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Gå digitalt - Go digital

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Gå digitalt - Go digital

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The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.

The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.

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Gå digitalt - Go digital

  1. 1. The importance of open, distance, flexible and online education, including e-learning in educational policy Gard Titlestad, Secretary General International Council for Open and Distance Education Det Digitale VUC VUC Årsmøde 7. – 8. April, Hotel Nyborg Strand, Danmark
  2. 2. Disposisjon • Introduksjon • Hva er trendene for fremtidens utdanning? – Behov – Trender online og open – Drivere for tilgang til læring • Hvor står Norden i kunnskapsutfordringen? – Konkurranseevne og innovasjon – Human kapital – Nettverk og teknologiutnyttelse • Hva med Det Digitale VUC? – Online – Open – Open Education Resources – Learning Analytics
  3. 3. • To be the leading global network for making quality learning accessible throughout the world using online, open, distance and flexible education. • To connect institutions, organisations and professionals from across the globe so that they can share ideas, resources and best practices, partner on major projects and advocate together. • To be the official partner of UNESCO, that shares that agency’s key aim inclusive and equitable quality education and lifelong learning for all. • ICDE believes that in pursuing education as a universal right, the needs of the learner must be central. • To organize members in all regions of the world – global balance. Support From Norway 25 years Why is ICDE here? UNESCO Partner 50 years Platinum open access
  4. 4. ONLINE, OPEN, FLEXIBLE AND TECHNOLOGY ENHANCED HIGHER AND ADULT EDUCATION ICDE Focus
  5. 5. The Gaps
  6. 6. Education Average years of education The world Africa south of SaharaYears of education West-Europe This is our Challenge Source: Aftenposten/OECD. How Was Life? Shows long-term progress in key areas of well-being Teachers are a key
  7. 7. 20442030 320 400 2007 - 2030 Mill. students EU/OECD projections the need for HE by 2030: 410 mill. This is our Global Challenge Cannot be solved by bricks and mortar Combine Bricks and Clicks
  8. 8. + 300 mill for MOOCs? Informell – uformell utdanning
  9. 9. ”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL” SEIZE DIGITAL OPPORTUNITIES, LEAD EDUCATION TRANSFORMATION Sustainable Development Goal 4 Education 2030
  10. 10. Target 3, point 43.: A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities can increase access, equity, quality and relevance, and narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. The provision of tertiary education should be progressively free, in line with existing international agreements. Framework for Action Education 2030: November 2015
  11. 11. endring Globalisering Teknologi Demografi
  12. 12. From the information age to the connected age From the knowledge driven to the knowledge intensive economy Den 4. Industrielle Revolusjon
  13. 13. The BIG Picture • Online, Open and Flexible Education is steadily increasing all over the world India Sweden Russia South America The US Africa Australia China
  14. 14. Giving birth to a new learning landscape Creative Commons
  15. 15. The BIG picture • Online, Open and Flexible and on Campus Learning are converging => Blended BlendedOnline Campus • And as a result – an even more diverse educational landscape……
  16. 16. Hvorfor?
  17. 17. Open knowledge Societal needs Technology Students needs and expectations OERCost Trends, within the framwork of globalisation and internationalisation HE needs – 1 U a week Demographics Globalisation Enabling economic growth Access Open Access eInfrastructures eScience Automation Robots Sensors 2020 – 80% connected Internet of things Open Research Open Data Open Innovation US quadruppling Southern Europe…. Developing economies ICT Habitus Flexibility Employability Lifelong
  18. 18. Education is on the brink of a revolution. Collaborating on learning-related work across disciplines through an integrated research agenda could yield powerful advances in optimizing online learning experiences. MIT Online Education Policy Initiative. April 2016. And down along the road.......... http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401
  19. 19. Endring er nå Komparative fortrinn: • Gamle forvitrer • Nye må etableres • Gode må forsterkes Kan utdanning og teknologistøttet læring bli et fremtidig komparativt fortrinn?
  20. 20. Sverige, Skandinavia, Norden: I ledelsen når det gjelder utbredelse og bruk. Midt i flokken (OECD) når det gjelder verdiøkende anvendelse
  21. 21. Where the Digital Economy Is Moving the Fastest Bhaskar Chakravorti Christopher Tunnard Ravi Shankar Chaturvedi FEBRUARY 19, 2015
  22. 22. Hvilke utvikling kan Det Digitale VUC være særlig oppmerksom på?
  23. 23. How is Online learning enabling change? • 1. ACCESS TO IDEAS , KNOWLEDGE AND INFORMATION • 2. COMMUNITY OF LEARNERS • 3. MOBILE MENTORING • 4. ADAPTIVE CURRICULUM • 5. DIFFERENTIATED TEACHING Change in the design of college and university programs and their delivery: – MORE JUST-IN-TIME AND ON DEMAND LEARNING – MORE CREDIT TRANSFER AND CREDIT RECOGNITION – MORE USE OF ADJUNCT FACULTY AND PEER NETWORKS http://teachonline.ca/trends-directions/evolving-pedagogy/5-ways-online-learning-enabling-change-post-secondary-education Contact North, Canada
