At the International Association of Universities, IAU, International Conference 29 October 2015, a session discussed e-learning and cross-border higher education. This presentation gives and global overview of the development, trends, driving forces and gives examples of major changes pointing towards the connected and collaborative educational landscape. However, direction and action is needed so sound policies are to be decided and implemented to harvest the benefits from quality online, open and flexible higher education.

1. The Change is Now
Towards the connected and collaborative
educational landscape?
e-learning and cross-border higher education
IAU International Conference 29 October 2015
Gard Titlestad, Secretary General
International Council For Open and Distance Education

2. Address
• Major gaps to be closed
• Major changes to be lead
• Policy for the sustainable future we want
• Online is not equal with Open up
• Quality is not for online only, it is for
education
• The way forward

3. Adress the gaps
HE for the sustainable future we want

4. 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

5. 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

7. Adress the change
HE for the sustainable future we want

8. From the information age to the connected age
From the knowledge driven to the knowledge intensive economy

9. The BIG Picture
• Open, Online and Distance Education is steadily
increasing all over the world
India Sweden
Russia
South America
The US
Africa
Australia
China

10. The BIG picture
• Online, Distance (ODL) and on Campus Learning
are converging => Blended
BlendedODL
Campus
• And as a result – an even more diverse higher
education landscape……

11. 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

16. Adress the policy
HE for the sustainable future we want

17. 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

18. 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

19. 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)

23. E-Learning in Higher Education in Latin
America

25. Adress Opening up
HE for the sustainable future we want

26. Online is not opening up
Being massive may not mean
democratization of education

27. By Jonah Newman and Soo Oh, June 13, 2014 (Harvard and MIT data)
http://chronicle.com/article/8-Things-You-Should-Know-About/146901/
8 Things You Should Know
About MOOCs
• 1. The overwhelming majority of MOOC students are male
• 2. MOOCs attract students who already have college
degrees
• 3. The median age of MOOC participants is 24
• 4. One-third of MOOC participants are from North America
• 5. Nearly half of registrants never engage with any of the
content
• 6. Europeans view the most course content
• 7. Students with a doctorate viewed more course material
• 8. Serial students are the most engaged

28. Drivers for opening up

29. 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
Open
knowledge

30. Adress Quality
HE for the sustainable future we want

31. What about
Quality ?• Distance Education – Quality? – 3 meta-studies
(North)
• https://www.insidehighered.com/news/2009/06/29/online
• http://www.tonybates.ca/2013/08/20/a-review-of-the-
heqco-report-on-productivity-and-quality-in-online-
learning-in-higher-education/
• http://linkresearchlab.org/PreparingDigitalUniversity.pdf
• Meta-study US Department of Education
(2009/2010):
– “students who took all or part of their instruction
online performed better, on average, than those
taking the same course through face-to-face
instruction. Further, those who took "blended"
courses -- those that combine elements of online
learning and face-to-face instruction -- appeared to do
best of all” (InsideHigherEd).

32. Example

34. Recommendation 1:
Mainstream e-learning quality into
traditional institutional quality assurance
Note: Quality measures in both on
campus and off campus (online) courses.

36. Looking to the future
Through which lenses?
The ICDE landscape

37. • 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 – the attainment of quality education 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
25 Years Support
From Norway
Why is ICDE here?
Partner with
UNESCO
50 years

38. ICDE members
october 2015
• 160 institutions
• 20 associations
• 100 individuals
• Asian Association of Open Universities (AAOU)
• Asociación Iberoamericana de Educación Superior a Distancia – AIESAD
• Brazilian Association for Distance Education - ABED – Brazil
• African Council for Distance Education (ACDE)
• Association of African Distance Learning Centres
• The South African Institute for Distance Education (SAIDE)
• Arab Network for Distance and Open Education (Anode)
• Middle East e-Learning Association (MEeA)
• The Australasian Council on Open, Distance and e-Learning (ACODE)
• The Open and Distance Leaning Association of Australia (ODLAA)
• The Open Education Resource Foundation – the Open Educational Resource university (OERu)
• European Distance and E-Learning Network (EDEN)
• The European Association of Distance Teaching Universities (EADTU)
Major international associations

