This document discusses the changing nature of higher education and the need to blend formal and informal learning. It notes that students today grew up with constant digital stimulation and want autonomy, creativity, and real-time interaction. Higher education must remove barriers between informal and formal learning by using open educational resources, tools, and social networking tuned for learning. This involves personalized mobile learning through social networks and mentors selected by the learner, moving from institutionally defined paths to gentler, more open slopes accredited through demonstration of learning.
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. 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
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
From microcredits to MOOCs: the hidden costs of scaling innovation
In this keynote, Professor Debbie Holley will explore some of the influential innovations designed to scale and share education. However, these and other initiatives have not yet fulfilled their full potential of transformational change. How can we respond, individually and collectively to the compelling need for education?
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
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.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. 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
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
From microcredits to MOOCs: the hidden costs of scaling innovation
In this keynote, Professor Debbie Holley will explore some of the influential innovations designed to scale and share education. However, these and other initiatives have not yet fulfilled their full potential of transformational change. How can we respond, individually and collectively to the compelling need for education?
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
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.
The eLene2learn project proposes a multi-stakeholder network, exploring and promoting the contribution of ICT and digital media in supporting the development of learning to learn competencies in lifelong learning transitions. eLene2learn will involve schools, higher education institutions and other networks in the identification of current practice, in pilot implementation of a variety of approaches and in drawing out the lessons learnt.
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
The Big House Closing the Gap: Dreams and Dissonant Discourses Janice K. Jones
Keynote presentation: 2015 International Conference on Deep Languages Education Policy and Practices - Stimulating Languages and Learning - global perspectives and community engagement
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
Outliers and insiders: a Kaleidoscope of voices influencing our decision making debbieholley1
Keynote for Newman University 08.09.2021
In this talk, Debbie will explore the cacophony of voices communicating through different channels and telling us how we ‘should’ prepare for our teaching. Which ones should we listen to? In metadata analysis, the ‘outlier’ was traditionally excluded from the analysis – however, recent evidence points to the outliers pointing the way for new trends. Participants are warmly invited to consider the voices they are hearing and map them in any format; you are warmly welcomed to add your thoughts on which are the ‘loudest’ voices onto the padlet, and post conference, if there is interest, we can co-author a blog post for the National Teaching Fellow blog.
Similar to The Journey from Informal to Formal Learning (20)
Presentation of Igor Balaban, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Gustavo Alves, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Daina Gudoniene, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Presentation of Anaïs Røed Malbrand, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Presentation of Lisa Marie Blaschke, for EDEN's European Online and Distance Learning Week on 'Stepping up to the plate! How technology has supported ODL during and after the pandemic' - Thursday, 4 November 2021: 11:00 CET
More info:
https://www.eden-online.org/eden_conference/stepping-up-to-the-plate-how-technology-has-supported-odl-during-and-after-the-pandemic/
Presentation of Kathrin Marie Otrel-Cass for EDEN's Time for Action in Shaping HE 4.0 webinar series on 'Learning Design in the Eye of the Storm #onlinetogether' - July 5, 2021, 17:00 CEST
More info:
http://www.eden-online.org/eden_conference/no-5-embracing-new-pedagogies-for-new-times-the-rainbow-after-the-storm/
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
10. Our collective challenge Horizon Report 2010 “In.…a world (in which information is everywhere), sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live, the central role of the university when it achieved its modern form in the 14th century, is again at the forefront.”
11. Our collective challenge “We are drowning in information but starved for knowledge ……….. Uncontrolled and unorganized information is no longer a resource in an information society, instead it becomes the enemy.“ John NaisbittMegatrends1982
12. Our collective challenge “The summation of human experience is being expanded at a prodigious rate, and the means we use for threading through the consequent maze to the momentarily important item is the same as was used in the days of square-rigged ships.” Vannevar Bush As We May Think 1945
14. Our Students - Who are They? Student expectations Many students have never known a world without:
15. What do they want?Understanding the needs of today’s students VALUES PRIORITIES Autonomy Authenticity Connecting & sharing Creativity Individuality Constant stimulation Friends Fun Music Real-time interaction Self presentation Devices & phones Identities Cool stuff Stuff friends like New stuff Complexity Bad design Cost Things that get in the way of expression LIKES HATES
16. We need to find a balance Blending digital lifestyles and digital work styles
26. Gentler, more open slopes “Informal Learners” Institutional Accreditation Fixed granularity,standard,curriculumand price Smaller milestones Exploiting www resourcesAccredited by mentors and the platform
29. Social networkingTuned in for learning… People Like Me People Who Challenge Me Friends Learning Peers / Mentors Informal Chat Learning Conversations Quick Facts/ Info Exchange Learning Journeys / Depth Simplistic Numeric Ratings Endorsements and Critiques Tag Clouds Connected Ideas Shopping Recommendations Learning Recommendations
30. Personalised information feeds and mobile tools Personalised resource archives Learner-centricNot an echo-chamber Learner-selected peer network Learner-selected mentors
HE has changed and is changing - key issues : GlobalisationMassification, and Privatisation “Globalization, a key reality in the 21st century, has already profoundly influenced higher education. “Altbach, Reisberg & RumbleyTrends in Global Higher Education:Tracking an Academic Revolution UNESCO ReportScale of migration is huge - 2.73m students currently studying outside home country - predicted to hit 7m by 2020Harmonisation programmes - Bologna (Europe), African Union Harmonisation Strategyboth attempts to gain mobility across national HE systemsHuge growth in distance learning – students in Singapore have a choice of ~200 accredited online MBA programmes
Massification of HEhas been driven by: The shift to post-industrial economies The rise of service industries and The knowledge economy.Resulting in:Some 150.6 million tertiary students globally, roughly a 53% increase over 2000Demand for HE is outstripping anything that can be met by scaling the traditional methods Different thoughts and approaches are neededClearest argument for embracing technology and what it can help us achieve.
