2017-05-19 ZUID Conference Future Open Education Libraries Stracke

The Future of
Open Education
and Libraries
@ ZUID Conference 2017 in Heerlen
by Christian M. Stracke
Open University of the Netherlands

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Open University of the Netherlands
Global cooperation: ECNU & KNOU
Global initiative ICORE for OR & OE
International WLS / LINQ Conference
eLC European Institute
ICDE Chair in OER
Dr. Christian M. Stracke:
Open Learning & Education, Innovations,
Policies, Quality & Competences, Impact

Selected Projects:
Quality Management and EvaluationTechnology-Enhanced Learning at Large Scale
Open Education and ResearchCompetence and Skills Modelling

Selected Projects:
www.mooc-quality.euwww.isecure-edu.euwww.wacom-project.euwww.ecompetence.eu
www.pure-h2o-learning.eu www.aristotele-ip.eu www.opendiscoveryspace.euwww.inclusive-education.net
www.eMundus-project.euwww.digifem.euwww.voa3r.eu
www.agriculture-
competences.eu
www.inspiringscience.euhttp://lelle.gtk.uni-pannon.huwww.learning-standards.euwww.aristotele-ip.eu

We need Open Quality Education
to change education
due to global changes & challenges.
My Hypothesis

Two core factors:
1. Globalisation &
2. Worldwide Internet
The Digital Age
Photo: https://ec.europa.eu/digital-agenda/en/digital-life/education

Global Competitions and societal changes
Close the gaps
& open new
opportunities
Challenges:
Learn to Learn
Internationalization
Figure: http://www.weforum.org/issues/global-competitiveness

Goal 4:
Inclusive and quality education
Sustainable dev goals

Goal 4:
Inclusive and
quality education
Sustainable
dev goals

Not knowledge but competences are required to
meet future jobs and tasks still unknown today
Change from input to outcome orientation
Learning cha(lle)nges
(E-)Learning
Input: Outcome:
Knowledge Competences

To improve
Quality
in Education!

Open Education (OE):
Innovations for changing
& opening up education
to improve the quality

What is
Open
Quality
Education?

Quality
cannot be defined
... except through adaptation
to your situation and context!

Quality
most important
for Learning, Education
and Training!

Stracke, C.M., 2016
Quality
Potential
Quality Development
Quality in Open Education

Quality: Most important
... and "new pedagogy" is
important just the same!

Source: https://www.flickr.com/photos/opensourceway/

Stracke, C.M., 2016
Visionary
Open
innovations
Dimensions
of Openness
Open
standards
Open
resources
Open
licensing
Open
recognition
Open
availability
Open
technologies
Open
methodologies
Open
access

Stracke, C.M., 2016
Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions

Stracke, C.M., 2016
Visionary
New
potentials
Dimensions
of Openness
New
frameworks
New products
Re-usage
for free
New awarding
Equity for all
New services
New
approaches
Removing
restrictions
Assessment
Policies
Flipping
Inclusion
ISO/IEC
40180
CC licenses
Commu-
nities
OER MOOCs

Stracke, C.M., 2016
Quality
Potential
Objectives
Quality Development

Stracke, C.M., 2016
OE
Quality
Objectives

Meso: Organisation and Design
Micro: Learner and Course
Macro: Policies and Curricula
Open Education (OE)
Strategic & organisational

Stracke, C.M., 2016
OE
Quality
Anticipated LOs
Open Policies
Individual LOs
Objectives
Meso level
Macro level
Micro level

We need Open
Quality Education!

We need Open
Quality Education!
... with fun!

