How universities can work in the open by learning from MOOCs, OER and crowdsourcing
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The document discusses how universities can work in more open ways by learning lessons from open education initiatives like MOOCs, OER, and crowdsourcing. It outlines four types of innovation - inter-organizational, intra-organizational, user-driven, and collective. Case studies are presented in three clusters: open education, industry partnerships, and crowdsourcing. The document concludes that opening up ideas and knowledge can generate innovation through external collaboration if universities adopt a shared culture of openness, partnerships, and intellectual property processes.
![How can universities work in the open?
Learning lessons of innovation from MOOCs, OER
and crowdsourcing environments
Josie Taylor
Andrew Brasher
Patrick McAndrew
Lut Moorthamer KU Leuven
OEII [except
where
noted]](https://image.slidesharecdn.com/oer13-oeii-pmca-20130316-v1-ajb-v6-updated-130405035258-phpapp01/85/how-can-universities-work-in-the-open-1-320.jpg)
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How universities can work in the open by learning from MOOCs, OER and crowdsourcing
- 1. How can universities work in the open? Learning lessons of innovation from MOOCs, OER and crowdsourcing environments Josie Taylor Andrew Brasher Patrick McAndrew Lut Moorthamer KU Leuven OEII [except where noted]
- 2. Innovate
- 3. Open Innovation “Opening up institutional ideas and knowledge assets to external parties for co-development, in order to generate innovation, new opportunities, harness new resources and reach new markets.” (JISC Business and Community Engagement) olnet.org
- 4. Innovation typology Inter organisational innovation external collaboration Intra-organisational innovation employee participation User innovation involve „lead users‟ in development Collective innovation crowd-source and collective intelligence (Innoget via JISC Business and Community Engagement) olnet.org
- 5. What is needed Shared culture and values • Management and cultural support • Consensus on values • Trust and sharing Infrastructure and capabilities • Strategic and partnerships • Processes and incentives • Proven ability and clear approach to Intellectual Property olnet.org
- 6. Open Open Innovation The product is in the open The collaboration is in the open http://p2pu.org http://wiki.creativecommons.org/School_of_Open olnet.org
- 7. Clusters Cluster 1: Open Education, OER, OCW and MOOCs Cluster 2: Educational innovation and knowledge circulation with companies Cluster 3: (social) innovation and crowdsourcing olnet.org
- 8. Case studies Cluster 1 Cluster 2 edX Acqa P2PU Safety Engineering Class2Go Telecom Italia Khan Academy Cluster 3 Udacity Medialab OCW-EU Escuela Popular Coursera MOOC EaD OERU olnet.org
- 9. Dimensions of openness 1. Open Access 2. Free online availability 3. Freedom of Pace 4. Freedom of Place 5. Freedom of Start time 6. Open source 7. Open licensing 8. Open creation olnet.org
- 10. How open is open? Case Acqa-KULeuven Eng. KULeuven Safety Escuela Popular Telecom ItClass2Go edX - UNINETTUNO Coursera Medialab Prado Udacity Khan Academy plans to[1]: OCW-EU MOOC EaD OERU P2PU 1. Open Accessdiploma requirement No: No: diploma requirement YES No Yes Most[2] Yes YES Yes Yes Yes Yes Yes Yes 2. Free online availability No No NO[1] No Yes Yes Yes YES Yes Yes Yes Yes Yes Yes 3. Freedom of Pace No No SOME Yes No No Yes SOME Yes Yes Yes Some[3] Yes Yes 4. Freedom of Place No No NO Yes Yes Yes Yes SOME (Audiovisual) Yes Yes Yes Yes Yes Yes 5. Freedom of Start time No No SOME Yes No No Some SOME Yes Yes Some Some Yes Yes 7. Open source No No N/A No Yes Yes[4] No N/A No Some[5] Yes Yes Yes Yes 8. Open licensing No No N/A No No Some[6] No CC-BY-SA[2] BY-NC-ND CC CC-BY-NC-SA Yes CC-BY--SA Yes CC-BY 9. Open creation No No YES[3] No No No N0 YES No No No Yes No[7] No 0 0 3 3 4 4.25 4.5 5.5 6 6.5 6.5 7 7 7 1. Open Access 5. Freedom of Start time 2. Free online availability 6. Open source 3. Freedom of Pace 7. Open licensing 4. Freedom of Place 8. Open creation olnet.org
- 11. How open is open? Cluster 1 Cluster 2 Cluster 3 7 6 5 4 Openness 3 2 1 0 olnet.org
- 12. OER & OCW A content collection Anyone can add to it Anyone can take away Supporting wonderful activities Loose collaboration model But … Can be hard to see the product olnet.org
- 13. Enhance OU reputation Extending reach Widening participation Experiment with courses Accelerate technologies Catalyst for collaboration Research base Recruitment of students http://oro.open.ac.uk/17513/
- 14. OER changing practice Aisha Project School – Zambia 2010. Andreia Santos
- 15. Massively Open Online Course (MOOCs) Meeting a clearer need Impact on organisations Individual opportunities High profile Alternative ways to join in Challenges Expectations and inertia Eventual impact olnet.org
