Vision Papers on Open Education 2030 Part 2: School Education

May 14, 2013

Thanks to all authors for their inspiring thoughts on how Open School Education may look like in 2030. We received more than 30 papers, all of them imaginative and full of interesting ideas. We found it very difficult to select the best five papers among the many excellent contributions. Thus, we had to be extremely selective and decided, in the end, to strictly narrow our long list of outstanding papers down to those who focused clearly on the FUTURE aspect of SCHOOL Education and critically assessed what OPEN Education can mean in this context and how it can be achieved. Among the many excellent papers, we believe that there are seven which fulfil these additional strict criteria.

These are (in alphabetical order):

Alex Beard & Jacob Kestner:  The Open Mind

Jim Devine: Personalised Learning Together

Tore Hoel and Jan M. Pawlowski: How will the digital textbook of 2030 solve Meno’s paradox?

Paul Kelley: Open Education for Schools: Progress Review 2030

W. J. Pelgrum: School education in 2030 and beyond – Empowerment through personal learning navigation

Pierre-Antoine Ullmo: Open Schools 2030

Kaja Wesner: European education 2030 – open & free, integrative and sustainable – a vision

Congratulations to all winners!

At the same time we would like to thank all authors for the time and effort they invested and for enriching the on-going policy debate on “opening up education”. These thoughts and ideas will be taken up in our workshop and in the ensuing discussions!!!


Here the full list of inspiring contributions (again in alphabetical order):

Alex Beard and Jacob Kestner think that students and teachers will continue to go to the school down the road; and they’ll begin to go to the school in the cloud.

According to Daniel Bernsen al elements of future school education are already there in germ: they will be flourishing in 2030.

Ewa Danuta Bialek believes that the future of  Humanity lies in the proper vision of education which implements and restores 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. 

Jim Devine argues that current ideas about classes, subjects, timetables and age cohorts give way to workable models of personalised, active, experiential, challenge-based learning together.

Giuliana Dettori thinks that we will be able to take advantage of Open Education in school if we fist learn to use well our most powerful resources: our minds. This can be achieved by fostering self-regulated learning from early school up to professional training.

Fernando Escribano Martín underlines that the future of education is here. We have the skills, we just have to learn and to decide to use them.

Virgínia Esteves points out that although there are different methods and roles for education in 2030, these have the same aim: improving the future.

Jüri Ginter and Mariann Kajak want schools to become the centres of socializations for students and the hearts of the communities.

Aleksandrs Gorbunovs envisages an all-embracing school system end educational process digitalization, free choice of free open education e-resources in free collaborative e-environment will facilitate learners’ critical thinking and reflection skills, enhance knowledge development, and improve learning outcomes.

Tore Hoel & Jan M. Pawlowski  think that there is no doubt that future digital learning resource will engage the learner in a Socratic dialogue; the challenge is to come up with the roadmap how to get there.

José Ramón Jiménez Gil argues that only if Europe is seen as an inclusive school and Globalization as Cooperation will we be able to speak about Equity.

Paul Kelley presents his vision statement in the form of a blog written in 2030 on the progress in Open Education since 2013, arguing that Europe is in the process of rethinking education, a grand challenge needing inputs from many disciplines including neuroscience and new technologies. Open Education can be Europe’s Knowledge and Innovation Enterprise in that process.

Gisèle Legionnet-Klees imagines that in the future teachers create the frame for the children to learn, drawing and contributing to the open education resources. General digital literacy and demanding school standards allow children to do significant contributions to the open resources.

Emanuela Leto believes that ICT and English complete each other in  modern school education.

Ronald Macintyre wants us not to be so gloomy. He believes that once openness moves beyond the academy we will see the development of a more just society.

Cheryl D. Miller would like to build a pan-European gamified, online platform, supported by (female) mentors and role models, for engaging girls to carry out socially-oriented projects in their communities using Science, Technology, Engineering & Mathematics

Antonio Monje Fernández y Miguel Ángel Pereira Baz from CeDeC, the Spanish National Centre for Curricular Development with non-Privative Systems, think that by 2030 a new model of learning based on new methodologies supported by new technologies will emerge.

Kirsten Panton presents Microsoft‘s vision of the future, which is based on the belief that technology solutions ought to be as unique as the teachers and students in each classroom and we fundamentally disagree there is a one-size-fits-all technology solution.

According to W.J. Pelgrum learning in schools will in 2030 be a continuation of the intrinsically motivated learning processes that characterize early childhood development, which will be facilitated through Personal Data Spaces from which all information needed for learning navigation, monitoring and certification will be derived, all based on invisible technologies.

Giles Pepler argues that the development of open apps offers a route towards unlocking the untapped potential of school education and realising the potential of Open Educational Resources.

Gina Souto thinks it is time to bring opportunities to visionary teachers to deliver an ‘open education’ to all students based on technology, enhance students’ choice and meet or exceed learners’ expectations

James Stewart wonders if Schooling in 2030 will still be a growth industry.

On behalf of the ODS consortium, Christian M. Stracke, Nicolas Athanasiades, Ard Lazonder, Antonis Ramfos, Sofoklis A. Sotiriou and Lampros Stergioulas emphasize that Open School Learning means engaging teachers, students, parents and policymakers to promote and realize more flexible and creative ways of schooling, through innovative scenarios, and sharing open educational practices and resources, using the unique approach for de-centralized and technology-enhanced communities championed by Open Discovery Space project.

Andreea D. Suciu believes that in 2030 on-line courses are the best format for the secondary school education.

Pierre-Antoine Ullmo envisages major changes to take place by 2030 if school education is based on the active participation of the students themselves; the enthusiasm and engagement of digital natives constitute the new milestone for our educative systems.

Alek Tarkowski and Kamil Śliwowski foresee that by 2030, public educational resources will be treated as a common good – just like natural energy resources.  Even if the publishing business, as it currently exists, will not last until 2030 because of the disruptive effect of the OER model combined with the spread of cheap digital technologies, OERs will last. And as a common good, they will form the basis for a market for publications and other services based on free and open resources – the way there is a market for the collection and distribution of energy based on natural, renewable sources of power.

Asimina Theofilatou thinks that in 2030 Open Education uses established open-content networks such as Wikimedia to engage students, scientists, local communities and senior citizens in joint efforts to build and share knowledge for the solidarity-focused society of the future.

Katerina Vigkou idea is that University students could produce OER under the umbrella of service-learning and an online platform could be created for students and teachers to help them prepare their lessons – OER.

Kaja Wesner envisages European education 2030 as “open & free, integrative and sustainable” – based on a Common European Education Policy (CEEP) and the core elements of the European platform for open and free education media and materials, the European School Cloud and standardised digital standards and formats.

Martin Wolpers, Maren Scheffel, Katja Niemann and Uwe Kirschenmann want to enable teachers to simply create and use OERs in their respective educational scenarios.

Paolo Zanieri and Patrizia Del Lungo consider Open School Education 2030 as a new school between relationships and tools.

We would like to underline that the views presented in these documents are purely those of the authors and may not in any circumstances be regarded as stating an official or in-official position of the European Commission. None of the contributions has been revised, reviewed, modified, shortened, expanded or otherwise altered or quality controlled in any way by staff of the European Commission. The content of the papers is owned by the authors who grant copyright as they deem fit.

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