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Read about EDEN: http://www.eden-online.org
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Read about EDEN: http://www.eden-online.org
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http://www.eden-online.org
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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.
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Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
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This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
Who needs a teacher in the 21st century Higher Education?Victor Van Rij
Presentation to the 2014 , UNESCO, IITE conference held from 14-15 October in Moscow, New challenges for Pedagogy and Quality of Education, MOOCs, Clouds and Mobiles
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
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)
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.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
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The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
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The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
Presentation of Brikena Xhomaqi, Director, Lifelong Learning Platform for the European Distance Learning Week's first day webinar on "The Challenges and Opportunities of Innovation" - 6 November 2017
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pwh05t3xnae0/
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.
Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
THE FUTURE OF EDUCATION
We are observing “a revolution in education.” We know that improving technology play a distinctive role in the evolution, and traditional foundations will face challenges in the future.
In my presentation, I discuss some initial findings on the future of the 21st-century education.
As a passionate teacher, I am interested how do I best educate my students?
It is not about what I teach, but about how I teach them.
According to the recent literature, on the subject, today’s education is behind new requirements and technologies.
There is a vibrant debate about preparing teachers to use new techniques as well as how up-to-date educators might become more “future-oriented” and familiar with new skills.
I am interested in discussing these thoughts with others.
Certainly, we should take into account the wide-ranging nature of education, which is especially significant, in developing countries.
I do not try to search for a universal remedy of worldwide education. It would be unrealistic.
It is certain that the future education will become more technologically driven, and will function in an environment where success depends on the use of new technology, development and improvements.
It is important to underline that from my perspective; new technology is not going to substitute students in a classroom.
More than that, it will neither replace the social life, nor the transformational experience of progress learners whereby they will go through as part of their study.
Halina Ostańkowicz- Bazan
July 2015
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
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MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Development, Youth Empowerment and Poverty Alleviation in Mauritius
1. Santally Mohammad Issack
Associate Professor
Virtual Centre for Innovative Learning Technologies
University of Mauritius
Microsoft PIL Network Workshop – April 2014 @ University of Mauritius
A Multiple-Impact Social Partnership Model
to promote Educators’ Development, Youth
Empowerment and Poverty Alleviation in
Mauritius
2. The System
VCILT and Teacher Education
• Established in 2001 with the mandate to promote the
use of ICT in the teaching and learning system
• 2004 - the first online course, a Masters in Educational
Technology (formerly the Computer-Mediated
Communication and Pedagogies) was launched, mainly
targeting educators
3. VCILT and Teacher Education
• 2009 - another innovation in the teacher
training system by introducing the Honours
Bachelor online degree in Educational and
Instructional Technology
• a first step towards the implementation of a
formal recognition of prior learning as an
alternate entry route to University studies.
4. Educational Philosophy
• Time for Radical Change in Teacher Education –
Bob Moon (2010)
• time to implement new technologies in teacher
training courses so as to focus on the continuous
professional development of educators.
• Moon (2010) highlights “there is absolutely no
way the bricks-and-mortar institutions of teacher
training created in the last century will be
adequate for the 21st century needs”.
5. Model of online instruction
Knowledge acquisition phase
Knowledge application phase
Knowledge construction and reflective practice
phase
Role of the teacher/lecturer undergoes a
paradigm shift from the know-it-all to the
manager, orchestrator and facilitator
6. The Transformative Approach
• inculcate new educational culture in aspiring
educators who are embarked in a university
degree course of study…
• provide a route for in-service educators to
upgrade their qualifications through an
innovative degree in education technology by
transforming them into digital migrants..
• influence policy makers by demonstrating that
technology has increased access to education and
has transformed traditional practices.
