Presentation by the ICT for Learning team of the Institute for Prospective Technological Studies of the European Commisison (IPTS) to support a discussion forum on Institutional Strategies for Open Education proposed for the Open Education Week 2014 (voiced by Dr Christine Redecker)

1. Towards
Open Higher Education 2030
Open Education Week,
10-15 March 2014
Christine Redecker
Jonatan Castaño Muñoz
Andreia Inamorato dos Santos
Yves Punie
JRC Institute for Prospective Technological Studies

2. The MOOC hype cycle
& technological revolutions
Plateau of
Productivity
Peak
of
inflated
expectations
Slope of
Enlightenment
Trough of
Disillusionment
Technology
trigger
We are here
In this situation we should "move policy thinking (…) towards actively
shaping market conditions to enable the full flourishing of the newly
A very slow tsunami: projection of the Hype Cycle for MOOCs
installed technological potential into what can be a sustainable global
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocsgolden age"
and-the-gartner-hype-cycle-a-very-slow-tsunami/
Carlota Perez
(referring to the financial crisis)

3. IPTS research
2013
Scenarios for
Open Education
2030
http://blogs.ec.europa.eu
/openeducation2030/
2014
Framework
of institutional
strategies for
openness
(post-secondary
education)
School Education
Recognition
schemes
Higher Education
Business models
Adult Learning
Guidelines for HE
institutions
Empirical
evidence on
learning with
MOOCs
(learner survey)

4. Research
Assessment
Certification
Assessment
2030
Guidance
Selection
Guidance
Content
Selection
Today
Educational Institution
Certification
Content
Research

5. Research
Assessment
Certification
Assessment
2030
Guidance
Selection
Guidance
Content
Selection
Today
Educational Institution
Certification
Content
Research

6. Self-guided discovery
goals
Guided discovery
Learner
initiated
Learning
context
Selfguided
Learning
Guided
§
Guided journey
Externally
set
Self-guided journey

7. Learner
initiated
Guided discovery
Self-guided discovery
Universities play a key role:
→ as research hubs
A global open research
arena enables anybody
to engage in research
Distributed
knowledge
Networked
knowledge
Fit for success
Guided journey
Studying towards a
degree
MOOCs
context
Learning
Learning
Guided
Universities play a key role:
→ As professional training
providers
→ As educational content
providers
goals
Lab-based research
Open research
area
citizen science
Selfguided
My career path
Career
development
MOOCs
§
Externally
set
Universities play a key role:
→ As educational content
providers
→ For certification and
accreditation
Self-guided journey

8. Certification
Assessment
Guidance
Content
Selection
Today
Educational Institution
Research
2030

9. Research
Research
Research
Certification
Assessment
OER/
MOOCs
Guidance
Content
Selection
Today
Educational Institution
Research
OER/
MOOCs
2030

10. Learner
initiated
Research
Open data/
publishing
Open data/
publishing
Assessment
Guidance
Networked
knowledge
goals
Certification
OER/
OCW/
MOOCs
Research
Open data/
publishing
Fit for
success
Certification
OER/
OCW/
MOOCs
Assessment
Guidance
Certification
OER/
OCW/
MOOCs
Distributed
knowledge
Assessment
Guidance
context
Learning
Learning
Guided
Research
My career
path
Research
Selfguided
Open data/
publishing
Certification
OER/
OCW/
MOOCs
Assessment
§
Externally
set
Guidance

11. Research
Open data/
publishing
Certification
Fit for success
My career path
Networked knowledge
Distributed knowledge
OER/
OCW/
MOOCs
Assessment
Guidance

12. Research
Open data/
publishing
Certification
Fit for success
My career path
Networked knowledge
Distributed knowledge
OER/
OCW/
MOOCs
Assessment
Guidance

13. Research
hubs
Collaboration
hubs
Certification
bodies
Fit for success
My career path
Networked knowledge
Distributed knowledge
Course
providers
Test
centres
Learning
hubs

14. • 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/