The document summarizes the D-TRANSFORM initiative, which aims to implement training programs for European university leaders on how digital resources like OERs and MOOCs can transform university strategies. It received 1 million Euros from ERASMUS+ and involves partners from several European countries. The agenda includes developing guidelines, case studies, and recommendations. A leadership school will be held in Barcelona in 2016 and Paris in 2017, and a MOOC on the strategic role of digital resources will launch in 2017. The initiative also examines public digital policies in different European countries and discusses business models for open education approaches and their sustainability.
2. D-TRANSFORM
Title:
DigiTal Resources As a New Strategic FactOr for a
Renovation and Modernization in HE
Type:
Initiative supported by the ERASMUS+
(2014- 2017)
Budget: 1 M$
Goal:
implement training programs for leaders of European
universities on the role of e-education in shaping
university strategies for transformation with focus on the
impact of digital resources (OERs and MOOCs)
3. Partnership and IAC
• Fondation Maison Des Sciences De L’Homme, FR
• Université de Lorraine, FR
• Sero Consulting Ltd, UK
• Fundacio per a la Universitat Oberta de Catalunya, ES
• Politecnico di Milano - METID , IT
• European Distance and E-Learning Network, UK
• Budapest University of Technology and Economics, HU
International Advisory Board
4. Our Agenda
Guidelines (2015-2016)
Business model, public policies
Case studies (focus on OER and MOOC)
Recommendations for university strategy based on the
use of e-education
Two leadership schools for university governance
Barcelona, November 14-18 2016
Paris, 2017
MOOC (2017)
5. 1st leadership school
Barcelona, 14-18 November 2016
Target audience:
Rectors, Vice-Rectors, Deans, Directors
What to expect:
• world-class speakers
• Practical input from European universities and experts leading the
field in digital developments for learning.
• Excellent networking opportunities with high level officials
• An increased knowledge base of policies
• New skills, particularly in strategy, benchmarking and
creation of business models
6. 1st Leadership school
Key topics
• Understanding Millennials, digital visitors and digital natives
• Digital libraries and digitally enabled study spaces
• Overcoming academic resistance to ICT-based teaching
• New approaches to assessment online: automation, authentication,
• MOOCs - exploring openness in education, engaging with society
• Lessons to be learned from innovative providers
• Change management techniques at European universities
7. D-TRANSFORM MOOC
• An open online course to complement and model leadership schools
• MOOC delivery in 2017 (currently working on: benchmarking,
context definition)
Offerings:
• A social MOOC whose aim is to
– raise awareness of digital resources (OERs and MOOCs) as a strategic factor for
HEI transformation
– promote executive reflection
– offer networking opportunities
8. Expected outcomes
Via leadership schools
• Increase the cost-effectiveness of international
programs
• Improve international attractiveness
• Implement co-design of international programs
Via the online kit
• Reach a worldwide audience
• Have a strategic tool to implement international
leaders’ training programs on new key issues
9. PUBLIC DIGITAL POLICIES IN
HIGHER EDUCATION
• A comparative survey between Spain, France, Italy and
the United Kingdom
• Desk research and survey of ‘90s till today
• Including EU policies
11. Critical voices
• First revision: Financing the digital infrastructure,
digital literacy (ECDL), digital learning
competences was a failure…
• Suggestion: increase the network connections
(broadband, holistic approach) resulting in the
LLL program and Open Access
• Revision strategy was also deemed a failure: too
ambitious, not very specified budgets. HE fell
behind
12. Europe 2020
• No dramatic novelty: smart, sustainable
and inclusive growth
– One union for innovation (HE and research)
– Youth in action (mobility and integration)
– Digital strategy for Europe (digital culture)
– A strategy for new competences and jobs
13. Opening up education program
ICT is yet again in the centre
Deficiences:
– Weak adequation between the education offer and
the demand for professional competences coming
from the economy
– Still limited access to university education
– High dropout rate
– Difficulty to find a funding able to fulfil universities’
needs
-> OER & MOOC
14. Four countries – four paths in
digital policies
• France: omnipresent State, dependence on government
directives
• Italy: relative autonomy
• Spain: non-state trio of actors (Catalonia, Telefónica,
Santander)
• UK: discontinuity in public policies, great successes and
big failures (University for Industry, UK eUniversity)
15. Business Models for Opening Up
Education
Sustainability of MOOCs, OER and
related online education approaches in
higher education in Europe
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM
16. The context in which business
models must operate: OER
• Almost every state has some form of OER activity,
however when funding decreases it does also (UK, the
Netherlands)
• Except to France and Slovenia, there is no state
financing of OER
• OER material forms on the whole a very small fraction of
the amount of content a typical student is required to
consume – even in open universities.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM
17. MOOCs
• Most states have low level of MOOC activity,
except UK, France and Spain
• Except France there is no national policy for MOOCs.
