This weekend I received an interesting question about the new European General Data Protection Regulation (GDPR) and open education:
A trend in open online education is a shift from attention to publishing and reusing open materials (including MOOCs) to their effects on education. Terms such as Open Educational Practices and Open Educational Pedagogy are part of this. Such practices are characterised by using openness in a much broader context: not only OER, but also open data, open platforms (such as forums, twitter, blogs, Wikipedia, etc.). Most of these practices involve students creating content on such platforms, for example as a form of assessment (such as writing a Wikipedia article).
Most such platforms require (justifiably) non-anonymity in order to be able to make contributions. That is where my question lies. What I understand is that under the GDPR you cannot force students in an educational setting to share their data in that way. Wilfred recommends looking for alternatives that do not have such a requirement or (if that platform is used structurally) concluding a data processing agreement. However, it is precisely this non-anonymity of contributions that cannot be prevented, so platforms that do not demand it will not, in my opinion, be available. And is Wikipedia, for example, waiting for processing agreements to be concluded with all kinds of educational institutions?
A very interesting question and one I try to answer. Big disclaimer: I'm not a lawyer, anything I write here is my interpretation of GDPR and not legally binding.
In three weeks Open Education Global Conference will be in full swing. That means less than three weeks to get everything organised for the conference from 24-26 April. Here some updates I want to highlight.
The report, authored by Ruth Graham, is a global review of cutting-edge practice in engineering education. It is informed by interviews with 178 thought leaders with knowledge of and experience with world-leading engineering programs, combined with case studies from four different universities. The report paints a rich picture of successful innovation in engineering education as well as some of its opportunities and challenges.
The study was structured in two phases. First phase provided a snapshot of the cutting edge of global engineering education and a horizon scan of how the state of the art is likely to develop in the future. Phase 2 involved case studies of four selected institutions identified during Phase 1 as being ‘emerging leaders’ in engineering education. TU Delft was selected as one of the four institutes, next to Singapore University of Technology and Design (Singapore), University College London (UK), and Charles Sturt University (Australia).
Traditionally the (paer-based) portfolio was associated with the fine arts/design as a means for individuals to showcase samples of their work. Nowadays the portfolio is used as a pedagogical and assessment tool in all different kind of disciplines and in all levels of education. The definition the authors mention is a good reflection of this:
‘a portfolio is an organized compilation that demonstrates knowledge, skills, values and/or achievements and that includes reflections or exegesis which articulate the relevance, credibility and meaning of the artefacts presented.’
In the report they distinguise three types of portfolios:
showcase portfolio: this most closely resemble the original paper-based portfolio
summative/evalution portfolio: students receive a grade based on the work submitted in their portfolio.
Learning Portfolio: Unlike showcase and assessment portfolios, learning portfolios may include drafts and ‘unpolished’ work, with the focus broadened to include the process of compiling the portfolio, as well as the finished product.
In less than 2,5 months Open Education Global Conference will be in Delft. As conference organisers we have been busy with all preparations for the conference. Here some updates about the conference and all the great things we are organising.
We had a record number of proposals and we had quiet a challenge to fit all the accepted proposals in the programme. Thanks to the great work of our programme chair Robert Schuwer we have an interesting programme for all attendees. First of all the conference will be opened by our Minister of Education, Culture & Science Ingrid van Engelshoven. We have invited four keynote speakers:
Erin McKiernan, professor National Autonomous University of Mexico, will talk about the intersection of open research and open education
Vincent Zimmer, Co-Founder and Business Development Director of Kiron Open Higher Education will talk about the (digital) future and transformation of universities
Annemies Broekgaarden, head of public & education Rijksmuseum, will talk about innovative learning in a museum context
Peter Schmidt, professor Innovation in Higher Education UMUC, will talk about the role of open resources in defining what the future holds
On the website you will find the programme overview. Later this week we will publish the detailed programme.