  24. 24. Policy fora, influencing the future: 20 November 2014: Open Education Key issues in policy for governments and senior management in higher education ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.” In partership with UNESCO, CoL and OEC Interventions, from UNESCO, ICDE and key experts and senior management: The Bali Message Global High Level Forum in Paris 9 – 11 JUNE 2015: Online, open and flexible higher education for the future we want UNESCO – in partnership with ICDE
  25. 25. Policy fora, influencing the future: 20 November 2014: Open Education Key issues in policy for governments and senior management in higher education ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.” In partership with UNESCO, CoL and OEC Interventions, from UNESCO, ICDE and key experts and senior management: The Bali Message Global High Level Forum in Paris 9 – 11 JUNE 2015: Online, open and flexible higher education for the future we want UNESCO – in partnership with ICDE
  26. 26. SURVEY RESULTS What We Heard – Perspectives and Experiences from 105 Educational Leaders from 53 Countries June 2015 Online, Open, and Flexible Higher Education for the Future We Want: Policy Challenges A Background Report Prepared by the International Council of Open and Distance Education (ICDE) for the United Nations Educational, Scientific and Cultural Organization (UNESCO)
  27. 27. Open Educational Resources “... are teaching, learning and research materials in any medium that reside in the public domain and have been released under an open licence that permits access, use, repurposing, reuse and redistribution by others with no or limited restrictions.” (UNESCO 2011)
  28. 28. 1.Retain – i.e. no digital rights management restrictions (DRM), the content is yours to keep, whether you’re the author, instructor or student. 2.Reuse – you are free to use materials in a wide variety of ways without expressly asking permission of the copyright holder. 3.Revise – as an educator, you can adapt, adjust, or modify the content to suit specific purposes and make the materials more relevant to your students. This means making it available in a number of different formats and including source files, where possible. 4.Remix – you or your students can pull together a number of different resources to create something new. 5.Redistribute – you are free to share with others, so they can reuse, remix, improve upon, correct, review or otherwise enjoy your work. David Wiley
  29. 29. From the UNESCO OER Declaration • Foster awareness and use of OER • Encourage the development and adaptation of OER in a variety of languages and cultural contexts • Encourage the open licensing of educational materials produced with public funds. ICDE work shouder to shoulder with UNESCO and other stakeholders to have this implementet
  30. 30. More BC Open Textbook Stats As of December 4, 2015 As of March 17, 2016 General Stats Student Savings $985,700- 1,214,092 Number of participating institutions 24 (19 Public, 5 Private) Number of students affected 9,857 12,540 Number of textbooks on open 137 http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/ http://open.bccampus.ca/about-2/ http://open.bccampus.ca $1,254,000 – $1,604,425
  31. 31. https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx
  32. 32. The Future is Near But not as near as you hoype
  33. 33. In Norway, one of the most connected countries in the world, if a professor want to use OER in public health for nurses - she will find nothing or very few open resources, and no organized connected, collaborative opportunities.
  34. 34. If the same professor in France engaged, she would find more than 200 licensed education resources regarding public health for nurses, all linked to the higher education curricula. In fact, a student in France can use collaborative free quality assured educational material for her grades, e.g. bachelor and master within the equational system, all made possible and digitalized by collaborative thematic universities in a connected French educational system.
  35. 35. Hvor er den fremste nordiske utdannelse?
  36. 36. http://www.unisim.edu.sg/Pages/UniSIM.aspx • Learning Analytics can be the base for achievements in several fields; – Adapted and personalized learning – Improved completion and retention rates – Improved student success – Quality learning in general – (Possibly) Better and more focused deployment and management of resources
  37. 37. • “Learning Analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” • Wikipedia, March 2016.
  38. 38. Mitt FitBit
  39. 39. Learning analytics Teknisk infrastruktur https://www.surf.nl/en/knowledge-base/2016/whitepaper-how-data-can-improve-the-quality-of-higher-education.html Mars 2016
  40. 40. Hvor er vi nu?
  41. 41. ”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL” Sustainable Development Goal 4: Education 2030 THANK YOU titlestad@icde.org www.icde.org Seize digital opportunities, lead education transformation

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