The document discusses future trends in education through 2030 based on research conducted by the Joint Research Centre (JRC) Institute for Prospective Technological Studies. It identifies 12 key areas of change for education that were rated based on importance and feasibility by experts. These include more personalized and flexible learning, a stronger focus on job-related skills, and lifelong learning shifting to various settings. The research also looked at how roles may change for teachers, institutions, and assessment. Technologies like MOOCs and open educational resources are explored as drivers of these changes to learning. Overall, the document presents a vision of more learner-centered education that is more globally connected and makes greater use of technology and informal learning opportunities.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Future (Im)Perfect: Language Teachers‘ Professional Development And ICTDr Martina Emke
Future (Im)Perfect: Language Teachers‘ Professional Development And ICT
Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
Technological and pedagogical uses of ICT-thu et al 2tdbt_123
This presentation was presented at the 5th Engaging with Vietnam Conference, 16-17 December, 2013, Thai Nguyen province, Vietnam
focusing on technological and pedagogical uses of ICT in teaching foreign languages in Vietnam.
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
Hologram Lecturers and Tele-Presence Teachers in the Next DimensionZac Woolfitt
Just because you cannot travel to a university to give a lecture, does not mean you can’t be there ‘in person’. Students can still benefit from your expertise via two potential remote presence educational formats.
1 – Remote Presence Robot
2 – The Lecturer as Hologram.
From a teaching and learning perspective each format has its own strengths and unique affordances. By developing our understanding of the pedagogical potential, we can leverage these distinct elements to enhance learning and create new opportunities for education.
How credible are the as teaching formats of the future? Examining these innovative modes of remote teaching gives us a new position from which to reflect on our traditional face-to-face teaching. Not only do we open our mind to new possibilities, but we gain a deeper understanding of the core-essence of teaching and learning. Current circumstances did not allow us to demonstrate these formats on the stage of the OEB. But there was still room for a lively discussion about the educational possibilities of virtual presence teaching.
EMMA Summer School - António Teixeira - MOOC PEDAGOGIES xMOOCs, cMOOCs and iM...EUmoocs
Combining openness and scalability, MOOCs have been spearheading the dramatic expansion of online education in recent years. However, very different pedagogical approaches can be found in this new form of education delivery. Apart from the more typical xMOOC model and the original connectivist cMOOC alternative pedagogical approaches have been developing in Europe, pioneered by the iMOOC model. In this workshop we will analyze the theoretical foundations and principles of MOOC design and explore the different pedagogies being mostly used in these courses.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Future (Im)Perfect: Language Teachers‘ Professional Development And ICTDr Martina Emke
Future (Im)Perfect: Language Teachers‘ Professional Development And ICT
Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
Response to presentations of the MOOC for Web Skills workshop at EC-TEL 2014 http://openeducationeuropa.eu/en/MOOCsworkshop by Carlos Delgado Kloos and Davinia Hernández-Leo
Technological and pedagogical uses of ICT-thu et al 2tdbt_123
This presentation was presented at the 5th Engaging with Vietnam Conference, 16-17 December, 2013, Thai Nguyen province, Vietnam
focusing on technological and pedagogical uses of ICT in teaching foreign languages in Vietnam.
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
Hologram Lecturers and Tele-Presence Teachers in the Next DimensionZac Woolfitt
Just because you cannot travel to a university to give a lecture, does not mean you can’t be there ‘in person’. Students can still benefit from your expertise via two potential remote presence educational formats.
1 – Remote Presence Robot
2 – The Lecturer as Hologram.
From a teaching and learning perspective each format has its own strengths and unique affordances. By developing our understanding of the pedagogical potential, we can leverage these distinct elements to enhance learning and create new opportunities for education.
How credible are the as teaching formats of the future? Examining these innovative modes of remote teaching gives us a new position from which to reflect on our traditional face-to-face teaching. Not only do we open our mind to new possibilities, but we gain a deeper understanding of the core-essence of teaching and learning. Current circumstances did not allow us to demonstrate these formats on the stage of the OEB. But there was still room for a lively discussion about the educational possibilities of virtual presence teaching.
Good practices and challenges in e-learning. From training to lifelong learni...Ismael Peña-López
Current trends in professional development of civil servants, 14 November 2022. Tbilisi: Civil Service Bureu Georgia, ESCape / European Commission
https://ictlogy.net/bibliography/reports/projects.php?idp=4853
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Presentation at the EDEN 2014 conference. Open learning with an open culture of sharing
-success factors. The theme of the confernce was From Education to Employment and Meaningful Worl with ICT
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
Examining the Psychometric Features of the Persian Computer-Assisted Language...Parisa Mehran
This study set out to investigate the psychometric quality of the Persian CALL instrument (P-CALLI). We used principal components analysis and rating scale model (RSM) to validate the instrument. A two-component solution was found to be the best model where cognitive and affective items clustered as one component and items regarding the use of CALL in learning English skills loaded on the second component. This finding is in line with the previous studies which showed that cognitive and affective dimensions are not empirically separable. To establish the validity of CALL attitude and attitude theories, it is important to use rigorous psychometrical methods which can examine the presence of construct-irrelevant factors. This requirement has not been fulfilled in a large number of previous studies which have relied heavily on the internal consistency of the instruments.
Changing the Learning Landscape: OER and open data in research methods teachi...Ester Ehiyazaryan
A presentation given at an HEA organised workshop under the Changing the Learning Landscape initiative (February, 2013). The focus of the presentation was on developing open academic practice in teaching research methods.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Presentation at MM3: Proactivism in a Changing Educational Arena 2020/2030
http://www.wiziq.com/online-class/1559628-mm3-proactivism-in-a-changing-educational-arena
Similar to Erasmus staff week cordoba april 2014 (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Open Education 2030
Towards new ways of learning and teaching
Christine Redecker, PhD
JRC Institute for Prospective Technological Studies
Erasmus Staff Week,
Cordoba, 10 April 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
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
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
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. 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
More personalised and job-related 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
10. 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
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
11. 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
12. 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
13. 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....
14. 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....
15. 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....
16. 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
17. 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
Consultation
Methodology
19. Joshua
1%
0%
3%
7%
2%
13%
11%
11%
17%
44%
53%
42%
37%
33%
24%
0% 10%20%30%40%50%60%70%80%90%100%
Education and training institutions have to
work closer together with industry and align
learning objectives.
In the Future, it will impossible to anticipate all
changes to jobs and markets. Therefore, it is
normal that people will need to supplement
their official qualifications (which cannot and
do not reflect labour market needs) with extra
on the job training
More attention should be paid to general
competences and transversal skills: Job
requirements will change so frequently that
there is no point in obtaining special skills that
are quickly outdated.
strongly disagree disagree not inclined either way agree strongly agree
Higher Education must
better address labour
market needs
Supplementing
qualifications will become
common practice
Transversal skills become
more important
21. 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
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/
30. Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
Institutional focus areas
Networked
knowledge
Fit for
success
Distributed
knowledge
My career
path
Certification
AssessmentOER/
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
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
31. Fit for success
My career path
Networked knowledge
Distributed knowledge
Research
Guidance
Institutional unbundling
32. Fit for success
My career path
Networked knowledge
Distributed knowledge
Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
33. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Selection
Research
34. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Research
Selection
35. Connectors
Focus on linking
learners with
providers
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
Institutional unbundling
Course
providers
Focus on
OER/OCW/
MOOCs
Learning hubs
Focus on guidance
Research hubs
Focus on research
Content
Guidance
Assessment
Certification
Research
Selection
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/