This presentation was held at the International Conference on Open and Distance learning for Sustainable Development in Agriculture - ODLSDA 2016 in Coimbatore, India. The conference was hosted by Tamil Nadu Agricultural University. The presentation focuses on global trends but with a specific perspective of India and its potential and challenges in the development of digital transformation of education.
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Transforming Education with 21st Century Skills and ICT Literacy:-Naomi HarmSchoolNet SA
Transforming Education with 21st Century Skills and ICT Literacy:
In the education sector, there has been a growing movement toward infusing 21st
century skills into teaching. Driven by organizations around the world, this trend is more than a passing fad, and has caught the attention of those training and equipping teachers for the digital-age classroom. 21st century skills are what today’s students and graduates need to compete, and succeed, in today’s global workforce. There are a series of concepts and themes that go beyond the conventional to teach safe and effective technology integration and application skill sets. Whether you are a professor, an administrator, an instructor, a trainer or a future teacher, you must understand 21st century skills to be effective. So are you wondering exactly what 21st Century Skills and ICT Literacy's are all about? Are you trying to determine what steps to take to begin bringing 21st Century Skills into your classroom projects infused with Information, Communication and Technology (ICT) literacy?
Transforming Your Classroom Practice with Web 2.0 Literacy
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Transforming Education with 21st Century Skills and ICT Literacy:-Naomi HarmSchoolNet SA
Transforming Education with 21st Century Skills and ICT Literacy:
In the education sector, there has been a growing movement toward infusing 21st
century skills into teaching. Driven by organizations around the world, this trend is more than a passing fad, and has caught the attention of those training and equipping teachers for the digital-age classroom. 21st century skills are what today’s students and graduates need to compete, and succeed, in today’s global workforce. There are a series of concepts and themes that go beyond the conventional to teach safe and effective technology integration and application skill sets. Whether you are a professor, an administrator, an instructor, a trainer or a future teacher, you must understand 21st century skills to be effective. So are you wondering exactly what 21st Century Skills and ICT Literacy's are all about? Are you trying to determine what steps to take to begin bringing 21st Century Skills into your classroom projects infused with Information, Communication and Technology (ICT) literacy?
Transforming Your Classroom Practice with Web 2.0 Literacy
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
“Synergizing Technology and Pedagogy in Science Education” presented in the webinar on 'Towards a Paradigm Shift in Science Education" organized by the Sri Lanka Association for the Advancement of Science (SLAAS), on 4 December 2020.
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innova...Shironica Karunanayaka
Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka
Supporting Educators for Innovative, Open and Digital Education: Challenges a...Mark Brown
Invited keynote presentation at PLA#7 Supporting Educators for Innovative, Open and Digital Education, ET2020 Working Group, Digital Skills and Competencies, Zagreb, 7-8 December, 2017.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
Innovation and transforming education for a sustainable worldicdeslides
Keynote at I Conferência Internacional de Inovação Tecnológica em Saúde,21 - 23 August 2017, Natal, Brazil. Video here:
https://www.facebook.com/LAIS.HUOL/videos/1418008181588370/
After setting the scene, including risks and sustainability discussed, Brazil is benchmarked by using official analyses and indicators. The need and field for innovation is discussed, in particular related to the learning process. Brazil, a land of hope and innovation.
Introduction
ICDE
The learners
Innovation, why ?
Risks, change, the globe and the SDGs
Brazil
Brazil, state of play, change and challenges
Brazil, the future
Innovate and transform
Online, open, flexible, and technology enhanced learning – transforming education
Innovation in the learning process
What next?
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
The National Consortium of Education Foundations presents 5 Emerging trends for consideration in innovative programs in support of K12 schools and school districts.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
“Synergizing Technology and Pedagogy in Science Education” presented in the webinar on 'Towards a Paradigm Shift in Science Education" organized by the Sri Lanka Association for the Advancement of Science (SLAAS), on 4 December 2020.