- 16. Interfacing with other organisations olnet.org
- 17. Cluster 1: Examples Screen dump Figures Key Innovation olnet.org
- 18. Characteristics of cases in cluster 2: • universities with formal recognition as higher education institution • degree programs and courses • certificated education for achievement, certificate by university • face-to-face education, e-learning, blended learning Case Acqa-KULeuven Safety Telecom Italia, Engineering UNINETTUNO KULeuven Education level PG PG G Granularity of offering C and P C and P C and P Assessment T - summative T - summative T Certification awarded for achievement achievement achievement Certification awarded by university university university Dominant didactics Instructor led Instructor led olnet.org
- 19. Connecting with University networks Interest of companies • Education • Focus on • Focus on • Alignment research + research with training education needs University University networks networks
- 20. interfacing universities with companies teaching Framework Understanding Interfacing agreement Monitoring Diversity quality olnet.org
- 21. Catwalk to ready to wear Adams, A., FitzGerald, E., and Priestnall, G. (to appear) Of Catwalk Technologies and Boundary Creatures. Transactions on Computer- Human Interaction CC-BY-NC http://www.flickr.com/photos/thestylepa/6157909577/ P2PU MITx -> edX CC-BY-NC-SA http://www.flickr.com/photos/57340921@N03/7527822002/ olnet.org
- 22. Incubating openness Harness passion: individual motivation Build on what others have done – way to join in but also … Be prepared to create your own approach and system Innovate on existing objectives: reach, online, international experience … Be a user of the innovations not just a producer Stay in touch – be involved Experiment at different scales http://www.flickr.com/photos/graibeard/4082255623 olnet.org
- 23. Summary Open innovation removes barriers If the product is open can accelerate and scale The MOOC model shows how universities can innovate Power of the individual Incubation of ideas – overlap between outside and inside Rapid communication and agile planning olnet.org
- 24. Tentative recommendations • Stimulate the use of social networks. Participation in learning activities is enhanced if the students feel to be part of a (virtual) community. • Use feedback gained from open operation to improve the next generation internal courses on a continual basis • Universities can exploit educational technology innovations to improve image and profile. • Prepare ways to respond to innovation: resources to analyse, understand and kickstart. olnet.org
Notes de l'éditeur
- 2
- Dimensions applied as measures – subjective but informative.
- THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
- THE UNED cases feature N/A as a value indicating that some of the dimensions we have picked are considered to not be applicable to all case studies. Note openness value for cluster 2 cases (the 2 on extreme LHS) are both zero.
- Unlike, most OERs, with a MOOC you don’t get just the content, you get the promise of some form of interaction with members of an academy.
- Contrast – coursera, class2go, p2pu, ocw-eu, …
- Some ideas for additions to recommendations from the cross-over analysis. These are at director/rector level, but were drawn from MOOC studies:* Stimulate the use of social networks.The participation in learning activities is enhanced if the students feel to be part of a (virtual) community.( Telecom Italia/UNINETTUNO).* The MOOC platform provides a way of testing content and pedagogy with a diverse student population. A MOOC platform such as edX offers its owners the opportunity to test new course designs and implementations with real students. However, Universities need to be aware of MOOC students' expectations and the resources (e.g. personnel and tools) needed to provide both a high quality learning experience, and to evaluate the data generated through learner interactions within the MOOC platform (sources: edX, P2P MOOCs)..Recommendation: Universities should use feedback gained from MOOCs to improve the next generation of their own course provision, and do this on a continuous basis. To do this, resources must be available to evaluate the data generated through innovations such as MOOCs.* A MOOC platform owned and controlled by a University (or a group of Universities) offers that MOOC provider publicity, and the opportunity to assess the market for its offerings by direct contact with potential students (source . Recommendation: Universities can exploit some educational technology innovations as marketing opportunities. However, care needs to be taken to manage MOOC students' expectations, and .clear business cases and cost-benefit analyses are required (source Class2Go).