16 Mai 2013 - Colloque : A l'heure du MOOC, votre établissement peut-il se passer d'une stratégie numérique ?

1. Stéphan Vincent-Lancrin
Senior Analyst and Project Leader
OECD Directorate for Education and Skillsa

2. STRATÉGIE DU NUMÉRIQUE
DANS L’ENSEIGNEMENT
SUPÉRIEUR : ÉCLAIRAGES
INTERNATIONAUX
Stéphan Vincent-Lancrin
Senior Analyst and Project Leader
OECD Directorate for Education and Skills

3. A longstanding interest in e-learning

4. Higher Education to 2030
• Vol. 1: Demography (2008)
• Vol. 2: Globalisation (2009)
• Vol. 3: Technology (forthcoming)
1. Cyber-infrastructures
2. E-learning
3. Gaming
4. Open Educational Resources
5. New Millenium Learners
• Vol. 4: Scenarios (forthcoming)

5. • A quiet revolution: ICT is now pervasive in
tertiary education, even though it has not
revolutionised it (yet)
• ICT is just a tool to support the strategies of
higher education institutions, not a tool in
itself
• Next generation: use of big data for teaching
and learning (and other services to students)
Some introductive remarks

6. e-learning:
teaching and learning strategies

7. • Web supplemented: e-mail, posting of assignments,
materials and resources on online platform, etc.
• Web dependent: online discussions, assessments,
project-based pedagogies, gaming, etc., but mainly in
class
• Blended learning: same elements as above, but
leading to class time reduction and happening outside
of class
• Fully online: mainly happening outside of class (but
not necessarily remotely or asynchronously)
Different modalities of e-learning
(course or programme)

8. • A course or a programme?
• Is fully online more « innovative » than web-
supplemented?
• Is it a journey (as we first believed) from none to
fully online – or different strategies?
• Are the strategies similar for campus-based
institutions and distance education institutions?
A few questions

9. • Web-supplemented: podcasts and videopodcasts,
skills-based assessments, e-portfolios
• Web-dependent: real-time formative assessment,
game design methodology, simulations (remote labs),
international collaborative projects
• Blended: flipped classroom, project-based learning,
collaborative projects, digital curricula, etc.
• Fully online: interactive learning objects, learning
through simulations, lectures, chats, MOOCS, OER,
etc.
Some examples

10. Information systems

11. • Track students over time:
– Admissions, courses, learning outcomes, labour
market outcomes
– Finance, internationalisation, etc.
– Connected with schooling LDS?
• Use data analytics to inform decision-making of
administrators, teachers, students
• Use data analytics to provide appropriate services
to students, improve digital learning material, etc.
Longitudinal information systems

12. strategic objectives

13. • Access:
– Working students, international students, students with
disabilities, students in remote areas
• Equity:
– Use ICT to improve access and success of disadvantage
groups, share knowledge with people outside the
institution (MOOCs)
• Learning outcomes
– Use ICT for remedial education, to prevent dropout, to
develop 21st century skills, to improve learning quality, to
implement « active pedagogies » with more ease
Strategic objectives

14. • Cost efficiency:
– Very few examples of success so far (NCAT)
• Improvement of student and faculty experience:
– Ease of administrative process, of access to
information, of connection to employers, etc.
– Ease of research thanks to computing power, good
digital library, good software, etc.
• Marketing (reputation, visibility, etc.):
Strategic objectives

15. Success factors

16. 1. Institution-wide (or at least inter-operable systems)
2. Supported by the institutions’ leadership (and not
just the IT services)
3. Aligned with the overall institutional strategy
4. User-centred and accompanied with user support
5. Leads to (and accepts) organisational changes
Success factors for an institutional
strategy:

17. New physical infrastructures?

18. Stephan.Vincent-Lancrin@oecd.org
THANK YOU
www.oecd.org/edu/universityfutures