Global Trends in Online Learning


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Global Trends in Online Learning the Big Picture, Threats, Opportunities and Change.

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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)
  • Global Trends in Online Learning

    1. 1. Global Trends in Online Learning the Big Picture, Threats, Opportunities and Change Next Generation Learning Conference 2014 Dalarna, 20 March 2014 Gard Titlestad Secretary General International Council For Open and Distance Education, ICDE
    2. 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. 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. 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. Professor Ellen Hazelkorn
    5. 5. From Elite to Universal Participation Elite 0-15% Mass 16-50% Universal Over 50% Functions of higher education Shaping mind and character of ruling class; preparation for elite roles Transmission of skills; preparation for broader 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 semi- structured 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 non- existent. 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. 6. The picture
    7. 7. The BIG Picture • Online and distance education is steadily increasing all over the world India Sweden Russia South America The US Africa Australia China
    8. 8. The BIG picture • The growth in higher education is massive
    9. 9. 20442030 320 400 2007 - 2030 Mill. students EU/OECD projections the need for HE by 2030: 400 mill.
    10. 10. The BIG picture • The changes in higher education is dramatic
    11. 11. The BIG picture • MOOC took the world (?) with storm, peaked, and opened up for massive innovation in education
    12. 12. Wie bieden ze aan? Coursera ”Learning Hubs” Where? Numbers per March 2014
    13. 13. Numbers per March2014
    14. 14. 2013 (ECAR)
    15. 15. Who take MOOC ? 2013 (ECAR)
    16. 16. Are MOOCs Really Open? MOOC or MOC? No, all rights reserved. No, non-OER license. No, all rights reserved. Note: some institutions using CC anyway. Yes, CC BY or CC BY-SA Partial, CC BY-NC on some Most MOOCs are open only in the sense of free enrollment. Paul Stacey, Associate Director of Global Learning, Creative Commons, Oktober 2013 MOOC or MOC
    17. 17. • ”LORD knows there’s a lot of bad news in the world today to get you down, but there is one big thing happening that leaves me incredibly hopeful about the future, and that is the budding revolution in global online higher education. Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems.” Thomas Friedman, columnist and author
    18. 18. Karl Aberer Pierre Dillenbourg
    19. 19. Mind to MOOCs Overview, reflections and brainstorming in whitening water Think tank 20 October 2013, Open Universitty of China, Beijing, China To be reported to the ICDE Standing Conference of Presidents meeting and Policy Forum
    20. 20. 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.
    21. 21. The BIG picture • Online, Distance (ODL) and on Campus Learning are converging => Blended BlendedODL Campus • And as a result – an even more diverse higher education landscape……
    22. 22. The BIG picture • Three streams work in parallel: – Online becomes mature – and Internet/mobile: freedom from distance, mobile broadband: freedom from location – New methodologies, content and pedagogy – new opportunities for student supportive teaching – New knowledge about the brain and learning, new knowledge in neurosciences
    23. 23. • Big science lights the way to an understanding of how the world's most complex machine gives rise to our thoughts and emotions
    24. 24. The BIG picture • We are in the beginning (of the beginning) – example: mobile technology
    25. 25. We are in the beginning of the beginning State of Broadband Report 2013
    26. 26. African Undersea Cables nov. 2013 We are in the beginning of the beginning
    27. 27. The Governments moves…..
    28. 28. IT application strategy The Chinese government has put forward the following strategies Industrial moderniza on Agricultural moderniza on Na onal defense moderniza on Sci-tech moderniza on IT applica on (digi za on) is a na onal development strategy Industrializa on IT applica on(digi za on) Urbaniza on Agricultural moderniza on original“ four moderniza ons” new“ four moderniza ons” Ref. Yang Zhijian, president Open University of China, ICDE world Conference, Tianjin, China October 2013
