Services)
• Sergi Sales (UPCNet)
• Piet Henderikx (EADTU)
• George Ubachs (EADTU)
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This study was commissioned by the European
Commission to provide research analysis for, and
recommendations to, European governments that would
aid them in promoting greater innovation in pedagogy and
in the use of technology in higher education.
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Countries selected
France, Germany, Lithuania, the Netherlands, Norway,
Poland, Spain and the United Kingdom
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Research methodology
• Desk research was carried out into worldwide developments in
pedagogies and the use of technology in higher education
• A research analysis of the policies of these countries towards
innovation in the use of technology and pedagogy in higher
education, and the investments that had been made over recent
years.
• Expert interviews: HEI’s, governments, intermediate organisations
• A Delphi study was performed to gain an insight into the thinking of
European university staff with good experience of innovation in
pedagogy and the use of technology.
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Final report: six sections
• Introduction
• A review of change and turbulence in the higher education system
Development and barriers in:
• Curriculum design and delivery
• Quality assurance
• Funding regimes
• Recommendations for immediate action at European and national
levels.
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SYSTEM LEVEL
OBSERVATIONS
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Largely unchanged pedagogical approaches
At present it is probably true to say that technology is used
within and alongside largely unchanged pedagogical
approaches. There was no evidence in the literature, nor in
our case studies, that suggested that traditional universities
were offering the majority of their Bachelor or Master
degrees in formats that would enable students to study at a
distance (e.g. online) or to vary their rate of progression,
nor to be able to study in different modes at the same time.
Although innovation is taking place very widely across
Europe, it still forms a very small fraction of total higher
education provision.
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INSTITUTIONAL STRATEGIES
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Promising institutional strategies 1
• “The university has developed an institution-wide educational
strategy for the next six years. This institutional approach to
innovation is discussed by all stakeholders, the Board and
educational committees. It concerns the production of MOOCs and
SPOCs as well as on campus blended education. Innovation is not
only coming from pioneering staff anymore. Staff and faculties are
working in the framework of broader policy objectives. The
educational strategy is pushed by the Board and is accompanied by
an institutional funding plan”.
• “In education, one should think about an eco-system with different
aspects: the educational system, action planning, new didactics,
ICT/videos, community management, ICT, inter-disciplinary
content… From there, an organic growth will emerge, improving
blended teaching and learning, MOOCs, etc.”
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Promising institutional strategies 2
• “Finally, the capacity of the university’s educational system will be enlarged.
By new modes of teaching and learning, new sectors can be developed,
such as online CPD, online international masters, OERs and MOOCs; ICT
become an enabler of new educational sectors for the university, reaching
out to the whole world”.
• “By this approach, the LLL or CPD policy of the university becomes more
systemic and less dependent from individual staff taking mainly small scale
initiatives with a local outreach”.
• “The sectors of LLL, CPD and international education are financially very
important for the university, as demographics will slow down, the funding
per student is diminishing with lower state support and the fees will be
under pressure. As a research university, the income of the institution must
not stagnate, but the loss on income cannot be sufficiently compensated by
new students. New markets are important to ensure the increase in staff
you need for research.
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BLENDED EDUCATION
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Blended education
• “Blended, on-campus curricula will be the standard situation, now for
15-20% of the courses. The institutional vision is based on activating
education, decreasing passive education in lecture halls. Courses
are designed and re-designed to an optimum, incl. project-based
learning, case studies, group-work, all in combination with lectures”
• “The educational development is clearly going to blended education.
Online learning is then integrated in the course as face to face
education is. In most cases, the online part is not complimentary or
self-sustaining, it is not isolated from the other parts of a subject”.
• “Presential education will always exist. Online education will
intensify the contact with students. Formative assessment will
personalise feedback to students, which is not possible in another
way in view of student numbers”.
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CONTINUOUS EDUCATION
AND CPD
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Continuous education, CPD
• “For our university, continuous education is a clear opportunity for the
future, supporting people to learn or to update knowledge on engineering
and architecture, allowing them to access more qualified jobs and to be
more competitive in their professional environment. This opportunity could
lead to exploring new models of teaching and learning in collaboration with
companies”.
