Moving from technology based innovation into skills based innovationCristobal Cobo, Oxford Internet Institute
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
Human Development Report 2013
From Hollywood to Bollywood
Purchasing  Power
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
xMOO
Personalised Learning?   Face-to-face education : a privilege for a few  Mass-produced (K) education for disadvantages
Coursera: 80% graduates
Élite (0-15%)                             Masas (16-50%)                           Universal (más de 50%)1. Funciones de  ...
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
McKinsey : “Education to Employment: Designing aSystem that Works”4,500 youth-2,700 employers, 900 educationprovidersBrazi...
Variability in Grading, US 1920-2006Average GPA over the time period 1930-2006 as a function of school type. Grey dots rep...
Digital badges: Recognize skills and achievements. A gamified achievement based mechanism (visbility and flexibility).http...
www.vizify.com
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
What changed?                                                                               Source: L.Dempsey, Ariadne, is...
What is Open Access (OA)?   “Open access is, simply, the idea that research articles    should be freely, immediately and...
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
1. Monopoly of credentialization.2. Monopoly of knowledge   dissemination.3. The technology before pedagogy.4. Too focused...
•   Liquid times•   Higher Education Inflation•   Des and re intermediation•   Credential Inflation•   Radical decentraliz...
9 ‘risky’ trendsto keep in mind
1. The free knowledge is the   energy of the 21st century2. Change the way we   understand processing   information.3. Mov...
4. Re-think the pedagogical practices (just in time+ create technology)5. Face the idea that most learning is unaccredited...
@cristobalcobo                                       http://tiny.cc/ppts                                                  ...
heutagogy[Greek for Self]Learners manage/negotiate/control their own learning (self-efficacy)Learners go beyond problem so...
References•   Chris Sparshott. (2008, April 1). University 2.0. Business & Mgmt. Retrieved from    http://www.slideshare.n...
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
Moving from technology based innovation into skills based innovation
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Moving from technology based innovation into skills based innovation

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This project is focused on the creation of a strong knowledge sharing to promote the exchange of good practices and implementation strategies in the Atlantic Area for building a 21st Century Knowledge and Information Society.

http://www.knetworks.eu/

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  • http://pewinternet.org/Reports/2012/Future-of-Higher-Education/Overview/Introduction-and-overview-of-responses.aspx
  • http://mckinseyonsociety.com/education-to-employment/http://mckinseyonsociety.com/education-to-employment/video/
  • http://fortyquestions.blogspot.co.uk/2010/03/grading-article-in-teachers-college.htmlhttp://chrisblattman.com/2012/09/21/why-we-should-give-into-grade-inflation-and-graphs-of-the-day/
  • Open Access Electronic Publishing: A View from the Frontier 28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge
  • Open Access Electronic Publishing: A View from the Frontier 28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge
  • Moving from technology based innovation into skills based innovation