    29. 29. IOMS(ITOperations Managementsystem) ISMS(Informationsecurity managementsystem) …… Software & Education resource Services (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 ( … … … … Mobile Internet Satellite Network VPN Internet Networks Terminals Cloud OUC Pad Cloud Desktop Cloud TV Cloud Phone Cloud Classroom “Cloud-based” technology support model
    30. 30. The Governments moves…..
    31. 31. utdanningstilbud-pa-net.html?id=732679 • The Norwegian MOOC Commission was appointed by Royal Decree on 21 June 2013. • One subreport delivered by 13 December 2013. • Final report, green paper, expected in June 2014. • A white paper on structures and financial regulations foreseen in 2015.
    32. 32. Wide definition utdanningstilbud-pa-net.html?id=732679
    33. 33. The Commission’s recommendations • Ch. 6.2 Innovative education science and quality development – research-based knowledge, learning analytics – Incentives – skills for faculty and staff – assess skills developed through MOOCs without exams and credits • Ch. 6.3 Infrastructure for MOOCs and other digital learning • Ch. 6.4 Skills needed by business and the labour market • Ch. 6.5 MOOCs as part of the Norwegian degree system: accreditation and recognition of MOOCs • Ch. 6.6 Student fees and the free principle in higher education • Ch. 6.7 Educational support • Ch. 6.8 Financing higher education utdanningstilbud-pa-net.html?id=732679
    34. 34. The CONCRETE example
    35. 35. January 2014
    36. 36. The BIGtrends
    37. 37. Open knowledge Societal needs Technology Students needs and expectations OERCost Trends, within the framwork of globalisation and internationalisation HE needs – 1 U a week Demographics Globalisation Enabling economic growth Access Open Access eInfrrastructures eScience Automation Robots Sensors 2020 – 80% connected Internet of things Open Research Open Data Open Innovation US quadruppling Southern Europe…. Developing economies ICT Habitus Flexibility Employability Lifelong
    38. 38. The BIGchange?
    39. 39. Computerization Threatens One Third of Finnish Employment 37% of Danish jobs classified with high probability for being phased out The future of jobs; The onrushing wave Technology and jobs; Coming to an office near you The Future of Employment: How susceptible are jobs to computerisation? About 47 per cent of total US employment is at risk.
    40. 40. The BIGGERopportunities
    41. 41. ”For the first time in human history we have the tools to enable everyone to attain all the education they desire.” (Wiley, Green, & Soares, 2012) Dramatically bringing down the cost of education with OER: How open education resources unlock the door to free learning.
    42. 42. From the UNESCO OER Declaration • Foster awareness and use of OER • Encourage the development and adaptation of OER in a variety of languages and cultural contexts • Encourage the open licensing of educational materials produced with public funds. ICDE work shouder to shoulder with UNESCO and other stakeholders to have this implementet
    43. 43. OER and Open and Distance Learning can increase the impact of investments in knowledge OER & ODL Open Access – open science Research based OER Research based teaching Innovation in education – open innovation Innovate the learning system – flip the classroom Knowledge supply for innovation High quality education Research based education Resource based education Open education
    44. 44. The next years • Open, distance, online and eLearning – enables: • Equal, easy and affordable access • Quality Higher education • Better learning outcome • Student success • And the threats? The other way around…..
    45. 45. The small TEXT
    46. 46. 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. Incentives 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) Common global outlook, statistics and understanding of fundamental concepts • 8) Concrete goals and plans for research and innovation within the field, well anchored at the institutions concerned..
    47. 47. Dr Qian Tang, Assistant Director-General for Education, UNESCO (8/11/2013). It is necessary to repeat the confirmation of fundamental principles: • Education is – A fundamental human rights – A public good – A basis for man's attainment of peace, sustainable development, gender equality and responsible global citizenship – A key factor in reducing inequality and poverty. • And further: Imperative for Education for post 2015 agenda must be: – Equitable access to education for all and at all levels – Quality of education and learning – Fairness – Gender equality – Lifelong learning
    48. 48. Thank you!