Learning Lives Conference 2014

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  • 1. The Future of Learning is Lifewide, Lifelong and Open Christine Redecker, PhD JRC Institute for Prospective Technological Studies Learning Lives Conference, London, 26 March 2014
  • 2. European Commission, Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues JRC - IPTS
  • 3. The Future of Learning 2009-2011 http://ipts.jrc.ec.europa.eu/publ ications/pub.cfm?id=3659 http://ipts.jrc.ec.europa.eu/publi cations/pub.cfm?id=3679 http://ipts.jrc.ec.europa.eu /publications/pub.cfm?id= 3419 http://ipts.jrc.ec.europa.eu/publi cations/pub.cfm?id=4719 Final Report: "The Future of Learning: Preparing for Change
  • 4. Demography Globalisation Immigration Technology Drivers Labour market trends & demands Labour Market Personalisation Collaboration Informalisation Tailormade & targeted Active & constructive Motivating & engaging Learner- centred Social learning Lifewide learning Peer-learning Sharing & collaborating In communities Anywhere, anytime Blending virtual & real Combining sources/providers Initiative, resilience Responsibility Risk-taking, creativity Social skills Learning skills Personal skills Education & Training New ways of learningNew skills Managing, organising Meta-cognitive skills Failing forward Team-, networking Empathy, compassion Co-constructing ICT Trends Social networks Games Mobiles OER Augmented Reality Data mining 3D virtual worlds LMS Electronic tutors ePortfoliose-books Learning analytics ?? ? ? Key Findings
  • 5. Descriptive Vision What will change? Normative Vision What needs to change? Workshop at eTwinning Conference Feb 2010 Teachers EC policy makers Experts & practitioners Online consultation Apr-May 2010 Expert Workshop May 2010 GCM Vision Building Jan 2010 Policy Workshops Sep 2009, May & Nov 2010 IPTS Project on the Future of Learning 2009-2011
  • 6. A landscape of Future Learning Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Formal education goes informal LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Assess/validate what people do and can Globalisation of education Teacher becomes mentor, coach Institutions become enablers and connectors Open education and resources Use of technology for learning GCM Methodology: - Collection of insights, clustering, rating - 13 experts; 203 statements → 12 clusters
  • 7. Lerner control: job-related learning teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Lifelong Learning: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning Territories of Change Personalised, flexible, interactive learning Lerner control: job-related learning Collection of insights, clustering, rating 13 experts; 203 statements → 12 clusters
  • 8. Lerner control: job-related learning teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Lifelong Learning: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning Territories of Change Lifelong Learning: learning shifts to home, work, community More personalised and job-related learning Central Place of Lifelong Learning Use of facilitators (tools and services) Open education and resources Use of ICT for learning Importance of technology-enabled learning Changing roles of institutions, teachers and assessment Teachers as mentors Formal education goes informal Assessment: Recognise what people do and can Institutions as enablers & connectors Globalisation of education Personalised, flexible, interactive learning Lerner control: job-related learning Changing pedagogy: people learn differently Collection of insights, clustering, rating 13 experts; 203 statements → 12 clusters
  • 9. How realistic is this picture? 4.06 3.21 3.15 3.91 Importance FeasibilityExpert ratings on.... Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Formal education goes informal Changing pedagogy: people learn differently Use of facilitators (tools and services) Recognise what people do and can Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning LLL: learning shifts to home, work, community Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Formal education goes informal LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Recognise what people do and can Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning
  • 10. ICT: feasible priority Personalised, flexible, interactive learning Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Learner in control Stronger focus on job-related learning Formal education goes informal Formal education goes informal LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Changing pedagogy: people learn differently Use of facilitators (tools and services) Use of facilitators (tools and services) Recognise what people do and can Recognise what people do and can Globalisation of education Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning Open education and resources Use of technology for learning 4.06 3.21 3.15 3.91 Importance Feasibility Expert ratings on....
  • 11. Lifewide learning as a key priority Individual & social nature of learning Individual and social nature of learning Learner in control Stronger focus on job-related learning Learner in control Stronger focus on job-related learning Formal education goes informal Formal education goes informal LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Changing pedagogy: people learn differently Use of facilitators (tools and services) Use of facilitators (tools and services) Recognise what people do and can Recognise what people do and can Globalisation of education Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning Open education and resources Use of technology for learning 4.06 3.21 3.15 3.91 Importance Feasibility Expert ratings on....
