EADTU has conducted a follow-up study on the first Changing Pedagogical Landscape report (published 2015). Based on qualitative research in various European countries, this report identifies patterns in policies and practices of new models of teaching and learning:
European societies changed and will further change, due to the impact of new technologies and through new developments in the economy and in society at large. This has consequences for universities.
An increasing number of universities and colleges offer, next to degree programmes, continuous education and lifelong learning, and open education mainly related to OERS and MOOCs. In all three areas of provision, new pedagogies have emerged, strongly enabled by the innovation/ICT push and facilitated by different support structures at various levels. Universities start to develop visions and strategies to position themselves at the national and international level in each of these areas. Universities need sufficient autonomy to determine their position in these three areas and to act flexibly and rapidly to respond to changes in society and economy. They need a vision and support as well from their governments to enable them to innovate their institutions.
This report is a continuation of the first Changing Pedagogical Landscape study conducted from January 2014-June 2015 (Haywood, Connelly, Henderikx, Weller &Williams, 2015). During 2017, EADTU members conducted a follow-up study with seven additional countries.
The main observations in this study are:
- Key factor: leadership and institutional strategy
An increasing number of European universities seem to have a digital education strategy of some kind.
- Gradual innovation at course and curriculum level
Universities evolve to blended education in their mainstream provisions to enhance quality and to meet the needs of more a diverse and larger number of students.
- Many incentives for digital education
Next to an institutional strategy plan on education and leadership for an innovative climate, the development of expertise on blended teaching and learning within the institutions and the continuous development of staff are seen as essential incentives.
- Increased (scalable) continuous education and continuous professional development offerings
Online education is seen as a promising field for universities for increased offering for new kind of students related to lifelong learning and CPD.
- MOOCs as an enabler for innovation
In many universities, the development of MOOCs by key staff resulted in broader innovations with regard to blended teaching and learning at the bachelor and master level. MOOCs are a lever for innovation in mainstream degree education.
- Increasing internationalisation of higher education
Online and blended education is increasingly changing the landscape of internationalisation and student mobility.
- Important role for governments
The role of national governments is mainly to create favourable framework conditions to capitalize on the opportunities of digital education in higher education.
Their general conclusion is that the uptake of new modes of teaching and education is accelerating although many challenges still exists.
in the report they also have many recommendations on university strategies for digital education, implementation of new modes of teaching, recommendations for teaching staff, continuous education and CPD, OERs and MOOCs, new modes in international education and for governmental policies.
It is a comprehensive report that includes many, if not all, of the trends in European higher education. There is a lot of interesting information in the 88 pages from the different European countries.
- Haywood, J., Connelly, L., Henderikx, P., Weller, M. &Williams, K., The changing pedagogical landscape – New ways of teaching and learning and their implications for higher education policy, European Commission, Education and Culture, 2015. Retrieved from http://www.changingpedagogicallandscapes.eu/publications/
- Henderikx, P., & Jansen, D. (2018). The Changing Pedagogical Landscape: In search of patterns in policies and practices of new modes of teaching and learning. Retrieved from https://tinyurl.com/CPLreport2018
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