Thanks to all authors for their inspiring thoughts on how Open Education may look like in 2030, when considered from the perspective of Lifelong Learning. We were pleased to receive 16 vision papers in reply to our call, all of them insightful and inspiring. Interestingly, the papers are quite diverse, not only in style and approach, but also in content. We left the call open, on purpose, hence these different views, but it will help us to further shape and prioritise the foresight exercise. This is just a first step. Have a look for yourselves: Below are the 16 contributions in alphabetical order.
We are very pleased with all papers and grateful to all authors for the time and effort they devoted to thinking about Open Education 2030. It was difficult for the selection committee to decide on the “winners”, but a decision had to be made, because places for the workshop are limited. Congratulations to the authors of the six contributions that were finally selected!
We will invite to the workshop:
Isobel Falconer (on behalf of the author-team) for a very complete vision that draws on a range of different scientific arguments and sources to come up with a coherent and conceptually new proposal.
Brian Mulligan for a sound, reflective, critical and argumentative essay that assesses the importance of assessment for making Open Education a reality.
Norman Jackson for developing an imaginative vision of how the introduction of a “Lifewide Development Award” could lever the potential of open educational resources.
David Broster for an ingenious and creative piece of writing in which a fictitious expert interview in the year 2030 is used to describe the voyage ahead of us, with all its chances and challenges.
Katerina Zourou for a scientifically sound and reflective paper that underlines the importance of multilingualism and social interaction for seizing the potential of OER.
Stéphane Canonne for proposing a model for a Lifelong Learning culture in 2030.
Here the full list of inspiring contributions. Thanks again to all authors! Please note that the content of these papers is owned by the authors and is their sole responsibility. None of the thoughts proposed and provoked are “ours”. We continue to reflect on all contributions and will come back with a follow-up document synthesising the main issues.
Ewa Danuta Bialek believes that the future of “Open Education” lies in restoring communication with oneself (Self-education), and this will help to build healthy relationships with others (Health education) and the World, thus solving the same human and contemporary World problems.
David Broster argues that we all urgently need a new class of personalised, knowledge & learning management tools to help us navigate towards our future competencies.
According to Stéphane Canonne in 2030, Open Educational Resources will contribute to the individual’s culture of learning based on demonstrated capability and ability
Francisco Castillo García, Juan Diego Pérez Jiménez and Luis Miguel Iglesias Albarrán of the Lifelong Learning Department at Andalusian Regional Ministry of Education, think that the widespread use of OER should be/become one of the clue factors in the search of a EU model of Open Education, in our current context of a dynamic, ICT dominated society, subject to constant global change.
In the vision developed by Lotte de Rooij, Chantal Brands and Annjet Goede open education in 2030 means that the school is a local community-node, both on- and offline, where youth, adults and elderly people meet and work together and where they are facilitated by educational professionals and open resources to discover their talents, formulate their dreams and develop skills and knowledge in order to achieve those dreams.
Markus Deimann argues that Lifelong Learning is indeed a valuable concept and should therefore not solely be understood and issued as an economic imperative but as an empowering tool to enable “Bildung” and learning in open complex worlds.
According to the vision developed by Isobel Falconer, Allison Littlejohn and Lou McGill, in 2030, Learning is tailored for and controlled by individuals as they expand their knowledge, fluidly moving across learning contexts, interacting with others.
Carlos Fernández del Valle believes that convergence among all with everyone and everything” will dominate the everyday reality in the year 2030, i.e. the actual implementation of ubiquity for everyone, which means telepresence, unlimited space and with it the ability to interoperability, human-machine (work), machine- man (training), and human-human (share, advise, study), offshore of any particular place and of course naturally.
In his scholarly paper Aleksandrs Gorbunovs envisages that Open Education in 2030 in Europe might look as the synergy of engaging technology enhanced learning approaches and new generation smart ePortfolio system with collaborative group-working and comprehensive assessment environment which, equipped with artificial intelligence tools, would improve learning outcomes and suggest learners appropriate ways to achieve new competence levels based on analysis of acquired prior ones.
Norman Jackson argues that a high status ‘EU Lifewide Development Award’ will encourage, support, and recognise the personal, collaborative and informal nature of learning and do much to cultivate a culture of openness and promote the ideals of lifewide, lifelong learning.
Vinod Kumar Kanvaria envisages that in 2030, learners and facilitators would give rise to a society made up of global democratic citizen, having values of respecting others, as they are, with the help of highly advanced technologies through sustainable practices involving public and private actors including the last learner of the society, too, through open educational resources and practices facilitating learning, throughout the life.
Brian Mulligan argues that “although Open Educational Resources and Practices, and other innovations contain huge potential to transform lifelong learning, there are unnecessary regulatory barriers, and that Competency Based Assessment is the key to removing these barriers and unleashing a wave of innovation.
According to Federico Pistono, by 2030 the sum of all human knowledge will be openly accessible by anyone, regardless of their age, language, geographical location, or financial status; effectively taking down most if not all barriers towards an open, collaborative, peaceful, and prosperous society. People will be learning throughout their whole life, and every day they will discover the blissful joy of finding out new things, learning new skills, and participating in projects together with other passionate individuals.
James Richards believes that a near future that offers open technical and pedagogical infrastructure, will bring unprecedented opportunities to deliver ‘pervasive education’, allowing us to access learning orientated content experiences wherever we are and whenever we want.
Derek Tatton thinks that, despite the economic crisis and financial restraints, informal adult learning networks are using interactive technologies to develop new forms of education-for-citizenship processes and courses to address big 21st century social, political, philosophical and cultural issues.
According to Katerina Zourou freeing up the dynamic, social component of OER will be the driving force of the future Open Education, so that Open Education will fit real learning and teaching needs and has social participation as its foundation stone.