• “Most innovative will be launching online programmes for professionals, e.g.
an international online course of 30 ECTS in sustainable technologies for a
broad group of engineers world-wide, which so far didn’t have such course.
It works with selected small groups and fees are paid. It is tutored and
flexible, overcoming global time zones. In a first instance, a course in solar
energy will be organized online, which gives access to a new type of post-
initial certificate”.
• “With these online LLL-programmes, the university is trying to update
alumni, but the reach-out is meant to be worldwide”.
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SYSTEMIC INNOVATIONS
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Systemic innovations 1
• “Three faculties (Arts, Social Sciences, Law) have developed
innovation plans. They are considered as the experimentation space
of the university. The approach is curriculum-wide, not just subject-
related. Reports are set to a steering committee and then to the
Educational Council with the all vice-deans for education”
• “MOOCs are innovations, which work through in on campus
education”
• “Formative assessment online in the Faculty of Psychology. The
faculty plan requires that for each subject, assessment online and
personalised feedback mechanisms for students are developed.
Within three years, all subjects will apply a form of formative
assessment on line”.
• “Online international master programmes are developed”
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Systemic innovations 2
• Flipped classroom solutions, a course built in cooperation with
students (1 teaching staff, 5 student-assistants and an educational
expert
• Online courses for working professionals, e.g. international online
engineering courses of 30 ECTS (specific certificates). They are fee-
paying and work with selected small groups, they are tutored and
flexible, overcoming global time zones.
• The objectives of online teaching and learning are: improving the
quality teaching and learning; organizing flexible education for new
target groups in the world (CPD, post-initial education); keeping a
high reputation as a university. Hence, the organization of online
education (incl. MOOCs) is an impulse for innovation in on campus
education. Online education and MOOCs are a lever for innovation
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INNOVATION AND STAFF
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Innovation and staff
• “The motivation of staff to be involved in educational innovation is
related to visibility, reputation and quality (as is the case in
research)”
• “Involvement of staff in MOOCs and continuing education, raising
reputation and visibility is a major factor for innovation in the
mainstream afterwards”
• “Increasing the efficiency of education (dealing with large student
numbers, decreasing the cost per student) was not the primordial
goal of implementing educational change, but quality. At the end,
staff motivation is closely linked to the research agenda of staff”
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OPEN AN DISTANCE
TEACHING UNIVERSITIES
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Open and distance universities 1
• “The Open Universiteit is implementing a complete re-organisation of the
curriculum, offering flexibility but with more structure. This reform takes two
years as a consequence of performance agreements with the government.
The re-organisation is top-down led and faculties create frameworks,
redesigning new curricula with a stronger teaching component, based on
more (online) interaction with students and between students of the same
cohorts. This is a fundamental reform, supported by the Welten research
institute. As it was top-down steered, it caused resistance and innovation
cycles are required.
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Open and distance teaching universities 2
• “Fernuniversität’s strategy plan refers to an improvement of teaching, the
strenghtening of subject-specific research and academic further education
for students, who don’t want to graduate, but to achieve individual academic
goals. The University Plan takes into account the increasing heterogeneity
of the student body with regard to age, educational biography and different
levels of knowledge and educational goals. In the future, Fernuniversität will
focus on issues as: the permeability between vocational and higher
education; the recognition of studies abroad and of prior knowledge,
individual skills and qualifications; flexible entrance to studies;
individualization of studies; and digitization”
• “Digitization by new media, supporting the individual learning process. More
important topics are the mobility of learning, the improvement of internet-
search, better human-machine-interfaces, augmented reality and tele-
immersion. Nevertheless, study and regional centres will still exist for face
to face meetings and exams”
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Open and distance teaching universities 3
The Universitat Oberta de Catalunya (UOC, Barcelona) is organising its
courses almost completely online. The most representative methodologies are:
- the student-centered virtual classroom, building on learning activities
designed for independent learning on a time line with the learning activities a
student has to undertake
- automatic assessment with a tool by which students are weekly assessed and
automatic personalized feedback is given
- project-based learning, where students are grouped to design a project in
different phases within their sphere of knowledge
- virtual laboratories as a virtual space, where students are able to carry out
practical activities with networking devices.