39. Academy of Business Management - Switzerland
APEFAD - Associação Portuguesa de Ensino e Formação a Distância - Portugal
Bavarian Virtual University (Virtuelle Hochschule Bayern) - Germany
Campus NooA - Norway
Centre National d'Enseignement a Distance (CNED) - France
Dublin City University - Ireland
EALDE Business School - Spain
Eurasian Open Institute - Russia
FernUniversität in Hagen - Germany
Fédération Interuniversitaire de l'Enseignement à Distance (FIED) - France
FINSITER - Ukraine
Frederick University - Cyprus
Hellenic Open University (HOU) - Greece
Inst. f. Verbundstudien der Fachhochschulen NRW - Germany
Jagiellonian University in Krakow - Poland
Lillehammer University College - Norway
MENON Network EEIG - Belgium
Moscow State University of Economics, Statistics, and Informatics (MESI) - Russia
NKI Nettstudier - Norway
Norgesuniversitetet - Norway
Norwegian Digital Learning Arena (NDLA) - Norway
Norwegian University of Science and Technology (NTNU) - Norway
Open Universiteit Netherland - The Netherlands
Open University of Cyprus - Cyprus
Scuola laD - "Tor Vergata" - Italy
South Ural State University - Russia
Spiru Haret University, Romania
Stockholm University - Sweden
Studiesenteret.no - Norway
Swiss Distance University of Applied Sciences – Switzerland
Tyumen State Oil and Gas University - Russia
The Open University - United Kingdom
UNINETTUNO - International Telematic University - Italy
Universal Learning Systems - Ireland
Universidad Nacional de Educación a Distancia (UNED) - Spain
Universidad Internacional de La Rioja - Spain
Universidade Aberta - Portugal
Università degli Studi Guglielmo Marconi - Italy
Università Europea di Studi Internazionali UNIESI - Switzerland
Universitat Oberta de Catalunya (UOC) - Spain
Universitäre Fernstudien Schweiz - Switzerland
University of Leicester - UK
University of Oslo - Norway
Vytautas Magnus University - Lithuania
Warsaw School of Computer Science - Poland
Members, example Europe
Diverse membership, nontraditional HEI, traditional universities, agencies and more

40. Offering study opportunities to more than 400 000
students from across South Africa, Africa and
other parts of the world, Unisa offers a diverse
choice of study fields at levels from certificate to
degree. The university is considered South Africa’s
most productive accounting for 12.8% of all degrees
conferred by the country’s 23 public universities
and universities of technology.

41. Example Athabasca,
Canada
• Our Students
– AU students come from every Canadian province and
territory and 87 countries worldwide.
– The average undergraduate is 29; the average
graduate student, 39.
– 83 per cent work while they study.
– 67 per cent are women.
– 50 per cent of graduates support dependents.
– 70 per cent of graduates are the first in their family to
earn a university degree.

42. Example UNED,
Spain
Example: Thus, the UNED methodology is designed and
intended for everyone, especially, those who:
• need or want to decide their schedules.
• want to make work and study compatible and
reconcile these with personal responsibilities.
• need a second chance to access university training.
• live far from a university.
• have special difficulties in accessing face-to-face
teaching.
• want to following studies in Europe.
• are every where.
• want to upgrade their cultural or professional training.
• want to combine different areas of studies.
http://portal.uned.es/portal/page?_pageid=93,24307374,93_24307375&_dad=portal&_schema=PORTAL

43. Example OERu,
New Zealand
Learn with OERu
All you need is an internet
connection, and you can
study with us – no matter
where you live! Study
online for free, using open
educational resources. Get
your study credited towards
an academic qualification,
while paying significantly
reduced fees.

44. Adress the way forward
HE for the sustainable future we want

45. 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

46. The way forward
Dr. Bakary Diallo, Rector for African Virtual University: said
in his concluding remarks for the Forum that higher
education should not be exclusive for the few, and he
suggested four keywords for the way ahead:
“Communication, Implementation, Collaboration (sharing)
and Monitoring the progress.”
Pretoria, 17 October 2015

47. Regional differences
Cultural and linguistic diversity

48. A shift to a culture for
collaboration
• Connectivity and openness as enablers:
– Collaborative on content – Open Education Resources, OER
– Collaborative on curriucula – the whole Open package
– Collaborative on learning – Learning analytics, Adaptive learning,
Personalised learning
– Collaborative among partner institutions, knowledge, curricula,
services, (virtual) mobility and virtual (research) centres
– Collaborative among students and teachers – virtual projects
– Collaborative among HEI and employers on needs, content and
outcome
– Collaborative among associations for increased impact, Sustainable
Development Goal 4 Education 2030
• Creating the future collaborative educational landscape for
learner success.

