Concept has been around for a long time – still mostly pilots – work hard to get this mainstreamed
Drivers fordriven learnersin the driving seatWim Van PetegemDirector Teaching and LearningKU Leuven
Facts and figures Started in 1425 • >40.000 students o > 6.000 international students • >18.000 personnel o 7.000 researchers: 1.500 sr + 5.500 jr • Research: o 365 million euro o 625 doctoral degrees o 98 spin-off companies • Education: o 55 Ba, 133 Ma and 48 advanced Ma programmes (in Dutch) o 2 Ba, 48 Ma, 27 advanced Ma programmes in English o 2 Ma programmes in French, 1 advanced Ma programme in Spanish o > 2.000 courses taught in English o 8 Erasmus Mundus programmes
Learners say: “Challenge us!” What a boring program… Let’s switch to another channel…
Millennium student characteristics • ICT-minded • Multitasking • Media literate • A-linear, a-synchronous • Explorative, interactive • With a positive attitude • Target oriented • Social, connected • As partners with educators • … Cf. New Millennium, New Student, M. Moonen, MSc Thesis, KU Leuven, 2012
Millennium student characteristics (II) • Special • Sheltered • Confident • Team-oriented • Pressured • Achieving • Conventional • … Cf. Millennials Go to College, N. Howe and W. Strauss, 2003
Different ways of learning F2F learning E-learning Networked learning Distributed learning Game-based learning Tele-learning Online learning Virtual learning Mobile learning Computer-assisted learning Distance learning Technology-enhanced learning Blended learning …
Changing world – changing skills Classical New economic time Knowledge is information, Knowledge is capacity for action, i.e. know what, facts i.e. know how Workers apply the existing Workers contribute to knowledge knowledge production (creative thinking) Skills are practical abilities or Skills are generic skills including technical knowledge for a particular teamwork, problem-solving, job networked thinking, communication skills
Europe 2020 Smart Growth Sustainable Growth Inclusive Growth developing an economy based on more efficient, greener and more fostering a high-employment economy knowledge and innovation competitive economy delivering social and territorial cohesion Innovation Climate, energy and mobility Employment and skills « Innovation Union » « Resource efficient Europe » « An agenda for new skills and jobs » Education Competitiveness Fighting poverty « Youth on the move » « An industrial policy for the « European platform against globalisation era » poverty » Digital society « A digital agenda for Europe »
Technology trends • Time-to-Adoption Horizon: <1 Year o Mobile Apps o Tablet Computing • Time-to-Adoption Horizon: 2-3 Years o Game-Based Learning o Learning Analytics • Time-to-Adoption Horizon: 4-5 Years o Gesture-Based Computing o Internet of Things
Innovating Pedagogy• New pedagogy for e-books• Publisher-led short courses• Assessment for learning• Badges to accredit learning• MOOCs• Rebirth of academic publishing• Seamless learning• Learning analytics• Personal inquiry learning• Rhizomatic learning
Learning in a changing world From learning to e-learning, m-learning, u-learning Sorry, no I cannot learning 2.0,… deliver your pizzas in an attachment, back to but I am learning to learning
Vision on teaching and learning• The University community as a whole is involved in education• A stimulating educational culture ensures the quality of education• Academically trained students can play a responsible role in society• The programmes on offer are defined by research and social relevance• Students, lecturers and teaching support staff are partners in education• The University community fosters openness and solidarity
Guided Independent Learning Responsibility of • Students: The learning process • Teachers: Coaching the students’ learning process • Organisation: Support students and teachers in the learning process
Instructional (co-)design• 4C-ID Model (Jeroen van Merriënboer)• ADDIE Model (Florida State University)• Algo-Heuristic Theory (Lev Landa)• ARCS (John Keller)• ASSURE (Heinich, Molenda, Russel, and Smaldino)• Backward Design (Wiggins & McTighe)• Conditions of Learning (Robert Gagne)• Component Display Theory (David Merrill)• Criterion Referenced Instruction (Robert Mager)• Integrative Learning Design Framework for Online Learning (Debbaugh)• Spiral Model (Boehm)• Rapid Prototyping (Tripp & Bichelmeyer)• Kemp Design Model (Morrison, Ross, and Kemp)• Organizational Elements Model (OEM) (Roger Kaufman)• Transactional Distance (Michael Moore)• …
Instructional (co-)designDesigning for Learning in anOpen World proposes new,innovative learning pathways,created to empower learners toblend formal educationalofferings with free resourcesand services. The new approachand new pathways suggestedby the author force readers torethink the entire instructionaldesign process, enabling bothteachers and learners to takeinto account a blended learningcontext, now the norm in ourmodern educationalenvironment.
New type of universities? Distance teachinguniversities embrace face-to-face,synchronous learning activities, while traditional campusuniversities introduce more and more distance learning activities
Example: OU (UK)• http://www.open.ac.uk/openlearn/
iLearning Higher education is international, intercultural, intergenerational, interdisciplinary, … thanks to (or despite?) new educational technologies
Virtual Mobility: definition“Virtual Mobility stands for the use of information and communication technologies (ICT) to obtain the same benefits as one would have with physical mobility but without the need to travel” elearningeuropa.info “ Virtual Mobility is a form of learning which consists of virtual components through an ICT supported learning environment that includes cross-border collaboration with people from different backgrounds and cultures working and studying together, having, as its main purpose, the enhancement of intercultural understanding and the exchange of knowledge. ” Being Mobile Manual
Virtual Mobility: definition (II) Virtual Mobility describes the set of ICT supported activities, organized at institutional level, that realize or facilitate international, collaborative experiences in a context of teaching and/or learning.
Intercultural competenceIntercultural competence is aboutthe ability to understand and respond to culturaldifference in increasingly sophisticated ways.This ability shows itself in three aspects: it is aboutthe changes of an individual’s knowledge(cognition), attitudes (emotions) and skills(behavious) in order to enable a positive andeffective interaction with members of other cultures,both abroad and at home.