Towards a research agenda for open education Prof. Dr. Marco Kalz Chair for Open Educaton Faculty Management, Science and Technology & Welten Institute Open University of the Netherlands
Open Universiteit students -3 faculties (Psychology & Educational Sciences, La w and Cultural Science, Management, Science and Technology) -60 Mio Budget -15 study centers -Welten Institute: Expertise Centre on Technology- Enhanced Learning (3 Mio Budget)
Always open: OUNL Open higher education for everybody Open in time Open in location (Partly) open in costs Open in educational offer Open source tradition Open research tradition
Some open initiatives OpenErOER 2006 OpenU Open Learning Environment 2009 Online Masterclasses Open Educational Practices Open Educational Innovations MOOCS on E-Learning, Blended Learning & Marine Litter
Research about MOOCs 166 scientific publications in 6 years TEL: 3500 publications in 10 years (Kalz & Specht, 2011)
Research about MOOCs Up to 2012: Focus on case studies, underlying educational theory or impact on higher education (Liyanagunawardena, Adams, & Williams, 2013) The learner perspective is underrepresented
A self-referential network Kalz (forthcoming)
An interdisciplinary research topic Veletsianos & Sheperdson, 2015
Rebooting MOOC research EngagementLearning Single MOOCs Post-hoc analysis Cross-context Design research
Research challenges of open education Achievement & Attrition SDL/SRL Instructional Quality Instructional Quality Scalability Innovation
Achievement & Attrition enrolled completed
Achievement & Attrition
Jordan, 2015
A […] more important limitation […] is the tendency to ignore the perspective of the individual […]Such definitions of dropout […] imply connotations of inferiority […] of the individual dropping out. Tinto & Cullen, 1973
Achievement & Attrition Kalz, Kreijns, Walhout, Castano-Munoz, Espasa & Tovar, 2015
What do the learners say?
by Terry Giliam Instructional quality MOOC
The mind is not a vessel to be filled but a fire to be kindled. Plutarch
Instructional quality Margaryan, Bianco & Littlejohn (2014) (n=76) No instructor feedback Limited amount of problem-centeredness Missing explicit learning goals or not measurable ones Low amount of application of knowledge
Instructional quality Koedinger et al. (2015) Comparing passive learning in a MOOC via video with active learning via interactive activities Active learning is six times more effective than watching more videos No selection effect in sample
Instructional quality by Jeremy FlickrFlickr
Scalability Which educational methods are scalable? Scalable DesignScalable technology Worked out examplesBots and virtual tutors Self-organised groupsMatchmaking (Question- Answering) Peer-AssessmentRecommender Systems Self-AssessmentPrediction-Algorithms
Scalability Quality Costs
Scalability Massive inflow into EU HEA expected in next 10 years How can we scale up the education system as a whole?
Self-directed (regulated) learning MOOCs are open, but …there are hidden filters and gates.
Self-directed (regulated) learning
Assess the task Evaluate Strength and Weaknesses Plan Apply strategies Monitor progress Reflect & Adjust Individual Learning Dispositions Ambrose et al., 2010 Self-directed (regulated) learning
Prior experiences with SRL and technology impact self-efficacy and motivation SRL in a technology-rich context requires step-wise introduction and support Lee, Tsai, Chai, & Koh (2015)
Self-directed (regulated) learning
Innovation
by Gareth FlickrFlickr
Innovation Organisation MOOC Innovation Strategy Policy Incentives Context Staff Unexpected conditions Unintended consequences Design Implementation Platform Quality Accessibility Impact
Implementation of the research agenda
PhD SRL Skills PhD Scalability PhD Motivation PhD Organisational innovation Fundamental research line Accompagnying research line Implementation of the research agenda
Invitation
Thank