Future of
Open
Quality
Education
in Practice

Do not to forget the long-term history:
1000 BCE - : Open Educational Practices
• Open discourse (Confucius, Socrates)
1800 CE - : Open Learning
• Progressive theory (Pestalozzi, Humboldt)
• Competence building (Piaget, Vygotsky)
Open Education (OE)

1960s: Open Classrooms
1960s: Open Universities
1990s: Open Educational Resources
2000s: Open Online Collaboration
2010s: Open Educational Practices
Now: Open Educational Environments
Waves of OE

Meso: Frameworks & Standards
Micro: Competence & Community
Macro: Movement & Strategies
Quality by OE
Strategic & organisational

Strict open policy:
All research results from H2020 and
other funding programmes have to
be published with “green” open access
license
In addition: Open data policy
OE Examples: EC

Strict open policy:
All research results from Dutch funding
programmes with open access license
In addition: Framework contracts with
major publishers (Springer, Wiley) to
opt for “gold” open access for free
OE Examples: NL

Strict open policy:
All research results and publications
with “green” open access license on
our own open repository Dspace
http://dspace.ou.nl/
In addition: Open Education strategy
and research group in Welten Institute
OE Examples: OUNL

The Welten Research Institute:
Leading in Learning Innovations
www.youtube.com/watch?v=bzYwLkbB2Ys
OUNL Video

Macro: Movement & Strategies
Meso: Frameworks & Standards
Micro: Competences & Communities
Open Quality E-Learning

UNESCO: OER Declaration
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/
open-educational-resources/what-is-the-paris-oer-declaration
European Commission: Opening Up Education
http://ec.europa.eu/education/policy/strategic-framework/education-technology_en.htm
ICORE / OEC: Declaration of Crete
http://wiki.icore-online.org/index.php/ICORE_Declaration_of_Crete
Republic of the Philippines: Open Distance Learning Act
http://www.gov.ph/2014/12/09/republic-act-no-10650/
International Policies

Strategies: IDEAL
Source: Stracke, C.M., 2012 and 2014

The Reference Process Model:
Standard:ISO/IEC 19796-1
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical
realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for
contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resourcesDidactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction
design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

Example of required adaptation:
Standard:ISO/IEC 19796-1
Communication
concept
Needs Analysis
Conception /
Design
Development /
Production
Implementation
Framework
Analysis
Learning Process
/ Realization
Initiation
Media realization
Technical realization
Design realization
Content realizationAnalysis of the
external context
Testing of learning
resources
Learning objectives
Stakeholder
identification
Concept for contents
Definition of
objectives
Demand analysis
Time and budget
planning
Environment
analysis
Activities
Organization of use
Activation of
learning resources
Adaptation of
learning resources
Didactical
concept/ methods
Organizational
concept
Roles and activities
Technical concept
Concept for media
and interaction design
Media Concept
Technical
infrastructure
Review of
competencies levels
Concept for tests
and evaluation
Analysis of staff
resources
Evaluation /
Optimization
Planning
Realization
Analysis
Optimization /
improvement
Analysis of the
institutional and
organizational
context
Analysis of target
groups
Concept for
maintenance
Administration
Maintenance

Learning-how-to-Learn:
The key competence in 21st century
Focus on inclusion of learning skills
into curricula
lelle.gtk.uni-pannon.hu
Learn how to learn

Registration: www.bit.ly/LELLE_OUNL_Conference_Registration

Problem-based Learning as method for
key competences in 21st century
Focus on integrating learning analytics
& semantics in problem-based learning
www.PBL3-project.eu
Problem-based learning

Evidence-based inclusive
school education in Europe
PROSEL for prosociality &
social emotional learning
www.inclusive-education.net
Open inclusive learning

Facilitating Open Educational Practices
• Open classrooms
• Competence focus
• OER re-use
Open Schools

Communities: ODS & ISE
www.opendiscoveryspace.eu
www.inspiring-science.eu & portal.opendiscoveryspace.eu/ise
> 10,000 teachers and
> 3,000 schools in 28 countries