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation shared by author at the 2018 EDEN Annual Conference "Exploring the Micro, Meso and Macro -
Navigating between dimensions in the digital learning landscape" held on 17-20 June, 2018 in Genova, Italy.
Find out more on #eden18 here: http://www.eden-online.org/2018_genova/
From OER to OEP: Shifting Practitioner Perspectives and Practices with Innova...Shironica Karunanayaka
Winner of an ICDE Prize for Innovation and Best Practice - 2015
“From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design” - Shironica P. Karunanayaka, Som Naidu, J.C.N. Rajendra & H.U.W. Ratnayake
The Open University of Sri Lanka
Supporting Educators for Innovative, Open and Digital Education: Challenges a...Mark Brown
Invited keynote presentation at PLA#7 Supporting Educators for Innovative, Open and Digital Education, ET2020 Working Group, Digital Skills and Competencies, Zagreb, 7-8 December, 2017.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
Innovation and transforming education for a sustainable worldicdeslides
Keynote at I Conferência Internacional de Inovação Tecnológica em Saúde,21 - 23 August 2017, Natal, Brazil. Video here:
https://www.facebook.com/LAIS.HUOL/videos/1418008181588370/
After setting the scene, including risks and sustainability discussed, Brazil is benchmarked by using official analyses and indicators. The need and field for innovation is discussed, in particular related to the learning process. Brazil, a land of hope and innovation.
Introduction
ICDE
The learners
Innovation, why ?
Risks, change, the globe and the SDGs
Brazil
Brazil, state of play, change and challenges
Brazil, the future
Innovate and transform
Online, open, flexible, and technology enhanced learning – transforming education
Innovation in the learning process
What next?
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
The National Consortium of Education Foundations presents 5 Emerging trends for consideration in innovative programs in support of K12 schools and school districts.
26 Disruptive & Technology Trends 2016 - 2018Brian Solis
Introducing the “26 Disruptive Technology Trends for 2016 – 2018.” In this report, we’ll explore some of the disruptive trends that are affecting pretty much everything over the next few years at least those that I’m following. It’s not just tech, though. The report is organized by socioeconomic and technological impact.
Obviously, this is not an exhaustive list of every technology and societal trend bringing about disruption on planet Earth. What follows thought definitely affects the evolution of digital Darwinism, the evolution of society and technology and its impact on behavior, expectations and customs.
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.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
Technology-Supported Professional Development for Teachers: Lessons from Deve...eraser Juan José Calderón
Technology-Supported Professional Development for Teachers: Lessons from Developing Countries
Education Development Trust.
This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies:
Open Education Resources - a game changer!icdeslides
Open Education Resources are becoming increasingly popular and a number of significant developments have taken place the last year, showing that OER delivers what it promises. This presentation takes you through this development from introducing the term OER to November 2015 showing the latest and ground breaking development. Take part!
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
Calling for an Educational Revolution: For the sustainable future we wanticdeslides
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
• Quality first: quality digital, open and flexible education
• Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
• Take leadership for change: for the future we want – lead educational transformation
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
Ossiannilsson 2nd international congress on teaching innovation and research ...Ebba Ossiannilsson
My presentation at the 2nd international congress on teaching innovation and research in higher education advancing in the areas of knowledge-11_nov2020, Madrid, Spain
Policy perspectives on Open Educational Resourcesicdeslides
Policy perspectives on Open Educational Resources:
The world has got a new educational policy – a global shift. The Incheon Declaration. The Qingdao Declaration. Two major Global Challenges for Higher Education towards 2030: average education and economic growth, enrolment in higher education. Drivers for Opening up for Knowledge: Open, Technology, Costs, Demographics and Learners.
Policy for Less used Languages - a policy brief for governments.
What about Norden?