  • 12. High priority areas, which are more difficult to realise Personalised, flexible, interactive learning Personalised, flexible, interactive learning Learner in control Stronger focus on job-related learning Learner in control Stronger focus on job-related learning Formal education goes informal Formal education goes informal LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community Changing pedagogy: people learn differently Changing pedagogy: people learn differently Use of facilitators (tools and services) Use of facilitators (tools and services) Recognise what people do and can Recognise what people do and can Globalisation of education Globalisation of education Institutions become enablers and connectors Teacher becomes also mentor, coach Institutions become enablers and connectors Teacher becomes also mentor, coach Open education and resources Use of technology for learning Open education and resources Use of technology for learning 4.06 3.21 3.15 3.91 Importance Feasibility Expert ratings on....
  • 13. 16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years I’m bored. Why can’t I go to uni already? School? Forget it! I’m not going back there! Pedagogy remains important, teachers need to learn from one another Why don’t they teach you at uni what you need to find a job? I would like to open my own business... I am highly qualified – but my job has become obsolete... I need to improve my soft skills, but I don’t want them to know... How do I qualify for a new job with my poor CV? How will E&T meet future learning needs? How can demand & supply of skills be matched? I don’t understand a word. I want to go home. Envisaging Future Learning Biographies
  • 14. 2. Personalisation Emma is 16 and a good student who generally enjoys learning. However, school bores her. There are so many things she wants to know, to say and to do and no room to express herself. She can’t wait to get to university where she hopes to be finally treated like an adult. Please rate the following statements (1=strongly disagree - 5=strongly agree): 4 online surveys, April-June 2010 “Open discussion” 90-150 responses to (in total) 90 questions from experts in education and technology LinkedIn Group with over 600 experts
  • 15. http://youtu.be/gSkX-5psr3I Sven: Labour Market Re-integration Scenario Example
  • 16. http://youtu.be/gSkX-5psr3I 4% 0% 1% 1% 7% 3% 7% 27% 3% 6% 14% 9% 13% 25% 10% 8% 30% 22% 42% 31% 49% 31% 32% 46% 34% 17% 37% 55% 17% 21% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% In 2025, it will be common for citizens to change their professional profiles completely, even repeatedly, over the course of their life. People who are out of the workforce for some time will face even more difficulties of re-entering in 2025. In 2025 people will need to become increasingly self- responsible for their own qualifications. Skills and competences obtained in non-formal ways need to be better recognised and accepted as formal qualification criteria. Obligatory (online) courses with official qualifications to make sure he can setup his business. Practical skill training without degrees or qualifications, e.g. on the job training combined with a variety of autodidactic training programs simulating real job situations. strongly disagree disagree not inclined either way agree strongly agree 1. Labour market in 2025 2. Future Skills and Competences 3. What will Sven need to do to make his dream come true? Career changes will be normal Self-responsibility Recognition of informally acquired skills Focus on practical, targeted on the job training Lifelong Learning
  • 17. 16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years "How can demand & supply of skills be matched?"  Lifelong learning and on the job training  Flexibility, change and self-responsibility for learning & career paths  Certification/validation of informally acquired skills Key Insights
  • 18. Targeted & flexible Peer learning Recognition of skills Professional development Distance & mobile Integrated into work Motivating & engaging Online courses/modules Flexible time schedules Simulations & games Professional networks Collaborative working environments Intergenerational learning Online networks Tools for collaboration Instant peer consultation ePortfolios CBA Targeted online courses Disaggregated qualifications Validation of informal skills External accreditation Learner-centred Social learning Lifewide learning Formal Education Individual attention Tailored to needs Empowering Motivating & engaging Re-integration into society Intercultural exchange Peer & team learning Schools as service providers Teachers as guides Flexible curricula New certification mechanisms ePortfolios Online educational resources Continuous monitoring Self & peer assessment Social networks Collaborative environments Multiplayer games Open educational resources Teacher networks School networks Personalisation Collaboration Informalisation
  • 19. Opening Up Education COMMUICATION September 2013 From 2011 to 2014 the discourse changes Open Education
  • 20. The MOOC hype cycle A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs- and-the-gartner-hype-cycle-a-very-slow-tsunami/ We are here In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis) Installation period & technological revolutions Bubble Collapse Deployment period
