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Francisco Marmolejo
Tertiary Education Global Coordinator
The World Bank
fmarmolejo@worldbank.org
@fmarmole
Wow!!
A number of issues
being seen as
“problems” are in
reality opportunities.
 Do we really know what are MOOCs?
 Do we have a consensus on what are “developing” countries?
 We assume that MOOCs is...
Open education is more 
than just MOOCs
MOOCs: an imperialist 
view?
Connectivity: a reality 
check
How do we start?
• We ...
A new type of 
students
I have a netbook, MP3
Players, flashdrive, IPAD…
Dad, what did you use in
school when you were
student?
My brain!!
Empower 
people to 
have a better 
and more 
productive life
Fostering 
economic 
development
Empowering 
communities
But ...
Are they enablers 
of greater social 
and economic 
mobility or the 
reason for socio‐
economic 
stratification?
Does the ...
…National level changes are
required but not sufficient…
…Higher Education Institutions
need to embrace the change
themsel...
Continuing doing the 
sme, but waiting 
different results
Doing more research. 
Too much 
speculation, wrong 
assumptions with 
limited evidence. 
Sound research to 
better inform ...
Using the 
power of its 
global 
presence.
Creating 
local, relevant 
resources
It is not only 
about being 
“good 
corpor...
 Instead of saying “we already know the 
solution”, let’s take the opportunity to see 
this crossroad moment as an opport...
 Instead of saying “we already know the 
solution”, let’s take the opportunity to see 
this crossroad moment as an opport...
A priority for “tomorrow”
Marginal
About money and control
Too complex
A good idea, but..
A priority for ”yesterday”
Mains...
“ The trouble with our times is that
the future is not what it used to be ”
Paul Valéry
For every complex problem there is
an answer that is clear, simple,
H. L. Mencken
…and wrong.
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in devel...
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The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in developing countries – a report from Group 4 by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank)

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This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).

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The implications of MOOCs, OERs and other forms of informal learning on traditional higher education institutions in developing countries – a report from Group 4 by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank)

  1. 1. Francisco Marmolejo Tertiary Education Global Coordinator The World Bank fmarmolejo@worldbank.org @fmarmole
  2. 2. Wow!!
  3. 3. A number of issues being seen as “problems” are in reality opportunities.
  4. 4.  Do we really know what are MOOCs?  Do we have a consensus on what are “developing” countries?  We assume that MOOCs is a substitute of open education   Both are evolving constructs  Developing countries An alternative  concept of  development MOOCs Just delivery Different content Expanded vision of  Open Education + Combining with  experiential learning. U‐Lab + MOOCs 2.0 ?
  5. 5. Open education is more  than just MOOCs MOOCs: an imperialist  view? Connectivity: a reality  check How do we start? • We provide, they consume • Let’s make available our  knowledge to them By establishing a dignified and trustable communication with the real users / beneficiaries
  6. 6. A new type of  students
  7. 7. I have a netbook, MP3 Players, flashdrive, IPAD… Dad, what did you use in school when you were student? My brain!!
  8. 8. Empower  people to  have a better  and more  productive life Fostering  economic  development Empowering  communities But also as a  way to… • Protect language,  culture • Connect  communities • Foster cross‐ fertilization of  ideas • Foster citizenship
  9. 9. Are they enablers  of greater social  and economic  mobility or the  reason for socio‐ economic  stratification? Does the pace of  growth in access  to HE is enough to  massively expand  middle‐class in  developing  countries? Is the  “traditional”  university the  solution for  expanded  opportunities? A key challenge:  Opening up the  privilege of good  knowledge to  greater number of  people   
  10. 10. …National level changes are required but not sufficient… …Higher Education Institutions need to embrace the change themselves.
  11. 11. Continuing doing the  sme, but waiting  different results
  12. 12. Doing more research.  Too much  speculation, wrong  assumptions with  limited evidence.  Sound research to  better inform policy‐ making decisions.
  13. 13. Using the  power of its  global  presence. Creating  local, relevant  resources It is not only  about being  “good  corporate  citizens” but  about a  business  opportunity Incubating  innovative  ideas Keep working  to get away  inaccurate  assumptions   of its unique  role  Here for good: just a slogan?
  14. 14.  Instead of saying “we already know the  solution”, let’s take the opportunity to see  this crossroad moment as an opportunity to  re‐learn and further work on this area.  Towards the need to further continue this  type of dialogue and reflection. Re‐thinking  the need to partner and cooperate.
  15. 15.  Instead of saying “we already know the  solution”, let’s take the opportunity to see  this crossroad moment as an opportunity to  re‐learn and further work on this area.  Towards the need to further continue this  type of dialogue and reflection. Re‐thinking  the need to partner and cooperate.   Not an easy time. Difficult times are the best  drivers of innovation
  16. 16. A priority for “tomorrow” Marginal About money and control Too complex A good idea, but.. A priority for ”yesterday” Mainstreamed About mobility of societies Means for better education A critical need
  17. 17. “ The trouble with our times is that the future is not what it used to be ” Paul Valéry
  18. 18. For every complex problem there is an answer that is clear, simple, H. L. Mencken …and wrong.

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