End
Presentaion at the University of Nicosia, Cyprus 14th September 2016 on Current Global trends and challenges ahead for quality assurance in the field of open online learninG and eLearning
Diskusi bersama PPI Delft, melihat potret pendidikan Indonesia menghadapi MEA, dan selanjutnya menyusun program kontribusi PPI Delft untuk meningkatkan pendidikan Indonesia
Similar to Global trends in Online, Open and Flexible education (20)
Quality in online, open and flexible education - a global perspectiveicdeslides
A presentation from International Council for Open and Distance Education - ICDE at the VI Cread Andes Convention and VI Virtual Educa Ecuador Conference in Ecuador, 29 May - 1 June 2018
Higher education globalization: issues and opportunities - a foresighticdeslides
Celebrating the the 30th anniversary of the Inter-university Federation of Distance Learning, this panel discussed Higher education globalization: issues and opportunities. Open makes progress. Open access, open date, open science, open innovation , open education resources and open education have all made significant achievements the last years. However, this also leads to harder resistance and counter campaigns, in particular against OER from those defending their own market interests. This simple foresight discuss the role of mega policies as open, flexible innovation and cooperation to support achieving the sustainable developments goals.
Transform and innovate Higher Education for sustainable developmenticdeslides
This presentation given at the 20 years anniversary of the Hellenic Open University discusses Why transform Education? Why and what it means to transform and innovate for the future and how education can be transformed trough online, open, flexible and technology enhanced means.
Keynote at the EDEN initiative for an International conference "Open Professional Collaboration for Open Classroom", Organised by Vytautas Magnus University, Innovative Studies Institute
Transformation of Education in the Era of Openness and Flexibility is the title of this presentation, ambitious and complex to respond on - I choose to raise three question - Why transform, how to transform and transform for what?
Lifelong learning and distance educationicdeslides
This presentation was given at the 5th World Forum for Lifelong Learning in Madrid 27 September 2017, in a panel/roundtable on lifelong learning and distance education, chaired by Alejandro Tiana Ferrer, rector for UNED and host for the Forum.
After having listened to my co-presenters and in the plenary before our roundtable plus material from my own presentation, I suggested the following input to the conclusions from the Forum:
1. We, believers in Lifelong Learning should mobilise for inclusive integrated lifelong learning in a digitalised world
2. We should suggest the direction to be, within the framework of Education 2030 SDG 4, inclusion and education as a public good, social justice as a point of departure.
3. Collaboration among all stakeholder, and this is also the lifeblood for having success for Education 2030.
The Role of Teachers, Students and Institutions on OERicdeslides
On 19 September, ICDE was invited to take part in a panel plenary session, discussing the role of Teachers, Students and Institutions on OER. The scope for the discussion was to give recommendations for actions to mainstream OER in education systems worldwide from the perspective of the key stakeholder groups in education.
Challenges for OER in non-English-speaking countriesicdeslides
This presentation was for a panel discussion on “Challenges for OER in non-English-speaking countries”, organised by the UNESCO Institute for Information Technologies in Education. It organized a special session on OER in non-English-speaking countries as a satellite event of the 2nd OER World Congress.
Global open libraries - GOL A feasibility studyicdeslides
At the 2nd OER World Congress on 19 September, the idea of a network, Global Open Libraries, GOL, was presented, both at a well visited special event and at the plenary session later on the day and even on a satellite event discussing OER in non-English languages..
The presentation in the special session is this one.
You can comment on the report at icde@icde.org at the blog. Your comments can either be added directly to the blog post, or emailed to icde@icde.org by Wednesday 11 October 2017. Then the report will be finalised and the partners will decide if an initiative for GOL will be taken, and if so – the next steps.
The report asks, is this feasible:
“Based on existing quality OER repositories, educational needs, teachers and learners demands, a possible initiative intends to spark the uptake of OER and Open education in Higher Education and Upper Secondary Education, and provide the basis for a future networked global cooperation between quality OER repositories. The main outcome of a possible initiative will be a dynamic global network of OER repositories, well connected to key stakeholders and the user community.”
