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MOOCs for employability, innovation and entrepreneurship

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Presentation on MOOCs for employability, innovation and entrepreneurship by Rebecca Ferguson during the Peer Learning Activity, MOOCs for the labour market.

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MOOCs for employability, innovation and entrepreneurship CC-BY 4.0 1 Rebecca Ferguson Institute of Educational Technology The Open University (UK)
CC-BY 4.0 2  What are the most effective forms of learning with MOOCs?  What is needed to support employability, innovation and entrepreneurship in European labour markets?  How can MOOCs systematically support continuing education (CE), continuing professional development (CPD) and career development in Europe? How can MOOCs best support employability, innovation and entrepreneurship in the European area?
What are the most effective forms of learning with MOOCs?  Varying approaches to evaluating MOOCs  Traditional methods don’t reflect the voluntary, self-guided and non-formal nature of MOOC learning  Current best practice in MOOC provision is characterized by an innovation mindset which recognizes their disruptive potential while being realistic about what can be achieved CC-BY 4.0 3
What are the most effective forms of learning with MOOCs?  To maximise their potential, MOOC learners need • digital skills • self-determined learning skills • peer learning skills • skills for engaging with online resources • time management skills  MOOCs can therefore be understood as part of a lifelong learning strategy CC-BY 4.0 4
5 Employability: Drivers • Online learning tools • Higher education policy • Key competences framework • Sharing labour market data • (International) mobility of workers and learners • Apprenticeships • Training ICT specialists • Agile & dynamic working partnerships • Job application and workplace • Individual self-efficacy, self-confidence and self-esteem • Wages and recognition
6 Employability: Barriers • Aging and shrinking EU workforce • Skills mismatch • Lack of adequate literacy and numeracy • Lack of problem-solving, communication, digital and entrepreneurship skills • Shortage of digital specialists • Quality of training options varies widely • Poor-quality apprenticeships • Low uptake of vocational qualifications • Friction in transition between education and work • Resistance to digitalisation • Lack of focus on SMEs among employment agencies
7 Employability: What is needed? • Investment in national education systems • Access to tertiary education • Adequate and appropriate education and training • Part-time training options and lifelong learning • More credible CPD • Improved management of work transitions • New routes through education, training and work • Validation and authentication of non-formal learning • Recognition of prior learning • Services for learning • Real-time job data published openly • Soft and digital skills • Internet access
Innovation: drivers  Policy as innovation driver  Competition / co-operation / large-scale collaboration  Protection of intellectual property  Innovation networks and high quality business networks  Technological change; digital experimentation  Standardisation of protocols and technologies  Organisations that generate and absorb knowledge  Diversity and inclusion  More flexible opportunities, accessible to all CC-BY 4.0 8
Innovation: barriers  Failure to provide evidence of need to innovate  Inertia within tradition of vocational ed & training  Slow access to market / lack of agility  Lack of transparent data  Lack of co-ordination across the European area  Lack of collaboration  Barriers to participation in higher education  Resistance to change among institutions and staff who do not wish to rethink basic assumptions CC-BY 4.0 9
Innovation: what is needed?  Visionary policy making  Innovation mindset  Greater transparency and sharing  Opportunities for collaboration  Engagement with a wide range of stakeholders  Improved dialogue  Reflective attitude towards technology  Trust and familiarity in relation to massive open online courses (MOOCs) CC-BY 4.0 10
Entrepreneurship: drivers  Economic growth  Agile orientation  Migrant businesses  Supply of highly skilled labour  Entrepreneurial mindset/thinking  Promotion of collaboration between researchers and practitioners in education and entrepreneurship  Practice-based learning  Entrepreneurial education CC-BY 4.0 11
Entrepreneurship: barriers  Lack of entrepreneurial mindset and skills  Low motivation to engage with entrepreneurial approaches  Low uptake of entrepreneurial education  Entrepreneurial education is in an early phase of development CC-BY 4.0 12