  • 21. Lerner control: job-related learning Teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Lifelong Learning: learning shifts to home, work, community Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning From 2011 to 2014 the discourse changes Personalised, flexible, interactive learning Lerner control: job-related learning Open Education
  • 22. IPTS Research on Open Education Scenarios for Open Education 2030 Framework of institutional strategies for openness (post-secondary education) Higher Education School Education Adult Learning Recognition schemes Business models Guidelines for HE institutions Empirical evidence on learning with MOOCs (learner survey) 2013 2014 http://blogs.ec.europa.eu /openeducation2030/
  • 23. Research Content Guidance Assessment CertificationSelection Today 2030 Assessment Content Certification Guidance Research Selection EducationalInstitution
  • 24. Self-guided discovery
  • 25. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discovery Self-guided discovery Guided journey Self-guided journey
  • 26. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discovery Self-guided discovery Guided journey Self-guided journey
  • 27. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Guided discovery Self-guided discovery Guided journey Self-guided journey Higher Education Networked knowledge Lab-based research Fit for success Studying towards a degree Higher Education My career path Career development Higher Education Higher Education Distributed knowledge Open research area citizen science
  • 28. Higher Education Networked knowledge Lab-based research Fit for success Studying towards a degree Higher Education My career path Career development Higher Education Higher Education Distributed knowledge Open research area citizen science Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey Universities play a key role: → As educational content providers → For certification and accreditation Universities play a key role: → As professional training providers → As educational content providers
  • 29. Higher Education Networked knowledge Lab-based research Fit for success Studying towards a degree Higher Education My career path Career development Higher Education Higher Education Distributed knowledge Open research area citizen science Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided A global open research arena enables anybody to engage in research Universities play a key role: → as research hubs Guided discovery Self-guided discovery Guided journey Self-guided journey Universities play a key role: → As educational content providers → For certification and accreditation Universities play a key role: → As professional training providers → As educational content providers MOOCs MOOCs
  • 30. Learner initiated Externally set Learning contextGuided Learninggoals § Self- guided Networked knowledge Fit for success Distributed knowledge My career path Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance Certification AssessmentOER/ OCW/ MOOCs Open data/ publishing Research Guidance
  • 31. Fit for success My career path Networked knowledge Distributed knowledge Certification Assessment OER/ OCW/ MOOCs Open data/ publishing Research Guidance
  • 32. Fit for success My career path Networked knowledge Distributed knowledge Course providers Focus on OER/OCW/ MOOCs Collaboration hubs Focus on linking learners with providers Learning hubs Focus on guidance Research hubs Focus on research Test centres Focus on validating competences Certification bodies Focus on awarding qualifications
  • 33. Lerner control: job-related learning Teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning Update of the Future Learning Landscape Personalised, flexible, interactive learning Lerner control: job-related learning Lifelong Learning: learning shifts to home, work, community Open Education & Lifewide Learning
  • 34. Lerner control: job-related learning Teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning Update of the Future Learning Landscape Personalised, flexible, interactive learning Lerner control: job-related learning Open courses Learner empowermentInstitutional Unbundling New focus on pedagogical guidance New focus on assessment, validation, certification Lifelong Learning: learning shifts to home, work, community Open Education & Lifewide Learning
  • 35. Lerner control: job-related learning Teachers as mentors Personalised, flexible, interactive learning Formal education goes informal Changing pedagogy: people learn differently Use of facilitators (tools and services) Assessment: Recognise what people do and can Globalisation of education Institutions as enablers & connectors Open education and resources Use of ICT for learning Update of the Future Learning Landscape Personalised, flexible, interactive learning Lerner control: job-related learning Open Education as enabler for Lifewide Learning Open courses Learner empowermentInstitutional Unbundling New focus on pedagogical guidance New focus on assessment, validation, certification Lifewide Learning learning shifts to home, work, community Open Education & Lifewide Learning
  • 36. • Thank you very much for your attention! • Christine Redecker • Christine.Redecker@ec.europa.eu • http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html • http://blogs.ec.europa.eu/openeducation2030/
  • 37. further information …… http://is.jrc.ec.europa.eu Newsletters: http://is.jrc.es/pages/newsletter.html Publications: http://is.jrc.ec.europa.eu/pages/Publications.html Contact: jrc-ipts-is-NEWS@ec.europa.eu