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
To Be the Global Facilitator for Inclusive, Flexible, Quality Learning and Te...icdeslides
Following up on the Qingdao declaration in the International Forum on ICT and Education 2030 Qingdao, China, July 10, 2017,Three candidate actions was suggested based on their possible impact for digital innovations in education.
Enhancement of Cultural and Linguistic Diversity through OERicdeslides
Global Expert Meeting Multilingualism in Cyberspace for Inclusive Sustainable Development Khanty-Mansiysk, Russian Federation, 6–9 June, 2017. This brief presentation provides a helicopter view on OER in the perspective of lesser used languages and multilingualism, when digitalisation is penetrating education – and suggest policies and actions for enhancement of cultural and linguistic diversity through OER.
Slide-stack: https://www.slideshare.net/icdeslides/digital-learning-in-a-borderless-world
This is the presentation text for the slide-stack.
Keynote 4 May 2017 at the International Congress on Education for the 21st Century (ICE2017), hosted by the Ministry of Education, Thailand and the Southeast Asian Ministers of Education Organization (SEAMEO).
Through this brief presentation, I will provide a helicopter view on the World and South East Asia, SEA, when digitalisation is penetrating education. And raise the question: Could ambitious benchmarks be established for the 11 SEA countries and the cooperation among them?
Keynote 4 May 2017 at the International Congress on Education for the 21st Century (ICE2017), hosted by the Ministry of Education, Thailand and the Southeast Asian Ministers of Education Organization (SEAMEO).
Open Education and Digitalized Society - Digital Learning in a Borderless World. Or:
A helicopter view on South East Asia when digitalisation is penetrating education. Could ambitious benchmarks comparing with Nordic countries be established for the 11 countries and the cooperation among them?
The era of digitalisation sets a new agenda for learning and teaching. While globalisation, technology and demography are major trends influencing all sectors of society, including higher education – ICDE observes more specific trends setting the agenda:
• Online and open goes mainstream
• OER and MOOCs fuel innovation in education
• Shift to personalised learning and assessment
• Convergence of education, cognitive psychology and neuroscience
• Lack of funding and lack of understanding of the concept of online, open and flexible education – create hurdles
• Skills and lifelong learning a new global trend, with learners in the centre, we enter the new paradigm of lifelong learning.
• Quality first
Without direction digitalisation, education can go good or bad. The message is discussed: Put the learners first, lead digital transformation – and lead transformation of education. Go open, innovative and collaborative for inclusive and equitable quality education and lifelong learning for all.
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Open Education – Impact on Higher Education and Societyicdeslides
This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
What is ICDE about? A global player and......icdeslides
ICDE aims for being the global facilitator for inclusive, flexible, quality learning and teaching in the digital age. This presentation shows what ICDE is about and some of its networks and actions.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Global trends in Online, Open and Flexible education
1. Global Trends in Online, Open and
Flexible Education
Torunn Gjelsvik, Senior Adviser
International Council for Open and Distance Education
25 November 2016, ODLSDA Coimbatore
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 1
2. • ICDE is the leading global network for making quality learning
accessible throughout the world using online, open, distance
and flexible education.
• We 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.
• We are 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.
25 Years Support
From Norway
Who are we?
Partner with
UNESCO
50 years
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 2
3. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4 Education 2030
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 3
4. Deputy Vice-Chancellor
(Education) and Vice-
President, RMIT,
Australia
Open,
Transparent,
Accountable
and focus on
good
governance
President:
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 4
5. Key role of ICDE
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 5
Membership
organization
Network, services
and knowledge
ProjectsEvents
Policy work
10. India in the World
Some indicators and trends
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 10
11. • Global indicators – India
• Opportunities and growth
• Reaching the potential through technology
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 11
14. India has climbed from rank 71 to
55 in one year
A major shift in the world’s economic
balance of power, from Europe and United
States towards Asia – and India contributes
significantly
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 14
15. 5 opportunities for growth and transformation
in India
• Acceptable living standards for all Indians
• Sustainable urbanisation
• Manufacturing for India, in India
• Harnessing technology for India’s growth
• Unlocking the potential of women
Source: http://www.mckinsey.com/global-themes/employment-and-growth/indias-ascent-five-opportunities-for-
growth-and-transformation
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 15
17. But there are some challenges:
• Bridge the urban-rural divide
• Digital infrastructure
• Computer literacy
• Shift in competencies and skills
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 17
22. Perceptions of the use of technology
in teaching and learning
Has the world changed?
