Open EDucation, Blockchain and Flexible Learning Pathways
Download as PPTX, PDF3 likes530 views
The document discusses the role of the Joint Research Centre in supporting European education policy through research on open education, blockchain technology, and flexible learning pathways. It emphasizes the importance of creating an open education ecosystem and the potential benefits of blockchain in higher education, such as enhancing credentialing systems and fostering transparency. Key areas for policy development and implementation include awareness raising, partnerships, and addressing challenges like user readiness and institutional adaptation.
Open EDucation, Blockchain and Flexible Learning Pathways
- 1. Joint Research Centre the European Commission's in-house science service Open Education, Blockchain and Flexible Learning Pathways Dr Andreia Inamorato dos Santos The New Student: Flexible Learning Paths and Future Learning Environments Vienna, Austria @aisantos #heflex18 #EU2018at 21st September 2018
- 2. 2 The Joint Research Centre at a glance around 3000 staff members Almost 75% are scientists and researchers. Headquarters in Brussels and research facilities located in 5 Member States
- 3. 3 JOINT RESEARCH CENTRE The JRC (Seville) is the in-house science service of the European Commission. Our main goal is to support policy making in Europe via research evidence. We have over 40 policy reports published in the field of education, to include reports on Open Education, area in which we locate our blockchain study. Our work is driven by the Commission’s policy priorities: e.g. Communications and Council Recommendations
- 4. 4 DigComp (DG EMPL) EntreComp (DG EMPL) DigCompConsumers (DG JUST) OpenEdu Policies (DG EAC) MOOCKnowledge (DG EAC) Blockchain in Education (DG JRC) OPTEV (DG JRC) MOOCs4 inclusion (DG EAC) Learning Analytics (DG JRC) Anticipatory studies Policy & society OrganisationsIndividuals DigCompEdu (DG EAC) DigPolEdu (DG EAC) CPDmodels (DG EAC) ICTinPISA (DG EAC) CompuThink (DG JRC) DigCompOrg4Schools (DG EAC) OpenEdu (HE) (DG EAC) DigCompOrg (DG EAC) Current JRC research on Digital Age Learning and 21st Century Skills
- 7. 7
- 8. 8 OpenEdu Framework for HE institutions It can be downloaded from: http://bit.ly/openeduframework
- 10. 10 Creating an open education ecosystem The following areas for policy development were elicited in the research process. Together, these areas contribute to building 'an open education ecosystem': 1.awareness raising 2.regulation, legislation and funding 3.partnerships 4.teachers' professional development 5.accreditation and recognition of learning 6.open educational resources (OER) 7.support and infrastructure 8.research and evaluation
- 11. 11
- 13. 13 Blockchain in Education – JRC report It can be downloaded from: http://bit.ly/blockchain4edu
- 14. 14 BLOCKCHAIN’S SOCIAL VALUE PROPOSITION Self-sovereignty: users are able to identify themselves while at the same time maintaining control over the storage and management of their personal data; ownesrhip of their data Trust: in a reliable technical infrastructure and in the validity of the transactions carried out in it Transparency & Provenance: users to conduct transactions in knowledge that each party has the capacity to enter into that transaction (i.e. verification (signing) of credential by both issuer and recipient) Immutability: records are written and stored permanently, without the possibility of modification; reduction of fraud risk Disintermediation: the removal of the need for a central controlling authority to manage transactions or keep records; Collaboration, i.e. the ability of parties to transact directly with each other without the need for mediating third parties.
- 15. 15 WHY USING BLOCKCHAIN IN HE? From the Open University UK’s experience: to remain competitive and up-to-date, academic excellence and adaptive culture to constantly revise and re-shape higher education in order to fit the needs of the students The OU identifies a clear value in modular courses, and in smaller or ‘bite-size’ chunks of learning which gradually add credits towards full qualifications micro-credentials is perceived by the OU to be a better fit for lifelong learning (badges) Enhancing employability
- 16. 16 MIT: diplomas on the blockchain - added value for the learner
- 18. 18 COMMUNICATING ‘BLOCKCHAIN’ TO STUDENTS VIDEO FROM THE GOVERNMENT OF MALTA Self-sovereign Identity: recipient-owned credentials Analytics: waiting for GDPR further conclusions Blockchain Records for Maltese Learners and Workers
- 19. 19 Other uses for blockchain in education… Intellectual property management (scientific papers, research) Funding tracking from higher level authorities Students’ payments, grants management, students’ services (e.g. academic records, transcripts), credit transfer, learning portfolios Pedagogical enhancement: anonymous marks/student performance comparison leading to personalised learning
- 20. 20 Why do we need to further explore blockchain in education? May not be a solution to everything (or the best solution) Requires more pilots (cost efficiency, standards for certificates?) Public or private blockchains? Governance? Standards? Need for more awareness raising, buying up in order to create trust in the system as well as a common understanding, general acceptance (mindset) Users digital literacy / identity management (are they ready to use the technology/ control their wallets / keep their keys safe etc?) Do they want to do it? How ready are the universities for this?
- 22. 22 NON-FORMAL LEARNING FORMAL LEARNING MOOC 1 MOOC 2 MOOC 3 HEI 1 HEI 2 HEI 3 X CREDITS ECTS Micro- credentia l X CREDITS ECTS X CREDITS ECTS FULL DEGREE Micro- credentia l Micro- credentia l BLOCKCHAIN? XXX CREDITS ECTS TRANSPARENCY TRUST COLLABORATION GOVERNANCE LEARNING PATHWAYS LEARNER SUPPORT DIGITAL COMPETENCE
- 23. 23 In a world of blockchain technology … HEIs will need to consider: • Adapting to change or being the drivers of this change (e.g. by exploring unbundling of certification/ accreditation/validation; micro-credentials, new roles for students’ services) • Reinforcing collaboration and increase trust in one another (new ways to operate, offer of joint degrees, offer of open degrees, take up of an open education proposition and enhance networks) • Focusing on the learner by establishing a number of routes for formal and non-formal learning with individual pathways (greater use of ECTS, EQF in non-formal learning)
- 24. 24 Thank you andreia-inamorato-dos.santos@ec.europa.eu https://ec.europa.eu/jrc/en/open-education Thanks to Blockerts and Learning Machine for slides on credential issuing on the Blockchain (16 and 17)
Editor's Notes
- #14: Why a study on blockchain in education? Blockhain technologies have been used in many fields – what about in education? Need to explain blockchain principles to a non-specialist audience (easy read) Explore the current use of blockchain in education by EU Member States and abroad Look into more depth at selected current cases (use cases) Explore possible scenarios for the future: pros and cons, challenges and opportunities.
- #16: Collaborators for use cases: interviewees, informants and reviewers based in Europe and abroad (e.g. Open University UK; MIT, Learning Machine, University of Nicosia, Malta education institutions, Ministry of Education of Estonia and The Netherlands - University of Groningen)
- #23: SELF-DISCIPLINE FROM STUDENTS, DIGITAL COMPETENCES, MOTIVATION