Entrepreneurship: what is needed?  Motivate employees to engage with entrepreneurial approaches, develop mindset  Stakeholder collaboration  Stronger connections between theory and practice  Move beyond knowledge transfer model of entrepreneurial education  Modernise curricula CC-BY 4.0 13
MOOCs to support the labour market  Jobs are becoming more flexible and complex  Vocational programmes are often seen as inferior  Informal learning under-appreciated by employers  MOOCs offer opportunities for flexible delivery of education  MOOCs can be change agents that balance the needs of different stakeholders.  Workplace collaborations can lead to more authentic professional development CC-BY 4.0 14
Learning in MOOCs  Basic literacy and numeracy support  Addressing identified competency shortages  Training for automation  Route to corporate training  Reflective career management tools  Strategic, local collaborations to enhance skills and capabilities  Development of recognised portfolios CC-BY 4.0 15
MOOC possibilities  Flexible and modular delivery of learning  Could be key to training a flexible, adaptive and qualified labour force  Business and higher education institutions can work together to develop MOOC curricula  Offer continuing professional development at scale and provide evidence of this  Map and document skills  Use MOOCs to identify talent CC-BY 4.0 16
Business models • Integration with mainstream education supplementary courses, upselling, offering credits, additional services • Freemium charge for additional services such as examinations • Partnership with enterprises focus on human resource development • Involvement of target audience peer assessment, moderation, support • Philanthropy (funded by charity/foundation/NGO/government  CC-BY 4.0 17
Features of business models • MOOCs as multisided platforms facilitating stakeholder interactions • Certification model retains degree as gold standard • Freemium model free learning followed by paid content • Advertising model using data to serve adverts • Job-matching model using data to address job market asymmetry • Subcontractor model outsources core HEI functions to MOOC platform  CC-BY 4.0 18
19 OPEN ONLINE LEARNING FOR THE WORKPLACE EUROPEAN MOOC CONSORTIUM http://oro.open.ac.uk/67478/

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MOOCs for employability, innovation and entrepreneurship

  • 1. MOOCs for employability, innovation and entrepreneurship CC-BY 4.0 1 Rebecca Ferguson Institute of Educational Technology The Open University (UK)
  • 2. CC-BY 4.0 2  What are the most effective forms of learning with MOOCs?  What is needed to support employability, innovation and entrepreneurship in European labour markets?  How can MOOCs systematically support continuing education (CE), continuing professional development (CPD) and career development in Europe? How can MOOCs best support employability, innovation and entrepreneurship in the European area?
  • 3. What are the most effective forms of learning with MOOCs?  Varying approaches to evaluating MOOCs  Traditional methods don’t reflect the voluntary, self-guided and non-formal nature of MOOC learning  Current best practice in MOOC provision is characterized by an innovation mindset which recognizes their disruptive potential while being realistic about what can be achieved CC-BY 4.0 3
  • 4. What are the most effective forms of learning with MOOCs?  To maximise their potential, MOOC learners need • digital skills • self-determined learning skills • peer learning skills • skills for engaging with online resources • time management skills  MOOCs can therefore be understood as part of a lifelong learning strategy CC-BY 4.0 4
  • 5. 5 Employability: Drivers • Online learning tools • Higher education policy • Key competences framework • Sharing labour market data • (International) mobility of workers and learners • Apprenticeships • Training ICT specialists • Agile & dynamic working partnerships • Job application and workplace • Individual self-efficacy, self-confidence and self-esteem • Wages and recognition
  • 6. 6 Employability: Barriers • Aging and shrinking EU workforce • Skills mismatch • Lack of adequate literacy and numeracy • Lack of problem-solving, communication, digital and entrepreneurship skills • Shortage of digital specialists • Quality of training options varies widely • Poor-quality apprenticeships • Low uptake of vocational qualifications • Friction in transition between education and work • Resistance to digitalisation • Lack of focus on SMEs among employment agencies