Has education changed?
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 22
26. Where the Digital
Economy Is Moving the
Fastest
Bhaskar Chakravorti
Christopher Tunnard Ravi
Shankar Chaturvedi
FEBRUARY 19, 2015
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 26
30. «We think cognitive technologies will fuel the
digital transformation as the damp machine
fuelled the industrial revolution».
– IBM Norway.
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 30
31. Eduational Trends – as observed
by ICDE - 1/2
1. Open and distance learning is now going mainstream
2. Digital transformation is challenging the relevance of
educational institutions all over the world
3. New developments as OER and MOOCs are fueling
innovation in education
4. New methodologies; learning analytics, Big Data, and new
online education systems, enable a shift to adapted,
personalized learning and assessment.
5. Education is on the brink of a revolution caused by
convergence of research. Education, Cognitive Psychology
and Neuroscience: powerful advances in optimizing online
learning experiences.
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 31
35. “Specialist ODL institutions have achieved so much over
the past few decades. As demand for higher education
surges worldwide, the ODL vision of accessible, low-cost,
high-quality provision has never been more relevant.
Renewed determination amongst specialist ODL
institutions to benchmark student performance and
institutional productivity, with fresh inspiration from new
competition and delivery models, will take this precious
legacy to new heights.”
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 35
36. New technologies and the potential for
education:
1: Learning Analytics
“Learning Analytics is the emerging field defined as “the measurement,
collection, analysis and reporting of data about learners and their contexts,
for purposes of understanding and optimizing learning and the environments
in which it occurs” (Long & Siemens, 2011)
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37. Learning analytics
https://www.youtube.com/watch?v=fUOrlp6AZ8E
“enormous potential to improve the student
experience at university” JISC, UK
• As a tool for quality assurance and quality improvement
• As a tool for boosting retention rates
• As a tool for assessing and acting upon differential outcomes
among the student population
• As an enabler for the development and introduction of
adaptive learning
https://vimeo.com/105802864
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38. Student interest
in IPAS features
”Integrated Planning and
Advising Services (IPAS) ”
http://
www.educause.edu/ecar
40. New technologies and the potential for
education:
2: Open Educational Resources (OER)
“Open Educational Resources (OERs) are any type of educational materials
that are in the public domain or introduced with an open license. The
nature of these open materials means that anyone can legally and freely
copy, use, adapt and re-share them.”
UNESCO, http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-
resources/what-are-open-educational-resources-oers/
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41. Key potentials of OER
• Digital technologies have become
ubiquitous in daily life and OER can harness
the new possibility afforded by digital
technology to address common educational
challenges.
• OER are a catalyst for social innovation,
which can facilitate changed forms of
interaction between teachers, learners and
knowledge.
• OER have an extended lifecycle beyond their
original design and purpose. The process of
distribution, adaptation and iteration can
improve access to high-quality, context-
appropriate educational materials for all.”
http://www.oecd-ilibrary.org/content/book/9789264247543-en01 Dec 201511.05.2016 Torunn Gjelsvik, Senior Advisor ICDE 41
42. New technologies and the potential for
education:
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 42
Has the world changed?
Will education change?
44. 6. Lack of resources or lack of understanding of
the concept of online, open and flexible
education
7. Skills and the relation education –
employment – lifelong learning is required
8. Quality, quality enhancement and
accreditation become top priority issues.
