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![14
OpenCred Recommendations
Selection of 3 out of 9 (OpenCred Report, 2016):
To institutions:
Provide transparent information to learners and potential
recognising institutions/employers using the OpenCred
Model
To Member States
Disseminate good practice on the integration of open
learning into regular HEI programmes
Ensure that an in-depth exchange on ECTS in open
education is stimulated […]](https://image.slidesharecdn.com/20170927inamoratoepiconlineseminarkeynotepreview-170927144541/85/OpenEdu-Framework-the-recognition-dimension-14-320.jpg)
![14
OpenCred Recommendations
Selection of 3 out of 9 (OpenCred Report, 2016):
To institutions:
Provide transparent information to learners and potential
recognising institutions/employers using the OpenCred
Model
To Member States
Disseminate good practice on the integration of open
learning into regular HEI programmes
Ensure that an in-depth exchange on ECTS in open
education is stimulated […]](https://image.slidesharecdn.com/20170927inamoratoepiconlineseminarkeynotepreview-170927144541/75/OpenEdu-Framework-the-recognition-dimension-14-2048.jpg)
Uploaded byAndreia Inamorato dos Santos
OpenEdu Framework: the recognition dimension
The document presents the OpenEdu framework, which aims to enhance open education through recognition policies and open badges. It outlines the importance of frameworks in addressing critical challenges and emphasizes continuous engagement to generate insights. Additionally, it offers recommendations for institutions and member states to improve the recognition of open learning across Europe.
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OpenEdu Framework: the recognition dimension
- 1. The European Commission’s scienceand knowledge service Joint Research Centre OpenEdu Framework: the recognition dimension Keynote preview ePIC 2017 Andreia Inamorato dos Santos European Commission Joint Research Centre, Seville 27th September 2017 @aisantos andreia-inamorato-dos.santos@ec.europa.eu
- 2. 2 1 2 CONTEMPORARY OPEN EDUCATION: 10DIMENSIONS RECOGNITION DIMENSION OPENCRED WHAT DOES RESEARCH EVIDENCE TELL US? OPENEDU POLICIES FOR RECOGNITION OF OPEN LEARNING 3
- 3. 3 • CONTEMPORARY OPEN EDUCATION 10 DIMENSIONS • RECOGNITION DIMENSION AND OPEN BADGES 1 Educación abierta
- 4. 4 Definition of openeducation Open education is a way of carrying out education, often using digital technologies. Its aim is 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. It also provides a variety of access routes to formal and non-formal education, and connects the two. ( OpenEdu framework report, JRC 2016)
- 5. 5 Recent Communications fromthe EC Education pack: 30th May 2017 ‘A renewed agenda for higher education’: mentions open education initiatives ‘ Schools communication’: mentions OER, and MOOCs for teachers’ training http://europa.eu/rapid/press-release_IP-17- 1401_en.htm
- 6. 6 Source: Inamorato dosSantos, A., Punie, Y., Castaño-Muñoz, J. (2916) Opening up education– a support framework for higher education institutions. JRC, European Commission OpenEdu Framework
- 7. OpenCases OpenCred MoocknowledgeOpenSurvey OpenEduProject 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
- 8. 8 Why is aframework 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.
- 9. 9 What does theframework look like? For each dimension of open education, the framework brings: √ Dimension definition √ Rationale √ Components √ descriptors • Dimensions: • 6 core: access, content, pedagogy, recognition, collaboration, technology, research • 4 transversal: strategy, leadership, technology, quality Opening up education strategic planning template
- 10.
- 11. 11 • OPENCRED WHATDOES RESEARCH EVIDENCE TELL US ABOUT OPEN BADGES? 2 Educación abierta
- 12. 12 OpenCred Research Design 2 2 2 2 In-depthinterviews 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
- 13. 13 OpenCred’s traffic lightmodel Source: OpenCred, 2016
- 14. 14 OpenCred Recommendations Selection of3 out of 9 (OpenCred Report, 2016): To institutions: Provide transparent information to learners and potential recognising institutions/employers using the OpenCred Model To Member States Disseminate good practice on the integration of open learning into regular HEI programmes Ensure that an in-depth exchange on ECTS in open education is stimulated […]
- 15.
- 16. 16 • OPENEDU POLICIESFOR RECOGNITION OF • OPEN LEARNING 3 Educación abierta
- 17. 17 OpenEdu Policies Research on currencypolicies for OE in EU Member States Workshops with policy makers Policy recommendations for open education Case studies on policies in 28 Member States
- 18.
- 19. 19 Levels of policieson open education Source: 'Going Open' – upcoming JRC report
- 20. 20 Remember that… It's crucialto identify the stakeholders- whose policies on open badges? Hence 'types of policies'… It's important to diferentiate practice from policy Alignment of discourse (conceptual/terminology) is crucial for coherence and transparency of collaboration opportunities
- 21. 21 EU Countries withrecognition practices and policies France – FUN MOOC – as an national initiative it is a policy; at an instituional level it is a recommended but non-mandatory practice Netherlands – TU Delft MOOCs – institutional policy Spain – Ministry of Education's CEDEC – certificate for career development based on OER authorship (see upcoming OpenEdu Policies case study report) institutional policy But are these (digital) certifications in the form of open badges?
- 22. 22 ONGOING JRC RESEARCH Blockchainfor education blockchain as a platform for digital certification
- 23.
- 24. 24 Our publications onOpen Education Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred) How are higher education institutions dealing with openness? A survey of practices, beliefs and strategies in five European countries (OpenSurvey) OpenCases: Case Studies on Openness in Education OpenCases: A catalogue of mini cases on open education in Europe.
- 25. 25 Stay in touch JRCScience Hub: ec.europa.eu/jrc Twitter: @EU_ScienceHub Facebook: EU Science Hub – Joint Research Centre LinkedIn: Joint Research Centre (JRC) - European Commission's Science Service YouTube: JRC Audiovisuals Vimeo: Science@EC
Editor's Notes
- #7 This slide provides the visual input for the framework and can be used to explain the relationship between the transversal and core dimensions. No dimension works on its own, they always interplay with one another. A university can choose to focus on one particular dimension, nevertheless the other dimensions will still be into play, even if at a lesser extent. The ultimate goal is to focus on the 6 core dimensions ( the ' what of open education' and count on the support of the 4 transversal dimensions for realisation ( the 'how to' of open education)