The support structure for new modes of teaching and learning is The eLearn
Center (eLC), UOC’s e-learning research, innovation and training centre
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A complex landscape
The higher education landscape is also complex:
• There are three cycles of degree provision
• Many universities and colleges offer continuing
professional development (CPD) and lifelong learning
• Open education has “come of age”.
• Higher education is no longer solely for national citizens,
with both intra-European student mobility and, in some
countries, transnational education for those outside
Europe, which is becoming an increasingly important
part of the economy as an “education export”.
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The complex pedagogical landscape
30
Blended degree
education: three
cycles
Blended degree
education: three
cycles
Online open
education
through
OERs and
MOOCs
Online open
education
through
OERs and
MOOCs
Blended and
online CPD,
CLP’s and
non-degree
education
Blended and
online CPD,
CLP’s and
non-degree
education
Landscape
TransnationalNational

Three areas of provision
Online open education and knowledge sharing area, pushing knowledge online into the
public domain: OERs, MOOCs, open media, open access/open innovation materials –
preferably designed and arranged according to the needs of user groups/networks
Blended degree education zone, backbone in the education system to develop complex
academic and professional competences: bachelor, master, PhD – increasingly blended
solutions to raise quality for growing student numbers. Higher education systems provide
flexibility for lifelong learners.
Blended and online education and training on demand, valorisation of knowledge to
support innovation in the public and private sector, based on research and development.
Flexibility requires online or blended solutions, such as (virtual) seminars, CPD, knowledge
alliance and corporate university initiatives, short learning programmes programmes, master
classes, expert schools, etc. It includes knowledge networks for professionals or business
sectors.
The Changing Pedagogical
Landscape
3129-30 October 2015

FUNDING ISSUES
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Funding levels (EUA)
In many European countries, funding has not been
favourable during recession and even now in many EU
countries the levels of funding for higher education are
falling. These disparities in funding are prohibitive for
a balanced further system development in the European
Area of Higher Education. In many European countries,
universities can’t keep an equal pace with current
developments and often there is no sign of funding levels
returning to 2008 levels. Beyond this, it should be
noted that even in systems with increasing or stable
levels of funding, the expenditure per student starts
to decline.
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Decreased funding levels
• A range of countries have dramatically cut in the funding for higher education. This is
the case for Greece (more than 50%), after the impact of the financial and economic
crisis; Hungary (about 45%); Latvia (over 40%); and Lithuania (about 36%), where
also the student population has dropped with 27%.
• In Ireland, public funding is below 35% and student numbers have increased with
15%.
• In the United Kingdom, the loss of teaching subsidies by 36% has been compensated
by a reform of the tuition fees. Universities are able to charge three times more. That
also happened in Spain with a smaller adjustment, with a decrease of funding of
16%, only partially compensated by tuition fees.
• Decreases of 8 % in the funding levels for higher education are reported in Croatia,
Slovenia and Slovakia.
• In other countries, a “depressed funding equilibrium” seems now to have been
reached in the Czech Republic (18% below the 2008 level), Serbia (10%) and Italy
(21%).
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CHANGE AND TURBULENCE
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Turbulence, disruption in the European higher education system
Although the Delphi experts did not generally foresee
radical change taking place within European higher
education in the next 10 years, i.e. the disruption proposed
by some writers, they did anticipate substantial modification
of the existing system, with more online learning, more
open education and greater flexibility being introduced.
To ensure that European higher education is capable of
adapting to these changes, and is sufficiently flexible and
agile to grasp the opportunities and manage the pressures,
a robust and regular dialogue is needed between the key
stakeholders in the higher education system in each
country.
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RECOMMENDATION 1:
MACRO-LEVEL
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Recommendation 1
At European and national/regional levels, all
policies and processes (including legislation,
regulation, funding, quality assurance, IT
infrastructures, pedagogical support for teachers)
must be aligned to prevent conflicting actions and
priorities. These policies and processes should
support and promote innovation in pedagogies
and greater use of technology, and a vision for
change should be expressed through national
strategies.
