The Future of Higher Education, the Future of Learning


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Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE

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  • Rather than simply being “a mechanism for churning out a handful of elites and perpetuating social inequality” (Ederer, 2008, 2) – we should be interested in “how well a nation’s higher education system educates all its students, possessing different interests, abilities and backgrounds” (U21, 2012, 8)
  • The hype far exceeds the proof at this point.  (See attached slide for positioning of MOOCs on the Gartner Hype Cycle)MOOCs are launched for a variety of reasonsPedagogical experimentationTeach the world/supporting lifelong learnersShowcase “rockstar” facultyBrand outreach/MarketingInstitutions need to be able to answer the “why” question and most cannot clearly articulate the answerPolicymakers are looking for a silver bullet to solve completion/remediation challenges.  They think MOOCs are that silver bulletThey are not.The majority of MOOCs are duplicating the poor pedagogy of early online coursesVery little student supportHence, very poor completion rates (most are <10%)They are not the “tipping point” disruptive force that the breathless commentators believe them to be All that being said and broadly speaking, MOOCs represent a potentially powerful development to increase global access to learning (but maybe not to credentials).   You should really ping Nish on this topic, as he is editor of the new MOOCs Forum journal.
  • The Future of Higher Education, the Future of Learning

    1. The Future of Higher Education the Future of Learning Higher Education Leadership Forum Dubai, 12 – 13 November 2013 Gard Titlestad Secretary General International Council For Open and Distance Education, ICDE
    2. • The leading global membership organization for open, distance and online education • An NGO official partner of UNESCO, and shares that agency’s key aim – the attainment of quality education for all • ICDE believes that in pursuing education as a universal right, the needs of the learner must be central. • Members in all regions of the world 25 Years Support From Norway
    3. What do we want to achieve? Re-imaging Higher Education: Taking a Broader View of Diversity Professor Ellen Hazelkorn Vice President of Research and Enterprise, and Dean of the Graduate Research School Higher Education Policy Research Unit (HEPRU) Dublin Institute of Technology 5th Global Meeting of Associations (GMA V), Manchester, April 2013
    4. A World-Class Higher Education System • Coherent portfolio of horizontally diverse and distinctive high performing, complementary and actively engaged institutions: • Providing a breadth of educational, research and student experiences which offer the widest chance to the broadest number of students; ; • Working collaboratively to maximize capacity beyond individual institutional capability. • Developing knowledge and skills that citizens need to contribute to society throughout their lives, while attracting international talent; • Graduates able to succeed in the labour market, fuel and sustain personal, social and economic development, and underpin civil society; • Operating successfully in the global market, international in perspective and responsive to change.
    5. From Elite to Universal Participation Elite 0-15% Mass 16-50% Universal Over 50% Functions of higher education Shaping mind and character of Transmission of skills; ruling class; preparation for preparation for broader elite roles range of technical elite roles Adaptation of "whole population" to rapid social and technological change Curriculum and forms of instruction Highly structured in terms of academic conceptions of knowledge Modular, flexible and semistructured sequence of courses Boundaries and sequences break down; distinctions between learning and life break down Institutional characteristics Homogeneous with high and common standards; small residential communities; clear and impermeable boundaries Comprehensive with more diverse standards; "cities of intellect" – mixed residential & commuting; boundaries fuzzy and permeable. Great diversity with no common model; aggregates of people enrolled but...many rarely on campus; boundaries weak or nonexistent. Research and knowledge transfer Pursuit of understanding of fundamental principles focused on "pure disciplines" and arising from curiosity, with no (direct or immediate) commercial benefits. Pursuit of understanding of principles in order to solve practical problems of the modern world, rather than to acquire knowledge for knowledge’s sake. Research is democratised, co-produced with and responsive to wider society, with an emphasis on impact and benefit. (Hazelkorn, 2011 – Adapted from Brennan, 2004 and Trow, 1973, 1974, 2006; Gibbons et al, 1994)
    6. Higher Education Area European, Nordic • Goals Bologna process: – is easy to move - mobility – the attractiveness – broad, high-quality advanced knowledge base, – greater convergence U.S. and Europe Purpose: • An internal market for knowledge: Education, Research and Innovation • Flow of people, ideas, projects, networks, shared knowledge and innovations
    7. Increase in the number of students Arab countries Ref: ”Towards an arab higher education space”, UNESCO 2010
    8. 400 Mill. students 2007 - 2030 EU/OECD projections the need for HE by 2030: 400 mill. 320 2030 2044