• However MOOC provisions are sometimes higher that one would
assume based on University strategies and business models
• The total number of learning hours delivered by MOOCs in a country
is a tiny fraction of overall learning hours
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM
18. Business models: MOOC 1.
• The two main MOOC business models are freemium, where everything that
really makes the course valuable to learners is paid for by them; and loss-
leader, where the institution recovers its costs through increased income on
other activities fostered by the MOOCs.
• There is a third business model – civic role – of interest to these institutions
expected to have a social mission to the community or the world, and well-
funded.
• A fourth model – hovering – suggests focus on MOOCs while awaiting the
return of better market conditions or increased government support of DOL.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM
19. Business models: MOOC 2.
• Research into online learning may be another business model in a few
institutions.
• Zero courses (courses with zero ECTS points, e.g. for teaching generic
skills) may be justified.
• MOOC aggregators have an additional model, third party – selling student
data.
• The business models for MOOCs become considerably more feasible if
institutions extend “HE” to include elements of vocational and professional
training.
Resource: Paul D. BACSICH - Sero Consulting Ltd, for D-TRANSFORM
Notas do Editor
Support from representatives of Ministries, national agencies and associations of university presidents
Jean-François Balaude, President Université Paris Ouest, France
Senén Barro, President of RedEmprendia, head of the Intelligent Systems Group, Spain
Eric Bruillard, Director of the Research Center « Sciences Techniques Éducation Formation », Ecole Normale de Cachan, France
Clara Danon, Direction Generale, French Ministry of Higher Education and Research, France
Ariane Dumont, Professor and educational developer, Western University of Applied Sciences, CH
Patrizia Ghislandi, Full professor of educational technology, University of Trento, Italy
Gábor Halász, Professor of Education, University Eötvös Lóránd, Hungary
Andrea Karpati, UNESCO Chair in Information and Communication Technologies Education, Eötvös Loránd University, Hungary (rapporteur of the IAC)
Clive Mulholland, Vice-Chancellor, University of Highlands and Islands, United Kingdom
Donatella Sciuto, Vice Rector, Politecnico di Milano, Italy
Belinda Tynan, Vice-Chancellor (Learning Innovation), UK Open University, United Kingdom
Key topics
Understanding the latest thinking on Millennials, digital visitors and digital natives. Building this knowledge into revised strategies for teaching and learning.
Digital libraries and digitally enabled study spaces: blending service provision across physical and digital infrastructure. Viewing this as more than just a library issue.
Understanding and overcoming academic resistance to ICT-based teaching.
New approaches to assessment especially online: automation, authentication, etc. (Badges are covered in the MOOCs session.)
Adapting the institutional quality assurance regime within the national and European contexts to encompass digital learning.
Benchmarking progress towards digital learning.
Change management techniques that derive from business theory and good practice but have worked in European higher education institutions.
The business case for MOOCs, for institutions and consortia.
The business case for accredited HE distance learning and the merits or otherwise of collaboration with the private sector.
Lessons that can be learned from innovative providers.
Learning analytics: ensuring it can serve institutional needs.
What to expect
Exposure to world-class speakers in a forum sufficiently compact that delegates can get good interaction with them.
Practical input from European universities and other experts leading the field in digital developments for learning.
Excellent networking opportunities with delegates’ peers across Europe, be they Rectors, Vice-Rectors, Deans or Directors.
An increased knowledge base of policies, fee/loan schemes and innovative provision outside each delegate’s home country.
New skills, particularly in strategy, benchmarking and creation of business models.
A personal portfolio, built up by interactive group work in Blocks and delegates’ personal reflections, of notes towards updating delegates’ institutional strategy for digital learning.