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What governments do (R1)
• In the Netherlands, policy development concerning online education only
recently came on the governmental agenda. Some 2,5 years ago, the
MOOCs movement has played an important role to make online education
an actual theme. Since then, it is definitely seen as a development with a
great potential, supporting a diversity of strategies of the ministry and of
HEI’s, including blended education, lifelong learning, open education and
international education
• Since the venue of MOOCs, the Ministry has organised meetings with
frontrunner universities to develop knowledge and understanding. Also visits
to the US were organized.
• Based on these meetings, a ministerial vision has been developed bottom-
up, expressed in a letter of the Minister to the Parliament. In this letter, the
Minister is positioning online education as an important development in
higher education. Also, in her letter the Minister promised not to come with
new regulations, but to leave space for experimentation and innovation.
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What institutions say (R1)
• The Norwegian MOOCs Commission is of the opinion that
digitalisation of higher education in Norway has not progressed
quickly enough, and that the institutions’ ability to deliver has been
too weak. If the responsibility is placed solely on the institutions, the
Commission feels that the development will not proceed quickly
enough. Consequently, the Commission is of the opinion that
national authorities must facilitate increased digitalisation of higher
education through national initiatives to support the institutions’
work in developing MOOCs. The national initiative should take place
over a five-year period. The need for further initiatives beyond this
period should be considered. The Commission proposes a national
initiative amounting to an annual total of NOK 130 – 380 million.
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• “Support from the public authorities is needed, national and European” (NL,
DE, PL,…)”
• “Generally, e-learning is not practiced in order to save costs, but to increase
the quality of teaching. Teachers are able to organise interactions,
discussions and exercises. An obstacle to the use of e-learning might be the
rather low prestige of teaching in comparison with research. To support
innovation, clearer policy signals about the importance of e-learning would
be desirable. Teaching at German universities should be upgraded and
funds should be available for innovation in teaching and learning in
Germany”.
• “Policy makers often put all institutions on the same track, broadening
innovations. More attention should be given to front-runners, which often
have no budget available for innovation. Policy makers have to define their
ambition level and should strongly support front-runners, which lay the basis
for broad innovations in the sector.”
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• “Governments should pay more attention to a higher education
system with part–time education for 25 plus (stage +4, +5,+6 during
a lifetime)… There should be more reflection on this in a knowledge
intensive society, where people work during 50 years. What
provisions are to be offered after 25?”
• “Government should be prepared to take risks. Innovation can go
wrong. The readiness to take risks in our society is relatively low:
risks only seem to be acceptable if nothing might go wrong”
• “In Germany, the most significant barrier is certainly that the policy
level is not thinking long term enough to effect structural changes.
Currently, the structural context, influenced by policy, is strongly
oriented on research. Engagement in teaching is rewarded to little”.
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RECOMMENDATION 2:
A COMMON AGENDA
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Recommendation 2
A common agenda should be agreed
between the stakeholders in higher
education that addresses the challenges of
the present as well as shaping a roadmap
for the future. This agenda should allow
sufficient flexibility to develop concrete
actions, particularly at national and regional
levels.
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What governments do
• The Hochschulforum Digitalisierung as a national, independent
platform bundles and moderates the dialogue on the potential of
digitization of the German universities. In exchange with experts
from politics, high school practice, science management, university-
related companies and students the opportunities that opened up
the digitization of university teaching, are going to be discussed
intensively.
• The MOOCs Commission in Norway
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• “The Ministry should create a MOOCs-commission like Norway”
• “Collaboration between universities is not enough stimulated and
therefore not effective”
• “Since the venue of MOOCs, the Ministry has organised meetings
with frontrunner universities to develop knowledge and
understanding on MOOCs and online education. Also visits to the
US were organized, jointly with other universities and university
colleges”.
• R&D in education is done in cooperation between the universities of
Leiden, Delft and Rotterdam (LDE-Cel) and in the Centre for
Engineering Education of the three technical universities in the
Netherlands.
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RECOMMENDATION 3:
CURRICULUM DESIGN AND
DELIVERY
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Recommendation 3
All countries should put in place measures to support
universities in their innovation in pedagogies (including
learning design and assessment) and in greater use of
technology. Establishing dedicated agencies at national
level has proven a powerful means of driving change.