  • 7. 7 Employability: What is needed? • Investment in national education systems • Access to tertiary education • Adequate and appropriate education and training • Part-time training options and lifelong learning • More credible CPD • Improved management of work transitions • New routes through education, training and work • Validation and authentication of non-formal learning • Recognition of prior learning • Services for learning • Real-time job data published openly • Soft and digital skills • Internet access
  • 8. Innovation: drivers  Policy as innovation driver  Competition / co-operation / large-scale collaboration  Protection of intellectual property  Innovation networks and high quality business networks  Technological change; digital experimentation  Standardisation of protocols and technologies  Organisations that generate and absorb knowledge  Diversity and inclusion  More flexible opportunities, accessible to all CC-BY 4.0 8
  • 9. Innovation: barriers  Failure to provide evidence of need to innovate  Inertia within tradition of vocational ed & training  Slow access to market / lack of agility  Lack of transparent data  Lack of co-ordination across the European area  Lack of collaboration  Barriers to participation in higher education  Resistance to change among institutions and staff who do not wish to rethink basic assumptions CC-BY 4.0 9
  • 10. Innovation: what is needed?  Visionary policy making  Innovation mindset  Greater transparency and sharing  Opportunities for collaboration  Engagement with a wide range of stakeholders  Improved dialogue  Reflective attitude towards technology  Trust and familiarity in relation to massive open online courses (MOOCs) CC-BY 4.0 10
  • 11. Entrepreneurship: drivers  Economic growth  Agile orientation  Migrant businesses  Supply of highly skilled labour  Entrepreneurial mindset/thinking  Promotion of collaboration between researchers and practitioners in education and entrepreneurship  Practice-based learning  Entrepreneurial education CC-BY 4.0 11
  • 12. Entrepreneurship: barriers  Lack of entrepreneurial mindset and skills  Low motivation to engage with entrepreneurial approaches  Low uptake of entrepreneurial education  Entrepreneurial education is in an early phase of development CC-BY 4.0 12
  • 13. Entrepreneurship: what is needed?  Motivate employees to engage with entrepreneurial approaches, develop mindset  Stakeholder collaboration  Stronger connections between theory and practice  Move beyond knowledge transfer model of entrepreneurial education  Modernise curricula CC-BY 4.0 13
  • 14. MOOCs to support the labour market  Jobs are becoming more flexible and complex  Vocational programmes are often seen as inferior  Informal learning under-appreciated by employers  MOOCs offer opportunities for flexible delivery of education  MOOCs can be change agents that balance the needs of different stakeholders.  Workplace collaborations can lead to more authentic professional development CC-BY 4.0 14
  • 15. Learning in MOOCs  Basic literacy and numeracy support  Addressing identified competency shortages  Training for automation  Route to corporate training  Reflective career management tools  Strategic, local collaborations to enhance skills and capabilities  Development of recognised portfolios CC-BY 4.0 15
  • 16. MOOC possibilities  Flexible and modular delivery of learning  Could be key to training a flexible, adaptive and qualified labour force  Business and higher education institutions can work together to develop MOOC curricula  Offer continuing professional development at scale and provide evidence of this  Map and document skills  Use MOOCs to identify talent CC-BY 4.0 16
  • 17. Business models • Integration with mainstream education supplementary courses, upselling, offering credits, additional services • Freemium charge for additional services such as examinations • Partnership with enterprises focus on human resource development • Involvement of target audience peer assessment, moderation, support • Philanthropy (funded by charity/foundation/NGO/government  CC-BY 4.0 17
  • 18. Features of business models • MOOCs as multisided platforms facilitating stakeholder interactions • Certification model retains degree as gold standard • Freemium model free learning followed by paid content • Advertising model using data to serve adverts • Job-matching model using data to address job market asymmetry • Subcontractor model outsources core HEI functions to MOOC platform  CC-BY 4.0 18
  • 19. 19 OPEN ONLINE LEARNING FOR THE WORKPLACE EUROPEAN MOOC CONSORTIUM http://oro.open.ac.uk/67478/