Source: https://www.flickr.com/photos/catspyjamasnz/

Source: https://www.flickr.com/photos/gforsythe/

Source: https://www.flickr.com/photos/-ed/

MOOCs = Massive Open Online Courses
• cMOOCs vs. xMOOCs (vs. yMOOCs?)
• Openness?
• Quality?
• Tutoring?
• Completion rate?
The big advantage:
Mass marketing for E-Learning
Challenges for MOOCs

MOOQ for the quality of MOOCs:
“We will make MOOCs better”
Quality Reference Framework with
indicators for design & comparison
www.MOOC-quality.eu
Frameworks: MOOQ

Quality Reference Framework with
indicators for design & comparison
Our main goal is the collaboration with all
to improve future MOOC design for
better MOOC learning experiences

Three main surveys for learners,
designers and facilitators of MOOCs
Please support us to improve next MOOCs:
www.survey.MOOC-quality.eu
Your feedback is most welcome!

16 questions in 4 clusters (n=45):
1. Experience with MOOCs (5 questions)
2. Perception and Expectation (5 questions)
3. Personal Goals (4 questions)
4. Recognition and Certification (2 questions)
n=45: reveals that many MOOC learners
do not share the intentions of the
MOOC designer & have their own goals
MOOQ Pre-Survey

2017-05-19 ZUID Conference Future Open Education Libraries Stracke

Combines 3 surveys on 13 constructs:
1. MOOC learners (69 questions)
2. MOOC designers (89 questions)
3. MOOC facilitators (58 questions)
3 months with huge support (n=625):
reveals that most MOOC learners
reported positive learning experiences
with MOOCs
MOOQ Survey

Our proposal
for discussion:
The Quality Reference
Framework (QRF)

What is Open Education (OE)?
Quality dimensions of OE in practice?
Quality indicators for OE in practice?
QRF for Open Education

Quality dimensions of OE in practice:
1.Dimension: Analysis
2.Dimension: Design
3.Dimension: Implementation
4.Dimension: Learning Process
5.Dimension: Evaluation & Optimization
QRF Quality Dimensions

Stracke, C.M., 2016: “Opennessforlearning quality and change by Open Education in theory and practice - Overview,history, innovationsand policies:
How can Open Learning, OER and MOOCsachieve impact for learners, organizations and in society?” [in print]
Meso
Micro
Macro
Objectives Achievements
Realizations
AN
DE
PR
LE
OP
EV

QRF Quality Dimensions
Evaluation
Analysis
Implemen-
tation
Learning
process
Design
Learner

Projects
for Research & Repositories:
1. VOA3R
@ Open Research
2. LoCloud
Cloud services for local content collections
and many more...
www.voa3r.eu
www.opening-up.education
www.locloud.eu

VOA3R – Open Access for digital resources
www.voa3r.eu

FINAL VOA3R OUTCOMES:
OVERVIEW OF ACHIEVED RESULTS
VOA3R Main Outcomes:
Harvesting of Digital Resources with FAO
2,640,000+ OA resources from 24 repositories
FinalVOA3R Conference (conjunct with LINQ)
Sustainability through FAO AGRIS and ICORE
VOA3R Project: http://voa3r.eu
VOA3R Platform: http://voa3r.cc.uah.es/

FAO and VOA3R:
www.voa3r.eu
Europeana:
www.europeana.eu/portal/en
Wikiwijs - Dutch OER initiative by Kennisnet:
www.wikiwijs.nl
Norwegian Digital Learning Arena (NDLA):
www.ndla.no
Open Libraries Examples

• Openness of Open Education and OER
• Quality of OER
• New distribution (e.g., through MOOCs)
• Fragmentation of repositories
• Different formats and authoring tools
• Different licenses (Creative Commons et al.)
• Different metadata schemes (MLR, DC et al.)
Challenges for Libraries

EN ISO/IEC 19788
Multi-part ISO Metadata Standard
Unique ISO Metadata standard to be used
in all IT systems & branches by adaptations
Defining rules sets, UIDs and templates
Based on Dublin Core (100% compliant) to
keep international consensus & acceptance

EN ISO/IEC 19788
Multi-part ISO Metadata Standard
International Metadata Standard,
approved and published by ISO in 2011:
Developed by SC36 and approved by ISO
after 10 years of global discussions
Flexible, rule-based and allowing APs and
mapping to all other schemes (incl. EDM)!

