VI Jornadas eMadrid "Unbundling Education". "Opening up Education: OpenEdu Framework". Andreia Inamorato dos Santos. IPTS. 21/06/2016.

1. The European Commission’s
science and knowledge service
Joint Research Centre
Opening up Education
OpenEdu Framework
Andreia Inamorato dos Santos
@aisantos
DG JRC IPTS
JORNADAS eMADRID
21ST June 2016

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The JRC is the in-house scientific
service of the European
Commission. It provides the
scientific advice and technical
know-how to support EU policies
ICT for Learning and
Skills Team - IPTS

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OpenEdu
Project
overview
OpenEdu
Studies and
research
design
Strategies
&
Policies
4
Framework:
transversal
and core
dimensions
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4. OpenCases OpenCred MoocknowledgeOpenSurvey
OpenEdu Project
OpenEdu Framework
90+ stakeholders consulted
9 case studies 4 case studies 5 countries survey of learners
OpenEdu supports the 2013 Communication ' Opening up Education: Innovative Teaching and Learning
for all through New Technologies and Open Educational Resources
Tool:
OpenEdu Framework
in-house
research
Final
Report

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OpenCases: 9 case studies
• ETH Zurich
• France Université Numeriqué (FUN)
• OERu (open operations example)
• TU DELFT (open research example)
• Universidad Carlos III de Madrid (open
teaching example)
• AGH
• Virtual University of Bavaria
• OpenupEd
• ALISON

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Open education activities
Open teaching:
The activities are varied but MOOCs tend to be the focus.
Take-up is still limited due to lack of knowledge and incentives to
focus mostly on research publications.
Open research:
Mostly based on the use of open access repositories (open access
research). Less commonly found are open data repositories and the
production of open software for research.
Open operations:
This is the less known part of open education. Open management,
open information about their operations, etc. Transparency concept.

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OpenCases:
catalogo de
mini casos de
educación abierta

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OpenCred Research Design
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2
2
2
In-depth interviews with
academics
In-depth interviews with
MOOC learners
In-depth interviews with staff
of employer bodies
4
Desk research on all 28
Member States
case studies

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OpenCred’s traffic light model
Source: OpenCred, 2016

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A mode of realising education, often enabled by
digital technologies, aiming to widen access and
participation to everyone by removing barriers
and making learning accessible, abundant, and
customisable for all. It offers multiple ways of
teaching and learning, building and sharing
knowledge, as well as a variety of access routes
to formal and non-formal education, bridging
them.
What is open education?
Source: JRC IPTS Report: Opening up Education: a
support framework for higher education institutions.
(forthcoming, 2016 )

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JRC-IPTS OpenEdu framework on behalf
of DG EAC
The framework was designed to support HEIs in Europe to
make strategic decisions on open education.
It defines and describes what OE is, highlighting the specific
relevance of each element for HEIs.
It is a hands-on tool created by the OpenEdu Project as a
response to the 2013 EC COM on 'Opening up Education'.

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Why is a framework important?
The framework provides a guide to think through critical
questions and challenges conventional wisdom. No
framework provides definitive answers. The answers come
through the insights generated by the process of engaging
with the framework.

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How was the framework designed?
 drawing on studies' results: from
previous and current (designed-
for-purpose) IPTS research on
open education
 drawing on results from intensive
desk research, to include grey
literature (websites, blogs,
newspapers, reports etc.)
 consulting experts on the theme
(1st OpenEdu workshop in June
2014, online validation with 40
experts)
 discussing it with rector, vice-
rectors and universities’
managers
Workshops
Literature Review
4 studies
Desk research

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Source: JRC IPTS report (2016, forthcoming):' Opening up education
in Europe – a support framework for higher education institutions
(OpenEdu)'
Opening up education framework

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What does the framework look like?
For each dimension of open
education, the framework
brings:
√ Dimension definition
√ Rationale
√ Components
√ descriptors (over 150)
• Dimensions:
• 6 core: access,
content, pedagogy,
recognition,
collaboration,
technology, research
• 4 transversal:
strategy, leadership,
technology, quality
Opening up education strategic
planning template

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Core dimensions – the ‘what’ of open education
They provide the 'what' of opening up education: i.e.
access, content, pedagogy, recognition, collaboration
and research.
These dimensions embody the most common
practices and perceptions associated with open
education in higher education settings.

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Access
In open education it is the removal or lowering of
economic, technological, geographical and institutional
barriers which obstruct the doorway to knowledge. It grants
permission to learners to engage with educational content,
courses, programmes, communities of practice, networks and
other types of knowledge sharing environments, media and
activities in formal and non-formal education. It is also about
enabling informal and independent learners to seek and get
recognition of their learning.
Components: Cost | Accessibility | Flexible
learning | Lower entrance requirements for
courses and programmes | People

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Content
It refers to teaching, learning and research materials
in digital format which are free of charge and
available to all.
Components: OER and
free of charge content

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Pedagogy
Openness in pedagogy refers to the use of
technologies to broaden access and make the
range of teaching and learning practices more
transparent, sharable and visible.
Components: Supported open learning|
Personalised teaching | Collaborative and
networked learning | Use of authentic
resources | Sharing educational
resources and pedagogical practices

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Recognition
In the context of open education, recognition has two
meanings: a) it is the process, usually carried out by an
accredited institution, of issuing a certificate, diploma or title
which has formal value; b) it is also the process of formally
acknowledging and accepting, for example, a badge, a
certificate, a diploma or title issued by a third-party institution.
See: OpenCred Report, JRC IPTS
publication
Components: Assessment |
Identity validation |
Trust and Transparency |
RPL (recognition of prior learning) |
Fast Track Recognition | Qualification |
Social recognition

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Collaboration
It is about removing barriers to education by facilitating the
exchange of practices and resources with a view to improving
education. By collaborating around and through open
educational practices, universities can move beyond the
typical institutional collaboration patterns and engage
individuals and communities to build a bridge between
informal, non-formal and formal learning. It is a live and
evolving practice which is shaped by individuals according to
context, goals, resources and possibilities. It is therefore a
concept that must be as dynamic as its practice.
Components: Intra-institutional | Inter-
institutional | National | Cross-border

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Research
In open education, openness in research is about
removing barriers to research and data access.
Components: Open Access | Open Research
Collaboration | Open Data | Citizens'
Science

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Transversal dimensions: the ‘how’ of open
education
The transversal dimensions of open education provide the
backbone for the realisation of the core dimensions - the 'how'
of opening up educational practices. They constantly interact
with the core dimensions and with one another. These
dimensions are leadership, strategy, quality and technology.
Together, they enable open education practices to be shaped in
different ways in HE institutions.

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Example: content dimension
definition, rationale, components

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Example: content dimension descriptors

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Example: content dimension descriptors

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Relationship between strategy and the
other transversal dimensions

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Forthcoming report

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Framework: universities’ executives of 18 European
countries participated in the validation

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Recommendations

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Recommendations
Recommendations for HE institutions
 HE institutions should have a holistic strategy for
opening up education
 HE institutions should promote intra, inter and cross-
border collaboration as well as partnerships in order to
achieve opening up education goals
 Higher education institutions should explore new
practices and be open for change
 HE institutions should revise their practices at all levels
to embrace openness: mission statement and vision,
current organisational management structures and
day-to-day policies, as well as their role in the
community and globally.

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Thank you and stay in touch!
JRC Science Hub:
ec.europa.eu/jrc/en/open-education
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@aisantos
andreia-inamorato-dos.santos@ec.europa.eu
@yvespunie yves.punie@ec.europa.eu
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