Trends
– as observed by ICDE - 2/2
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 44
45. Indian education in the world
• Higher Education in India – vision 2030
http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/%24FILE/EY-Higher-education-in-India-
Vision-2030.pdf
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46. Demographics – India
“By 2030, India will be amongst the youngest nations in the
world. With nearly 140 million people in the college-going age
group, one in every four graduates in the world will be a product
of the Indian higher education system. By 2030, the already
existing challenges for Indian higher education – access, equity
and quality – will only be greatly exacerbated unless we
significantly transform our higher education model.”
(Higher Education In India: Vision 2030)
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47. Suggested solutions (India Vision 2030)
• A student-centric, learning driven pedagogical
model
• A differentiated three-tiered university system
• The effective use of technology
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48. Intensive use of technology is a
requirement
• The need for scalability of education is
unimaginable without intensive use of ICT
• But be careful: “the MOOC way” is not the
only way
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 48
49. What is a MOOC?
A Massive Open Online Course (MOOC /muːk/) is an online course aimed at
unlimited participation and open access via the web.[1] In addition to
traditional course materials such as filmed lectures, readings, and problem
sets, many MOOCs provide interactive user forums to support community
interactions among students, professors, and teaching assistants (Wikipedia)
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 49
50. What characterizes MOOCs?
• Mostly non formal education (no credits)
• Little student support
• Mostly used by already highly educated
people
• High drop out rates
• Providers struggle to find sustainable business
models, e.g through “freemium models”
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 50
51. Then what is the solution?
A fundamental change in pedagogical approach
in line with efficient use of digital methodologies
is recommended: blended learning, flipped
learning, personalized, adaptive….
(This is also in line with what India Vision 2030 recommends)
……and it is not a quick fix!
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 51
52. The global quality
agenda led by UNESCO
• The SDGs
• SDG 4
• Global and regional conventions
• Quality enhancement initiative
• 5 relevant for education
• Education 2030: Towards inclusive
and equitable quality education and
promote lifelong learning
opportunities for all
• Preparation of a Global Convention
on the Recognition of Higher
Education Qualifications – to be
decided 2019 (UNESCO)
• Quality assurance: Achieving
sustainable development through a
diverse provision of higher
education, regional meetings and
studies leading up to an
international conference issuing
guidance 2018 (UNESCO, INQAAHE,
ICDE and COL)
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54. Education 2030 Framework
for Action (FFA)
• UNESCO is entrusted to lead
Sustainable Development
Goal 4 (SDG4) - Ensure
inclusive and equitable
quality education and
promote lifelong learning
opportunities for all -
through the Education 2030
Framework for Action (FFA).
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 54
55. Main principles
• Education is a fundamental human right and
an enabling right.
• Education is a public good, of which the state
is the duty bearer.
• Gender equality is inextricably linked to the
right to education for all.
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56. ”Towards inclusive and equitable
quality education and lifelong
learning for all”
1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
3. By 2030, ensure equal access for all women and men to affordable
and quality technical, vocational and tertiary education, including
university
4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations
6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development
8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
9. By 2020, substantially expand globally the number of scholarships
available to developing countries, in particular least developed
countries, small island developing States and African countries, for
enrolment in higher education, including vocational training and
information and communications technology, technical, engineering and
scientific programmes, in developed countries and other developing
countries
10. By 2030, substantially increase the supply of qualified teachers, including
through international cooperation for teacher training in developing
countries, especially least developed countries and small island
developing states
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 56
57. 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
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 57
58. ICDE contributed - and,
influenced 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
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 58
59. QUALITY ASSURANCE:
ACHIEVING SUSTAINABLE DEVELOPMENT THROUGH A
DIVERSE PROVISION OF HIGHER EDUCATION
International Conference 2018
6 – 10 regional meetings 2016 - 2018
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60. Quality issues
• Opportunities
– Access and scalability
through online learning
– Student support and
mentoring systems
– Learning analytics and
other personalised
technology enhanced
learning systems
• Challenges
– Competencies
• Faculty
• Educational leaders
• Quality agencies
• Experts on quality
assurance
– Innovation
– Access, inclusion –
access to success
– Ethics
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61. The ICDE Quality
initiatives
• Benchmarking and good
practice
• Address quality:
• Explore new
methodologies:
• Build future capacities
• Models for Online, open,
flexible and technology
enhanced higher education
• Global Quality Network
• Learning analytics initiative
• The Global Doctoral
Consortium
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63. The change
• From focus on
– Quality of students
admitted
– Qualification of faculty
– Design and management
of programmes
– Rigour of marking
– Course outputs as
intended outcome?