    9. 1970 • • • • • • • • • • 2030 Ivory tower Elite Leaders public and private sector Local Contribute to the nation Physical Classroom approach Chained, place, time, people, pace One institutional army Stability Excellence • • • • • • • • • • Diverse Higher Ed System Mass (some elite) Knowledge infrastructure Global Meet global challenges Virtual Personalisation Open Team and collaboration Change And much more - unimagable Excellence
    10. Five mega-trends will transform the higher education sector
    11. Trends, within the framwork of globalisation and internationalisation US quadruppling Cost Southern Europe…. Developing economies Automation Robots Sensors Technology 2020 – 80% connected Open Research Internet of things Open Data OER eScience eInfrrastructures Access Open Innovation Flexibility HE needs – 1 U a week Globalisation Societal needs Enabling economic growth Demographics Open Access Open knowledge Students needs and expectations Employability Lifelong ICT Habitus
    12. OER and Open and Distance Learning can increase the impact of investments in knowledge High quality education Research based education Resource based education Open education Open Access – open science Research based OER Research based teaching OER & ODL Innovation in education – open innovation Innovate the learning system – flip the classroom Knowledge supply for innovation
    13. 2012 (Babson survey)
    14. 2013 (ECAR)
    15. Wie bieden ze aan? Coursera ”Learning Hubs”
    16. PARTNERS University partners in the UK and internationally s Example: FutureLearn Page17
    17. Marci Powell │ Polycom, Global Director for Education USDLA Chair Emerita and Past President MOOC-Mania! You Are Here Gartner Group’s Hype Cycle methodology
    18. MOOC or MOC Are MOOCs Really Open? MOOC or MOC? No, all rights reserved. Partial, CC BY-NC on some No, non-OER license. Yes, CC BY or CC BY-SA No, all rights reserved. Note: some institutions using CC anyway. Most MOOCs are open only in the sense of free enrollment. Paul Stacey, Associate Director of Global Learning, Creative Commons, Oktober 2013
    19. We are in beginning State of Broadband Report 2013
    20. Ericsson Mobility Report, June 2013.
    21. IT application strategy The Chinese government has put forward the following strategies Industrial moderniza on Industrializa on IT applica on Agricultural moderniza on IT applica on(digi za on) Na onal defense moderniza on Urbaniza on na onal development Sci-tech moderniza on Agricultural moderniza on strategy original“ four moderniza ons” new“ four moderniza ons” Ref. Yang Zhijian, president Open University of China, ICDE world Conference, Tianjin, Kina 2013 (digi za on) is a
    22. “Cloud-based” technology support model (Open, shared, quality and massive education resources and e-learning software ( Platform Services (Portal, CAS, Teaching, Managing, Support service, Research, etc.( Infrastructure Services (IDC, Computing and storage pools, high-speed network ( VPN Internet ISMS (Information security management system) IOMS (IT Operations Management system) Cloud Software & Education resource Services Mobile Internet … … Networks Satellite Network … … …… Terminals OUC Pad Cloud Desktop Cloud TV Cloud Phone Cloud Classroom
    23. Think tank 20 October 2013, Open University of China, Beijing, China Mind to MOOCs Overview, reflections and brainstorming in whitening water To be reported to the ICDE Standing Conference of Presidents meeting and Policy Forum
    24. Excerpts from ICDE Mind to MOOCs report A few of the issues and recommendations Equity. • Consider this initiative as an opportunity to rethink our role as universities and take up MOOCs. . • Integrate open MOOCs in our respective institutions • National, regional and transnational cooperation is a great opportunity in developing MOOC and MOOC-alike concepts. Diversity. • Undertake contextualized strategies when implementing MOOCs • Be aware of cultural and language aspects → anglo-centric core, colonialism • OER and OCW as the basis for MOOC will ease contextual, cultural and language adaptation Innovation and Quality. • Improve and innovate on pedagogical aspects: methodologies, content formats, assessment. • Provide learning analytics as a tool for improving the courses. Connect the learning process and research for new knowledge and improvements. • Promote research about MOOCs. • Keep moving towards quality. Beyond quantity of MOOCs and users, the focus on quality is essential for sustainability.
    25. MOOC in an international perspective: New global agenda for innovation in higher education • 1) Government should provide a holistic, favourable framework for open and online learning and in line with the values of UNESCO. Intensive should be established for wanted direction. Dialogue with stakeholders, in particular HEI. Specific goals to be set. OER in line with the UNESCO declaration a part of the framework. • 2) Support and facilitation of Leadership for change to a more open and online education. Competencies to be build. • 3) Incentives and support for faculty and teachers change processes, competencies and working environment to achieve a more open and online education. • 4) Framework and methodologies that put the learner in the centre. • 5) Cooperation across institutions, and countries on content and platforms for a more open and online education, hereunder MOOC. • 6) Interoperability between solutions. • 7) Concrete goals and plans for research and innovation within the field, well anchored at the institutions concerned..
    26. Thank you!