An important part of the conference is to meet and talk to open education people from all over the world. During the day there are already many oppertunities, but we have also some great evening events organised for you. The opening reception will be held in the Royal Delft pottery museum and factory. Royal Delft is the last remaining earthenware factory from the 17th century. Here the renowned Delft Blue is still entirely hand painted according to centuries-old tradition. During the reception we will recognise the winners of the Open Education Awards for Excellence.
Gala Diner The conference gala diner will be in the historic courtyard of Museum Prinsenhof. It was once the court of William of Orange, the Father of the Dutch Nation.
After the conference on Thursday afternoon we have the option to visit Madurodam, on our website you find more info.
We highly recommend that you will stay for Kingsday on Friday. It is something you have to experience to fully understand it.
We have been actively contacting companies and organisation to sponsor the conference. We are grateful that Siemens Stiftung, Canvas, Moodle and TAO have confirmed their sponsorship. We will announce more sponsors soon. If you are interested, please take a look at the sponsor opportunities.
As conference chair I also was forced to record a video, please take a look at it ;-)
I also invite you to join our pre-conference on Monday 23 April. During the pre-conference TU Delft will share its involvement in Open & Online Education and introduce you to some of the exciting projects TU Delft has to offer. Registration via the conference website.
The JRC open education research team has published another interesting report. In this technical report they provide an EU-wide overview of the state of play with policies on open education. 28 member states (MS) are researched:
The goal of the study Policy Approaches to Open Education in Europe : Case Studies from 28 Member States (OpenEdu Policies) was to find out which specific policies on open education are in place in European countries. At the same time, by eliciting the different perspectives, barriers and challenges to having such specific policies, the study aims to provide evidence that will cont ribute to a greater understanding of the development of open education in Europe. This report accompanies the JRC Science for Policy Report Going Open: Policy Recommendations on Open Education in Europe (OpenEdu Policies ).
They have performed desk research, interviews with relevant persons and integration of all results.
Last Friday at the 176th Dies Natalis (foundation day) of the TU Delft the new strategic framework 2018-2024 was presented. The structure of the framework is based on two dimensions. First, the breakdown of the university’s core operations into four operational areas: Students & Education, Research & Innovation, People & Community, and Campus & Services. The second dimension is based on four major principles: Excellence, Impact, Engagement and Openness. In the matrix below these two dimensions are linked.
ECAR does a yearly survey among undergraduate students about information technology. In October they published the results.
ECAR collaborated with 157 institutions to collect responses from 13,451 faculty respondents across 7 countries about their technology experiences. ECAR also collaborated with 124 institutions to collect responses from 43,559 undergraduate students across 10 countries about their technology experiences.
One of the interesting finding is about the preferences of students for online or blended courses. For the fourth year in a row, the number of students preferring a blended learning environment has increased as is visible in the image above.
One of the recommendations of authors is:
Take steps to make online learning opportunities the rule rather than the exception. At the institutional level, take steps to eliminate differential pricing structures for fully online courses so that they are accessible to all students. At the program level, consider ways to integrate online and blended courses in the curriculum to meet the learning environment preferences of students (and potentially increase enrollment). At the faculty level, create faculty development programs that help instructors better integrate the LMS into their face-to-face courses, thereby increasing the capacity to produce more blended learning opportunities.
Many institutes still have a big way to go for this, including mine.
Last year (it sounds long ago) the TU Delft approved our new educational vision:
This document contains Delft University of Technology’s vision on education. It describes our educational goals and quality ambitions, and states directions for further development of our educational portfolio and our way of teaching and learning.
Recently the TU Delft Executive Board approved a policy document on learning analytics. This policy document is about learning analytics at TU Delft and is comprised of a vision on the topic, a policy framework with directional statements, and an overview of recommended next steps for the introduction of learning analytics at TU Delft.
Tthe field of learning analytics is still developing and will be in the coming years. This makes it difficult to predict how exactly TU Delft will be using learning analytics in a few years. Learning analytics policies must therefore take into account the dynamics in the field – we do not know what is possible in the future; but at the same time offer guidance – we know what we do not want.