• To focus on
– Student engagement and
satisfaction
– Data analytics to improve
learning
– Reflective assessments by
students
– Student-instructor-
interaction
– Assessments for learning
– Faculty satisfaction and
engagement
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 63
64. Where are we now?
One year after………..
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 64
66. World is not set to achieve key global education
commitments until 2084.
PROJECTIONS FOR EDUCATION 2030
2030 2042 2059 2084
Universal
primary
completion
Universal
Upper
secondary
completion
Universal
Lower
secondary
completion
YEAR
Education 2030
deadline
Education 2030
deadline
2042 2059 2084
YEAR Global average
Universal
primary
completion
Universal
Upper
secondary
completion
Universal
Lower
secondary
completion
2015
SDGs
adopted
20872051 2062
Southern Asia
After 21002080 2089
Sub-Saharan Africa
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67. “Education needs to fundamentally
change if we are to reach our global
development goals”
Press relase 6 September 2016
UNESCO:
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68. Main Message:
We need to fundamentally change
education through inclusive quality and
technology enhanced flexible education
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 68
69. Specific messages
• Quality first: quality digital, open and
flexible education
• Collaboration, on all levels, on content,
courses programmes, methodologies,
infrastructure, internationalisation….
• Take leadership for change for the
future we want – lead educational
transformation
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 69
70. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOUgjelsvik@icde.org
www.icde.org
Seize digital opportunities, lead educational transformation25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 70
Editor's Notes
As UNIDO we focus on a main SDG towards 2030. ICDE’s development goal is goal number 4, Education, with the ambition of providing quality education and lifelong learning for all.
ICDE have produced several reports with relevance to this topic, mostly the two reports «quality models» and «student success».
The International Monetary Fund has projected India’s GDP growth at 7.4 Percent for 2016-2017 (source McKinsey Global Institute: “India’s Ascent: Five opportunities for growth and transformation”, august 2016.
India has climbed from rank 71 the year before, to rank 55 in 2015-2016. According to the McKinsey report it took thousands of years for the world’s economic centre of gravity to shift from Asia to Europe, but the shift back is expected to continue over the next decade, with India as a major player. India compare favourably with most other emerging markets in terms of growth potential.
Bridge the urban-rural digital divide by addressing barriers such as limited telecom infrastructure, slow internet speed, low computer literacy,
On the other hand, the technological trends for educational technology is pointing in one direction for India: upwards.
EdTech Review “Investments in Asia “ report for the first two quarters of 2016 shows that a great deal of the EdTech investments in Asia are now happening in India. What expectations can we have on the development of education in India, and what trends do we see in other parts of the world_
Pepper is called one of the world’s first “emotional robots”, and communicates in a very human similar way.
What before was in the margins, open and distance learning, is now going mainstream in large parts of the world, materialised as online, blended, open, flexible, technology enhanced and e-Learning. Convergence is here, followed by increasing competition (and collaboration) and diversity in higher education. While this is the main trend, the situation in some regions will provide a different picture, e.g. in parts of the south.
Digital transformation is challenging the relevance of educational institutions and services all over the world, so also for ICDE members and those that have been in the distance and open field for a long time. While digitalisation is penetrating all fields and all regions, the pace and situation is different among regions, between developed and developing countries and within nations.
Skills and the relation education - employment, is becoming an increasingly hot topic around the world and in different contexts. The new SDG 4 puts utterly pressure on massification and the relevance of sustainability for education, to achieve the SDG goals.