MLR Data Element Specification
Example 1:

MLR Data Element Specification
Example 2:
Example 3:
(RDF)

MLR
(Slide by Gilles Gauthier:
SC36 WG4 Convener)

Topic 2017: „Smart Universities“
The Call for Papers is open!
www.worldlearningsummit.com

ICORE: International Community for
Open Research and Open Education
Launched 15th May 2013 in Rome
Already more than 300 members within one year
First recognition by key stakeholders & EC:
Let us join forces and become ICORE member!
www.ICORE-online.org
ICORE

To improve the learning quality!
Series of ICORE Workshops with key organisations
“How to improve Open Quality Education?"
First ICORE Workshops at ICDE Conference 2015,
EC-TEL 2016, WLS 2017 & OE Global 2016 & 2017!
Towards a global joint initiative!
www.ICORE-online.org
Opening up education

Publish and share your content!
Re-use existing content!
Connect to colleagues!
How can you participate?

PhD programme in TEL at OUNL
by the leading Welten Institute:
www.ou.nl/en/web/open-universiteit/-/welten-promoveren
External PhDs: From home
Internal PhDs: Funded, at OUNL
Vacancies: www.academictransfer.com/employer/OU/
How can you join?

Open Learning
for
inclusive equity & high
quality education for all

We need …
1. Education to change
2. Quality Education
Open Education can
facilitate these changes

Open Education is a Vision
that is happening!
Quality is most important
for your situation & learners
Inclusion and equity for all
to improve our Global Society!

Stracke, C. M. (2017). The Quality of MOOCs: How to improve the design of open
education and online courses for learners? In Proc. HCI International 2017,
Berlin: Springer (in print).
Stracke, C. M. (2017). Open Education and Learning Quality: The Need for Changing
Strategies and Learning Experiences. In Proc. IEEE EDUCON 2017,
Berlin: Springer (in print).
Stracke, C. M. (2016). Is Open Education a revolution or are MOOCs only marketing
instruments? Online Proceedings of the Open Education Global Conference 2016.
Washington: OEC.
All also online available at: http://www.opening-up.education
Further References

Stracke, C. M. (2016). Openness for learning quality and change by Open Education in
theory and practice - Overview, history, innovations and policies: How can Open
Learning, OER and MOOCs achieve impact for earners, organizations and in society?
In T. Amiel (Ed.), Utopias and Dystopias in Education. Sao Paulo: UNICAMP. [in print]
Stracke, C. M. (2016). MOOCs are dead! - Open Education and the Quality of Online
Courses Towards a Common Quality Reference Framework. In EDEN Proceedings.
Bucharest, Hungary: European Distance and E-Learning Network. pp. 215-221.
Stracke, C. M. (2015). The Need to Change Education towards Open Learning. In
C. M. Stracke & T. Shamarina-Heidenreich (Eds.), The Need for Change in
Education: Openness as Default?. Berlin: Logos. pp. 11-23.
Further References

Stracke, C. M. (2014). How Innovations and Competence Development support Quality
in Lifelong Learning. The International Journal for Quality and Innovation
(INNOQUAL), Vol. 2 (3). pp. 35-44.
Stracke, C. M. (2014). Evaluation Framework EFI for Measuring the Impact of Learning,
Education and Training. 华东师范大学学报（自然科学版） Journal of East China
Normal University. Vol. 2014 (2). Shanghai: ECNU. pp. 1-12.
[DOI: 10.3969/j. ISSN 1000-5641. 2012.02.012]
Stracke, C. M. (2014). The Concept of Open Learning for Opening Up Education. In C. M.
Stracke et al. (Eds.), Changing the Trajectory: Quality for Opening up Education.
Berlin: Logos. pp. 15-24.
Further References

