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Technology trends in Higher Education
- 1. Technology Unleashing the potentialof ODL - “Reaching the unreached” Symbiosis Centre for Distance Learning, Pune on March 10-11, 2017 Gard Titlestad, Secretary General International Council for Open and Distance Education Member of the Governing Board
- 2. Outline • Technology supportingthe learners • The new paradigm of lifelong learning • India and the big change • Trends when digitalization happens • Reprots for further overview • Message
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- 5. Play Retire Learn Job Play Learn Job Thenew pradigm of lifelong learning
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- 9. From the informationage to the connected age From the knowledge driven to the knowledge intensive economy The Fourth Industrial Revolution Add now: Artificial intelligence, cognitive technologies and robotics Neurotechnologies Ubiquitous presence of linked sensors New computing technologies Virtual and augmented realities
- 14. Where the Digital EconomyIs Moving the Fastest Bhaskar Chakravorti Christopher Tunnard Ravi Shankar Chaturvedi FEBRUARY 19, 2015 25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 14
- 15. Informal/non-formal RAPID AND DIVERSEEXPANSION OF HIGHER EDUCATION ENROLMENT 100 mill 200 mill 2000 2015 2030 435 mill Only possible facilitated by technology and flexible learning
- 16. Target 3, point43.: 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.
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- 18. Mega trends: • Globalisation •Technology – e.g. artificial intelligence (AI), genetic engineering, virtual reality, cognitive technologies, robotics • Demographics – e.g. refugees, migration, emigration, aging……
- 19. Trends – as observedby ICDE - 1/2 1. Open and distance learning, is now going mainstream: online, blended, open, flexible and technology enhanced learning. 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.
- 20. • 6. Lackof 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. • 7. Skills and the relation education - employment, is a hot topic in all regions. Life long Learning is becoming more important than ever. • 8. Quality, quality assurance, enhancement and accreditation become a top priority issues. Trends – as observed by ICDE - 2/2
- 21. The BIG Picture •Online, Open and Flexible Education is steadily increasing all over the world India Sweden Russia South America The US Africa Australia China 1 *
- 22. And it isNOT the MOOCs but online, open, flexible and technology enhanced learning moocs as a part of it
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- 25. NB! MOOCs: (mostly) nonformaland informal HE
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- 27. “Judged by completion rates, MOOCsdo not spread benefits equitably across global regions. Rather, they reflect prevailing educational disparities between nations”
- 28. For formal qualifications MOOCsare not the solution But Can be component/s in a solution
- 29. Learning analytics https://www.youtube.com/watch?v=fUOrlp6AZ8E “enormous potentialto 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 4 ** New methodologies; learning analytics, Big Data, and new online education systems, enable a shift to adapted, personalized learning and assessment.
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- 31. Do we needa global code of practice for learning analytics? 4 **
- 32. Reports for furtheroverview
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- 35. Giving birth toa new learning landscape Creative Commons
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- 37. Message: • 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.
- 38. ”TOWARDS INCLUSIVE ANDEQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL” Sustainable Development Goal 4: Education 2030 THANK YOU! titlestad@icde.org www.icde.org
Editor's Notes
- #16 • 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.
- #20 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