Lack of resources or lack of understanding of the concept of online, open and flexible education is observed in some parts of the world as a major threat to scalable quality higher education both on a national and institutional level, and therefore also as a threat towards SDG 4.
Quality, quality assurance and accreditation have become more important than ever and are top priority issues – having the alternative in mind.
New developments as OER and MOOCs have been championed by ICDE member institutions, e.g. Athabasca University, Canada, coining the term MOOC in 2008, and Maryland University College introducing an OER based curricula up to Bachelor degree, August 2015.
Through new methodologies and concepts becoming mature, such as learning analytics, Big Data, MOOCs and new online education systems, a real shift to adapted, personalised learning and assessment – with great progress for student success – is becoming realistic, though – it is not a quick win or low hanging fruit. This development opens up for pedagogical changes and improvements in a number of other areas, e.g. curriculum content and design. Open University, UK, provides an annual overview “Innovating Pedagogy”, exploring new forms of teaching, learning and assessment, to guide educators and policy makers.
In the report “Online Education: A Catalyst for Higher Education Reforms” (2016), the MIT Online Education Policy Initiative suggests that education is on the brink of a revolution caused by convergence of outside-in and inside out research. Ref. the figure below. Collaborating on learning-related work across disciplines through an integrated research agenda could yield powerful advances in optimizing online learning experiences, the report suggests.
ref: http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401
What about the traditional open and distance education providers? The Commonwealth of Learning (COL) launched this report earlier this year: an examination of ODL universities in the Commonwealth, such as The Open University UK, Indira Gandhi National Open University (IGNOU) and the University of South Africa (UNISA). The report seeks to better highlight both the achievements and the areas for improvement for the traditional ODL institutions. Higher education in general and distance and online education in particular, is under a lot of pressure for transparency in terms of success rates, retention, delivery modes etc. The report recommends types of performance indicators for ODL higher education institutions to adopt and benchmark.
The enrolment patterns are very mixed. About half of the institutions have grown steadily in recent years, while the other half has experienced enrolment decline and loss of market share.
Unfortunately, some ODL institutions suffer from a bad reputation for the lack of academic quality, but it is also a challenge that traditional metrix for academic quality is inappropriate for open and distance education. It is relevant to challenge the collected data and review them in the perspective of what improves student success, hence the report. There is no doubt that ODL institutions educate many students around the world with success, but if would be preferable if they could demonstrate more clearly relative performance and productivity at a general educational institutional level.
New technologies and the potential for education: Learning analytics
The potentials of OER are more thoroughly described in this OECD report, where it is described as a catalyst for innovation
This report says in its foreword: We are in the 21st century with a mid-20th century regulatory architecture. The suggested framework for solutions is to put the student at the center, an ICT infrastructure that increases access, equity and quality, and a transparent governance framework that will enable autonomy and self-regulation.
The learner centric paradigm: to engage students instead of instructing them in a predefined syllabus. The role of professors are more of facilitators than instructors. Students are engaged in many different ways as learning processes becomes more adaptive and personalized.
The three tiered structure: research universities on top level, comprehensive universities and specialized institutions in the middle and a wide range of highly accessible and high quality colleges at the bottom.
Hence the report HE in India: Vision 2030. To illustrate, if India were to create the additional needed capacity through increase in brick and mortar institutions alone, it would have had to build six universities and 270 colleges each and every month in the next 20 years .
We totally agree in this statement. But, be careful: the report suggests that India should go “the MOOC way”
The search for business models pushes MOOC providers to charge for academic credits or take student fees. It is still unclear whether MOOCs in itself will be a significant part of the scalability solution for formal higher education..
n 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation. Completion rates are typically lower than 10%, with a steep participation drop starting in the first week.
Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
Peer-review and group collaboration
Automated feedback through objective, online assessments, e.g. quizzes and exams. Machine grading of written assignments is also underway