Stracke, C. M. (2013). Open Learning: The Concept for Modernizing School Education and
Lifelong Learning through the Combination of Learning Innovations and Quality.
In C. M. Stracke (Ed.), Learning Innovations and Quality: The Future of Digital
Resources. Berlin: Logos. pp. 15-28.
Stracke, C. M. (2013). The Evaluation Framework for Impact Assessment. In Proceedings
of 6th International Conference of Education, Research and Innovations 2013
[= ICERI 2013]. Madrid: IATED. pp. 4654-4663 [ISBN: 978-84-616-3847-5].
Stracke, C. M. et al. (2013). Open School Learning. A vision to improve European schools
towards 2030 – using the results of the Open Discovery Space project. In
OPEN EDUCATION 2030. JRC-IPTS Call for Vision Papers. Part II: School Education.
Sevilla: JRC. pp. 99-104.
Further References

Stracke, Christian M. (2012): "Learning Innovations and Learning Quality: Relations,
Interdependences, and Future"; in: Stracke, Christian M. (ed.) (2012): The
Future of Learning Innovations and Learning Quality. How do they fit together?
Brussels: Gito. p. 13-25.
Stracke, Christian M. (2012): "Competences and skills for learning-outcome orientation:
Competence development, modelling, and standards for human resources
development, education and training"; in: 华东师范大学学报（自然科学版）
Journal of East China Normal University. Vol. 2012 (2). Shanghai: ECNU. p. 115-130.
Stracke, Christian M. (2011): "Competence and Skills Modelling for European HR and
Policies"; in: Stracke, Chr. M. (ed.): Competence Modelling for Human Resources
Development and European Policies. Bridging Business, Education and Training.
Brussels: Gito. p. 12-37.
Further References

Stracke, Christian M. (2011): "Competences and Skills in the Digital Age: Competence
Development, Modelling, and Standards for Human Resources Development";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2011), Berlin/ Heidelberg: Springer. p. 34-46.
Stracke, Christian M. (2011): "Competence Modelling for Innovations and Quality
Development in E-Learning: Towards learning outcome orientation by
competence models"; in: Proceedings of World Confe-rence on Educational
Multimedia, Hypermedia and Telecommunication 2011 [= ED-MEDIA 2011];
Chesapeake, VA: AACE. p. 1885-1894.
Stracke, Christian M. (2010): "Quality development and standards in learning, education,
and training: adaptation model and guidelines for implementations"; in:
Информатизация образования и науки [= Информике (Informika),
ISSN 2073-7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136-146.
Further References

Stracke, Christian M. (2010): "The Benefits and Future of Standards: Metadata and beyond";
in: Proceedings of the International Conference on Metadata and Semantics
Research Conference (MTSR 2010). Berlin/ Heidelberg: Springer. p. 354-361.
Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training:
The Adaptation Model IDEA for the Introduction of Quality Development"; in:
Proceedings of the International Conference on the Past and Future of e-Learning
Standards. Tokyo (Japan). p. 26-36.
Stracke, Christian M. (2007): Quality Standards for Quality Development in e-Learning:
Adoption, Implementation and Adaptation of ISO/IEC 19796-1. Essen: eLC / Q.E.D.
Stracke, Christian M. (2006): "Process-oriented Quality Management", in: Ehlers, U.-D./
Pawlowski, J. M. (Eds.): Handbook on Quality and Standardisation in E-Learning.
Berlin: Springer. p. 79-96.
Further References

Let us Opening up Learning,
Education and Training for ALL!
Towards Open Learning

christian.stracke@ou.nl
@ChrMStracke
Let us cooperate!

2017-05-19 ZUID Conference Future Open Education Libraries Stracke

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