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• Norway Opening Universities (NOU) is established and supported
by the Ministry of Education and Research to promote the
development of ICT supported learning and flexible education
(Openuniversitet). The main tasks of NOU are project funding,
generating and sharing knowledge in the field of lifelong, flexible and
ICT-supported learning.
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• “Intermediate organizations play a role in the development of new
modes of teaching and learning: SURF, VSNU, Open Universiteit”
• “The Dutch government might create a centre for education and
learning. Delft, Leiden and OU might be a good knowledge cluster,
reaching out to Coursera, Edx and other memberships, etc.”
• “The Welten Institute of the Open Universiteit is one of the largest
teaching and learning research institutes in Europe. It supports
innovation in the OU, but might have also a national task in
collaboration with innovation institutes in other universities”.
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RECOMMENDATION 4:
EUROPEAN AND NATIONAL
METRICS
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Recommendation 4
Building on the strong existing base of digital education,
European and national metrics should be established to
record the typologies and extent of online, blended, and
open education at institutional and national levels. This
would enable institutions to compare themselves with
others and to monitor their own progress.
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• “With regard to funding, you need also performance
indicators for innovation”
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RECOMMENDATION 5:
CERTIFICATION OF
TEACHERS
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Recommendation 5
National governments should consider requiring certification of
university teaching practice, both initial and continuing (CPD), and
that innovation in pedagogy and use of technology should be a core
part of this certification. Certification can be used to support research
into teaching and learning, which itself is an important part of raising
the profile of university teaching.
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• All teaching staff follows a university teaching qualification (BKO).
The program is agreed in the VSNU (Dutch Foundation for
University Education). Twenty percent of the courses are specifically
about online education and the re-design of courses (Delft, Leiden).
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• “The university has developed a strategic institutional plan for
online/blended courses. An important part of it is that both old and
new staff can teach courses online. The employees get this
knowledge through training courses, where the university mainly
uses their own experts, but also brings in external experts. There
are training courses online in addition to supervision and seminars.
The university also builds up “expertise packages” for teachers,
students, and new staff so that everyone can get a common
platform”
• “Support for educational innovation is given by The Pedagogical
Development Centre (PULS) which is a separate entity under the
University Board. PULS started courses in university teaching in
2001, and 277 employees have so far taken the courses. PULS
would very much like to see that the state authorities make the
courses in university teaching mandatory”.
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RECOMMENDATION 6, 7, 8:
QUALITY ASSURANCE
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Recommendation 6
National governments should review their
legislative and regulatory frameworks and
practices for quality assurance and accreditation in
higher education (including recognition of prior
learning) to ensure that they encourage, and do
not impede, the provision of more flexible
educational formats, including degrees and other
ECTS-bearing courses that are fully online.
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Recommendation 7
National QA agencies should develop their
own in-house expertise and establish
processes that are sufficiently flexible to
include recognising and supporting new
modes of teaching and learning. They
should evaluate institutions on their active
support of innovation (or importantly, the
lack of it), and its impact on the quality of
teaching and learning.
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Recommendation 8
ENQA and other relevant European
networks should support the sharing of
good practice by national QA agencies in
the development of criteria on the
recognition of new modes of teaching and
learning.
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RECOMMENDATION: 9
FUNDING PRIORITISING
INNOVATION
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Recommendation 9
Governments should consider prioritising
innovation in their funding approaches,
using funding mechanisms such as
performance-based funding, funding
allocated to large-scale innovation, and
funding for excellence, in order to invest
continuously in modernising their higher
education systems and stimulate early
uptake of innovation and new pedagogies.
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What governments do: performance-based funding (R9)
• In the Netherlands, next to block funding, from 2012 more than 5%
of the education budget comprises conditional funding, which is
available only on the basis of a performance agreement between
each university and the Ministry. Currently, these agreements relate
to performance indicators as quality and excellence, study success,
lecturing quality, contact hours and the reduction of indirect costs.
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What governments do: project funding (R9)
• Sometimes, project funding is out-sourced by public authorities to agencies
or intermediate organizations, which are specialized in the field. In Norway,
Norway Opening Universities (NOU) is established and supported by the
Norwegian government to promote the development and use of technology
for ICT supported learning and flexible education. On behalf of the
government, NOU announces annually project grants concerning the
development and use of technology for learning, flexible education and the
cooperation between higher education and work supported by e-learning.
