The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.

2. The punchline

9. Institutions behave as Island States

10. (Programs of study) Aggregated demand Unrealised opportunities

11. What happens in a world where scarcity is no longer a key driver? What happens in a world where scarcity is no longer a key driver?

12. Learners and New Higher Education Spaces

13. Learners and New Higher Education Spaces Education 3.0

18. Education 1.0 / 2.0 Learning process , content and technolgies penetrate institutional boundaries Institution Learning achievement Content Technologies Learning process

19. Education 1.0 / 2.0 Education 3.0 Learning process , content and technolgies penetrate institutional boundaries Institution Learning achievement Content Technologies Learning process Institution Learning achievement Content Technologies Learning process

20. Drivers towards Education 3.0

25. Personal learning environments Univ Univ Univ FORE (OER) VLE VLE Aggregators 3 rd Party VLE Platform(s) Platform(s) Platform(s) Social network engines Web

26. Red : AVOIR nodes Blue : Collaborating partners Yellow : Supporting partners

29. Example framework elements

30. Recognition and accreditation of learning achieved Will universities meet it? “ Business opportunity”

31. Online : http://avoir.uwc.ac.za Email : [email_address] We are grateful to the IDRC, USAID, the Department of Science and Technology, UNESCO and Sun Microsystems for financial and other support to the AVOIR project. We are also grateful to those organizations who had enough confidence to contract us to develop applications even though we were unproven .