    1. 1. Moving from technology based innovation into skills based innovationCristobal Cobo, Oxford Internet Institute
    2. 2. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    3. 3. Human Development Report 2013
    4. 4. From Hollywood to Bollywood
    5. 5. Purchasing Power
    6. 6. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    7. 7. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    8. 8. xMOO
    9. 9. Personalised Learning? Face-to-face education : a privilege for a few Mass-produced (K) education for disadvantages
    10. 10. Coursera: 80% graduates
    11. 11. Élite (0-15%) Masas (16-50%) Universal (más de 50%)1. Funciones de Forjar la mente y el carácter de la clase Trasmisión de habilidades; preparación Adaptación de ‘toda la población’ a losla educación dirigente; preparación para funciones de para un más amplio rango de funciones rápidos cambios sociales y tecnológicossuperior élite económicas y técnicas de élite2. Actitudes Un privilegio de cuna o talento Un derecho de quienes tienen ciertas Una obligación para las clases altas yfrente al acceso calificaciones medias (quién no lo logra se avergüenza) Privilegio familiar. Luego, logro Meritocrático con ‘programas ‘Abierto’, énfasis en ‘logro grupal3. Acceso y meritocrático basado en el desempeño compensatorios’ para ofrecer igualdad de igualitario’ (promoción, clase, étnico)selección escolar oportunidades4. Curriculum y Altamente estructurado en término de Secuencia de cursos modular, flexible y Descomposición de fronteras y secuencias;formas de concepciones del saber académico o semi-estructurado difuminación de la distinción entre estudioinstrucción profesional y vida “Subsidiado” luego de la escuela Ingreso “diferido” en números crecientes; Ingreso pospuesto a menudo; se suavizan5. La ´carrera´ secundaria; estudios a tiempo completo más deserción los límites entre educación formal y otrosestudiantil hasta lograr el grado (título) aspectos de la vida: trabajo y estudio. Ampliamente compartidos y Variable; sistema/institución es ‘holding de El criterio se desplaza de ‘estándares’ a6. Estándares relativamente altos (en la fase muy diferentes tipos de emprendimientos ‘valor agregado’académicos meritocrática) académicos’ Homogéneas con estándares altos y Comprensiva con estándares más diversos Gran diversidad sin estándares comunes comunes.7. Características Comunidades académicas (residenciales) “Ciudades del intelecto” con población Network: agregado de poblacióninstitucionales pequeñas mixta residencial y “cama afuera” matriculada parte de la cual viene raramente o nunca al campus Fronteras claras e impenetrables Fronteras borrosas y permeables Fronteras débiles o no-existentes8. Locus del La ‘Academia’ : grupo pequeño de élite Procesos políticos ordinarios de intereses Cuestionamiento de ‘las masas’ de lospoder y toma de con valores y supuestos comunes de grupo y programas partidarios privilegios e inmunidades de la academiadecisiones Académicos ‘part time’ que son Ex académicos hoy dedicados full time a la Administradores full time más9. Forma de ‘administradores amateurs’ administración; mayor y creciente especializados.administración burocracia Técnicas de administración importadas deacadémica fuera de la academia Profesores senior Profesores y personal junior con creciente Descomposición del consenso vuelve10. Gobierno influencia de los estudiantes insoluble la gobernanza institucional; lainterno toma de decisiones pasa a manos de la autoridad política Pearson: 5 university models: elite institution, mass university, niche institute, local Uni. or educating mature students Trow, M., “Problems in the Transition from Elite to Mass Higher Education” (Paris: OECD, 1974)
    12. 12. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    13. 13. McKinsey : “Education to Employment: Designing aSystem that Works”4,500 youth-2,700 employers, 900 educationprovidersBrazil, Germany, India, Mexico, Morocco,Saudi Arabia, Turkey, the UnitedKingdom, and the United States.
    14. 14. Variability in Grading, US 1920-2006Average GPA over the time period 1930-2006 as a function of school type. Grey dots represent individual data points.Colored squared represent the mean GPA for each school type over time. Suslow (1976) shown for comparison.
    15. 15. Digital badges: Recognize skills and achievements. A gamified achievement based mechanism (visbility and flexibility).http://dougbelshaw.com/presentations/2012/eskills/index.html#/
    16. 16. www.vizify.com
    17. 17. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    18. 18. What changed? Source: L.Dempsey, Ariadne, issue 46[28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]
    19. 19. What is Open Access (OA)? “Open access is, simply, the idea that research articles should be freely, immediately and permanently available online to anyone, rather than locked away in subscription journals….” Zoe Corbyn, THES Gold Open Access  article is made freely available online upon publication after payment of an APC. Green Open Access  deposit of the Author Accepted Manuscript (AAM ) in an institutional or subject repository. [28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]
    20. 20. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    21. 21. 1. Monopoly of credentialization.2. Monopoly of knowledge dissemination.3. The technology before pedagogy.4. Too focused on contents (not in ‘hows’).5. Lack of multi context learning recognition.6. Recognition (only) of traditional knowledge generation.7. Tenure limited to restrictive products (17th c.).8. Under estimation of students’ as a static consumer.9. Consistent repetition of these mistakes.
    22. 22. • Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore
    23. 23. 9 ‘risky’ trendsto keep in mind
    24. 24. 1. The free knowledge is the energy of the 21st century2. Change the way we understand processing information.3. Move on from the idea of university as an information aggregator into a curator. License Some rights reserved by killrbeez www.flickr.com/photos/steventom/87568944/sizes/z/
    25. 25. 4. Re-think the pedagogical practices (just in time+ create technology)5. Face the idea that most learning is unaccredited6. Enhanced learning: recognize other context, skills & experience.7. Forget the “e-” (of e-learning) or the “digital” (of “digital skills”)prefix.8. Understand multidisciplinary, collaboration and creativity as 21stliteracies9. Develop translation skills to turn problems into solutions (in changingcontexts) License Some rights reserved by callie callie jump jump www.flickr.com/photos/erinnsimon/4552289435/sizes/z/
    26. 26. @cristobalcobo http://tiny.cc/ppts 38Oxford Internet Institute Research Fellow.
    27. 27. heutagogy[Greek for Self]Learners manage/negotiate/control their own learning (self-efficacy)Learners go beyond problem solving (apply own experience in new context)Learn how to learn (tacit, creative)Teacher as a facilitator Veletsianos, G. (2010). Emerging Technologies in Distance Education. Athabasca University Press.
    28. 28. References• Chris Sparshott. (2008, April 1). University 2.0. Business & Mgmt. Retrieved from http://www.slideshare.net/sparkbouy/university-20-331006• France Houdard. (2010, November 4). China 2020: What Will China Look Like in the Future? Technology. Retrieved from http://www.slideshare.net/Exolus/china-2010-2020-v58slideshare• GrahamAttwell. (2007, May 7). Personal Learning Environments. Technology. Retrieved from http://www.slideshare.net/GrahamAttwell/personal-learning-environments-46423• Gsiemens. (2012, January 13). Social Networked Learning. Education. Retrieved from http://www.slideshare.net/gsiemens/social-networked-learning• Guillermo Ramirez. (2010, October 25). The 5 big mistakes in virtual education. Education. Retrieved from http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation• Jean-François Dechamp. (2011, November 10). Open Access in Europe. Technology. Retrieved from http://www.slideshare.net/OpenAccessEC/open-access-in-europe• Steve Wheeler. (2011, February 4). The Future of Learning. Retrieved from http://www.slideshare.net/timbuckteeth/the-future-of-learning-6809148• United Nations BiH. (2013, March 14). Human Development Report 2013 - The Rise of the South: Human Progre... Retrieved from http://www.slideshare.net/2enw4unb/human-development- report-2013-the-rise-of-the-south-human-progress-in-a-diverse-world• United Nations Educational, S., & Organization, C. (2009). Global education digest 2009: Comparing education statistics across the world. UNESCO Institute for Statistics Montreal. http://www.uis.unesco.org/Education/GED%20Documents%20C/ged-2009-final-4-err-en.pdf

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