• In Spain, the Research and Analysis program organises from 2003 projects
on teaching innovation and curriculum analysis. The grant may finance all or
part of the requested budget of a project, up to 30.000 €. At the beginning,
these calls were mainly used to improve curricula of degree programmes.
Now they are more focusing on promoting educational innovation (around
12 M€ in the last 9 calls).
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What governments do: project funding (R9)
• In the UK, public project funding of innovative teaching initiatives in
higher education is much reduced at present. UK funding
opportunities are now very limited and universities must fund
developments predominantly from their mainstream income sources.
• Earlier, a series of Teaching and Learning Technologies
programmes has effectively provided funding for the development
and evaluation of e-learning resources and pedagogies.
• Consequent on the reductions in government funding has been a
major reduction in the resources available to the National Subject
Centres that acted as centres of expertise and resource curators in
particular subject areas. These centres enabled networking amongst
academics engaged in pedagogic innovation. In recent years, their
work had been coordinated by Higher Education Academy.
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What governments do: excellence funding (R9)
• The French “Initiatives d’excellence en formations innovantes
numériques” (IDEFI-N) is part of the action “Investissements d’
Avenir” by the “Agence Nationale de Recherche”. In 2015, it aims at
supporting fifteen ambitious projects which have sufficient reach and
strategic impact to create a new dynamics of transformation in the
entire sector of higher education, based on new modes of teaching
and learning (online learning). The projects last 3 to 5 years. The
IDEFI-N initiative is active since 2010 and it has a dotation of 12M€.
It is open for partnerships between universities or between
businesses and universities.
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What governments do: ear-marked funding (R9)
• The Federal Government has ear-marked about 2 billion Euros for
The Qualitätspakt Lehre” from 2011 to 2020 - a sign of a
commitment to higher education teaching heretofore unknown in the
history of German higher education policy. A total of 186 institutions
of higher education in all 16 states benefit from this funding: 78
universities, 78 universities of applied sciences and 30 art and
music colleges. But for the most of the funded projects it must be
said, that e-learning activities are not in the main focus, but at best
have flanking character.
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What governments do: ear-marked funding (R9)
• In North Rhine-Westphalia, the annual quality improvement funds in
(Qualitätsverbesserungsmittel, Studiumsqualitätsgesetz) amount to
at least 249 million Euros. They were initiated to compensate the
absence of tuition fees from the winter semester 2011/2012. These
so-called tuition fee replacement funds, are distributed to
universities according to their number of students and must be used
for the improvement of quality in learning and teaching. These funds
are an addition to the university's basic funding. They are not meant
to raise the capacity level of universities, but to be used for
additional human resources, such as hiring teachers and tutors. So,
essentially the quality improvement funds are aimed to improve the
student‐teacher ratio. However, new and innovative modes of
teaching and learning are not mentioned in the law.
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RECOMMENDATION 10:
FUNDING ENABLERS
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Recommendation 10
To be effective and systemic, this funding should
strengthen the enablers of innovation at the
system level, including - leadership for
institutional change, learning technology tools and
course design, professional development of
teachers, communities of practice , the
development of shareable resources and the
support of evaluation and research evidence.
Collaboration within and between institutions
should be stimulated.
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RECOMMENDATION 11: COST
ASSESSMENT
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Recommendation 11
Governments should stimulate higher
education institutions to assess the costs
and benefits of blended and online
education, in order to maximise their
effectiveness in making use of new modes
of teaching and learning for degree studies,
as well as for continuing education and open
education.
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73

Course Resource Appraisal Model, UoL (R11)
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74

BUSINESS MODELS: AN
HOLISTIC APPROACH
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75

Business models: a holistic approach
76
Regulated, fee
paying
Regulated, fee
paying
Non-
regulated,
diverse
business
models
Non-
regulated,
diverse
business
models
In the public
domain,
open and for
free,
services paid
In the public
domain,
open and for
free,
services paid
Landscape

Thank you!
Piet Henderikx
piet.henderikx@eadtu.eu
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77

2015 p. henderikx the changing pedagogical landscape

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