7. The Projects
SIDECAP
• European Union (EU) funded project as part of its ACP-
EU Cooperation Programme in Higher Education
(EDULINK)
• A lifecycle model for the repurposing of OERs was
proposed which has been applied to the design and
development of online programmes
• Online continuous professional development course for
Mauritian Educators. The course which can reasonably
be considered a μOOC (Micro Open Online Course)
attracted about 300 educators in 2010.
8. Rapid e-Learning Methodology
• creating video lectures through the integration of
two simple technologies namely Microsoft
PowerPoint and Text-to-Speech.
• rapid e-learning methodology allowed for the
development of interactive learning materials in
reduced time period and with minimal technical
computing skills.
• disseminate the technique in workshops to
educators and education practitioners
9. Microsoft Partners in Learning
• rapid e-learning project created a link tunnel between the
SIDECAP project, the in-service educators and the Microsoft
Partners-in-Learning (PIL) Program (www.pil-network.com)
in Mauritius.
• rapid e-learning methodology relies intensively on
Microsoft PowerPoint as the prototyping and development
workbench.
• The idea is to decentralize the content development
process to enable educators to develop curriculum related
materials in a shorter time-span than it would normally
take a small-dedicated team of content developers, as is
currently the practice under the Sankoré Project
11. The Impact and Outcomes
From Academia to Community Practice
• Education for Development and Poverty Alleviation - The Helping
Our People Entity
– Very Early Childhood Programme
– Elder Persons in need
– Any type of direct support for genuine poverty cases
Some pertinent questions that we asked ourselves are:
– How can a child who sleeps with a half empty stomach concentrate on
school and study?
– How can a child who is deprived from basic necessary nutrition
develop his brain enough to be able to pass through our school system
effectively?
– How can a parent send his kid to school when that same parent is
unable to find basic amenities needed for a decent living?
13. Multiple Impact Social Partnership
• essentially an integration of the Research and Development model
in education technology and the community engagement model
with the establishment of the Helping our People Entity
• Based on the education research philosophy for social change
through action research and the Living lab paradigm for Teaching
and Learning
• 4P innovation framework where the Public sector is represented by
the VCILT and the University, the Private Sector represented by
Microsoft Indian Ocean and French Pacific or other actors in the
future, the People being academics, educators, the Youth
volunteers (students), the beneficiaries and the partnership among
those actors is mediated through a collective social movement
called Helping Our People.
14. A First Account of Field Activity
• Socially Oriented ‘Professional’ Activities
– Interactive Materials Development Training in
Mauritius
– Partners-in-Learning Network Initiation in
Rodrigues
– 2013 Education Technology Seminar
– PiL Network Bootcamp
15. Community Support
• Needy Students Support in La Gaulette State
Secondary School
• Donation of foodstuff to needy families
• Medical Expenses Support for Children with
Health Problems
16. Reflections
• Contrary to developed countries, Research and
development in the context of developing countries should
also embody community service as an important and key
element to promote social justice and alleviation of
poverty.
• Educational institutions are more and more called upon to
assume a preponderant role in the socio-economic
development process of the country through sustainable
initiatives to promote community building, social progress
and inclusion for all.
• The real issue in developing countries is that less and less
value is attached to research for development.
17. In a country like Mauritius where free primary,
secondary and tertiary education (to some
extent) has been a landmark in the socio-
economic development and political stability
in the country, it is deplored that research in
education for development has long been a
sidelined issue despite having three four
public universities and one dedicated
institution for teacher training.
Concluding Remarks
18. Living labs are emerging as a new model to support co-
creative, human-centric and user-driven research,
development and innovation in order to better cater for
people’s needs.
The Mauritian society is at a junction where traditional
models of research and development have started to show
their limits to sustain a modern society that can effectively
address growing challenges like education reforms, poverty
alleviation, global economic crisis, and environmental
protection.
The MISP model although operational at a micro-level and
is at an infancy stage, tries to embody the new open
innovation concepts as proposed by the Living Lab
ecosystems and can serve in the longer term as an example
for other initiatives.
Concluding Remarks