50. The SUNY Center for
Collaborative Online
International Learning (COIL) is
one of the leading international
organizations focused on the
emerging field of Globally
Networked Learning (GNL); a
teaching and learning
methodology which
provides innovative cost-
effective internationalization
strategies. Such programs
foster faculty and student
interaction with peers abroad
through co-taught multicultural
online and blended learning
environments emphasizing
experiential student
collaboration.

51. Doctoral Consortium?
During the 26th ICDE World Conference, the Doctoral
Consortium, initiated by UNISA, will provide a supportive
space where doctoral students can receive constructive
feedback from prominent scholars, and serve to build a
cohort of young researchers in the identified fields. Do you
support the idea of the Doctoral Consortium initiative?

52. Global Doctoral
Consortium initiative
• To develop doctoral students, leaders of
tomorrow, and facilitate the exchange of
knowledge and experience in the field of online,
open, distance, flexible education including e-
learning
– Global network and platform of and for doctoral
students – community of practice
– Supported by faculty – community of practice
– Establish regognition mechanisms (e.g. awards)
– Sponsors to establish a scholarship fund.

53. Contact North, Canada
Host for the next ICDE World Conference 2017
944 online certificate, diploma, undergraduate and
graduate programs
20,088 online courses
7,637 literacy and basic skills and training courses
From Ontario’s 24 Public Colleges, 22 Public
Universities and 250 Literacy and Basic Skills and
Training Providers

54. “It is not only having equal access that
leads to equity; it is having equal access to
success, regardless of learning difficulties,
social backgrounds, and other barriers.”
20 November 2014: Open Educa on
Key issues in policy for higher educa on
Interven ons, from UNESCO, ICDE and
key experts and senior management:
The Bali Message

56. ”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

57. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4 Education 2030

59. 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:

61. • pre-study information, advice, guidance and admission
• curriculum or programme design for student success
• intervention at key points and in response to student
need
• assessment to support learning as well as to judge
achievement
• individualised and personalised systems of support to
students
• information and logistical systems that communicate
between all relevant participants in the system
• managing for student success

62. Description
• The availability and accessibility of information and
communication technologies (ICTs) have enabled the
development of e-learning and an expansion of cross-
border higher education provision. These developments in
turn have opened up higher education to more students,
helped to reach out to a more diverse student body -
providing more HE possibilities to older and disabled
people - and offered a protection against brain drain. At
the same time, the use of ICTs also entails questions of
quality, recognition, language, democracy, etc. This
session will discuss the influence and the impact of the
various types of e-Learning on the definition and practices
of internationalization.

63. 9 – 11 JUNE 2015, UNESCO HEADQUARTERS, PARIS, FRANCE.
BE PART OF A DIFFERENT FUTURE FOR HIGHER
EDUCATION.
GLOBAL HIGH LEVEL POLICY FORUM:
ONLINE, OPEN AND FLEXIBLE HIGHER
EDUCATION
FOR THE FUTURE WE WANT
FROM STATEMENTS TO ACTION: EQUITY, ACCESS, AND QUALITY
LEARNING OUTCOMES

64. 9 – 11 JUNE 2015, UNESCO HEADQUARTERS, PARIS, FRANCE.
BE PART OF A DIFFERENT FUTURE FOR HIGHER
EDUCATION.
GLOBAL HIGH LEVEL POLICY FORUM:
ONLINE, OPEN AND FLEXIBLE HIGHER
EDUCATION
FOR THE FUTURE WE WANT
FROM STATEMENTS TO ACTION: EQUITY, ACCESS, AND QUALITY
LEARNING OUTCOMES
The Paris Message:
http://icde.org/en/.b7C_wRzGYG.ips

66. Asha Singh Kanwar
President & Chief
Executive Officer
Commonwealth of
Learning, Canada
Belinda Tynan
Pro-Vice-
Chancellor
(Learning and
Innovation)
Open University UK
ICDE new
Executive
Committee
2016 and
onwards

68. What is trends for the next wave?
Or
Where the Digital Economy
Is Moving the Fastest

69. Where the Digital
Economy Is Moving the
Fastest
Bhaskar Chakravorti
Christopher Tunnard Ravi
Shankar Chaturvedi
FEBRUARY 19, 2015