Privatisation of HE Tax-funded HE for public good in retreat in many regions of the world - paralleled by massive growth in private provision: more than 1 in 3 students globally currently studying in private sector in the US - for-profit, which has now reached almost 10% of all enrolments, is now fastest growing segment of higher education. In the UK: Currently four private providers with degree awarding powers, including BPP Ltd Several other organisations currently applying for degree awarding powers and others plan to do so 60 -100 other overseas universities have campuses in UK; mainly American, also European Small private colleges targeting international students growing rapidly - many offer accredited qualifications at lower fees than awarding institution
Who are the digitally excluded?Europe suffering from a growing ICT skills shortage 150 million Europeans – some 30% - have never used the internet - mainly people aged 65 to 74 years old Europe's educational and training systems have not kept up with the ICT skills needed in today's digital job marketalso lagging behind its industrial partners eg US and Japan on investment in ICT research and take-up of ultra high-speed networks only 1% of Europeans have access to fibre-based high-speed network compared to 12% Japanese and 15% South Koreans the EU is spending only 40% of US levels for ICT research and development(Europe’s Digital Agenda 2010 (http://ec.europa.eu/information_society/digital-agenda/index_en.htm)
UK skills profile improving over time BUT too many people still in danger of being left behind:one in eight adults of working age have no qualificationsmore than a quarter are not qualified to GCSE at grades A*–C ; and just shy of a half are not qualified above GCSE at grades A*–C ; Moreover, other countries are improving their skills profile too so our relative position has changed little:Indeed, many are improving faster.(2009 UK Commission for Employment and Skills Report ‘Ambition 2020:World Class Skills and Jobs for the UK)
Learning in the workplace needs to become an integral part of all jobs.Part-time higher education is a powerful engine of change in the British economy, equipping today’s workforce with the high level skills necessary to remain competitive internationally. Key facts:39% of all undergraduate students in English universitiesstudy part-time.The vast majority are:over the age of 25 (79% compared with 13% of full-timers) and work in full-time jobs.Two-thirds of part-time undergraduates study for vocational and professional qualifications compared with just over a tenth of full-time students.
Education in science, technology, engineering and mathematics subjects is key to maintaining a competitive workforce in the global economy:Best way to compete is to move into high-value goods, services and industriesAn effective science and innovation system is vital to achieve this objectiveNot possible to predict where new jobs will emerge in the future BUT many opportunities for companies to create new products and services, and for new industries in areas like aerospace, pharmaceuticals, creative industries and education.
A knowledge-based society requires workers who can transform information into meaningful, new knowledge.A plethora of information of widely varying quality is now readily available through various media:Google alone serves up approximately 10 million search results per hourAccording to Did You Know? 4.0, created for The Economist’s Media Convergence Forum in 2009, Americans currently have access to:1 trillion web pages 65,000 iPhone apps 10,500 radio stations 5,500 magazines 200+ cable TV networks
“Information is everywhere: the challenge is to make effective use of it.” Horizon Report 2010p 13“In.…a world (in which information is everywhere), sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live, the central role of the university when it achieved its modern form in the 14th century, is again at the forefront.” Ibid p 3
A longstanding issue“We are drowning in information but starved for knowledge……….. Uncontrolled and unorganized information is no longer a resource in an information society, instead it becomes the enemy.“John NaisbittMegatrends1982“The summation of human experience is being expanded at a prodigious rate, and the means we use for threading through the consequent maze to the momentarily important item is the same as was used in the days of square-rigged ships.”Vannevar Bush As We May Think 1945
A longstanding issue“We are drowning in information but starved for knowledge……….. Uncontrolled and unorganized information is no longer a resource in an information society, instead it becomes the enemy.“John NaisbittMegatrends1982“The summation of human experience is being expanded at a prodigious rate, and the means we use for threading through the consequent maze to the momentarily important item is the same as was used in the days of square-rigged ships.”Vannevar Bush As We May Think 1945
Increasingly, without HE, you will be left out of this world.
Many of today’s students have never known a world without the internet, mobile phones, texting, video on demand or digital music. A UK Office for National Statistics survey in 2009 reported that:93% of young people aged 16-24 have used the Internet77% of 16-24s access the Internet every day or almost every dayThe most common Internet activity is sending or receiving emailsOver 60% of young people aged 16-19 have a profile on a social networking site
Today’s students value: Personalised learning Flexible, yet structured and transferable, courses Readily accessible study resources An education which is more than just subject knowledgeWe know from our own students that their motivations for study include:Personal developmentCareer progressionTo change their career To complete a qualification
If we are going to employ technology in the learning environment then it is critical we think about: the blend between the digital lifestyle that students enjoy and the digital work style that we are expecting them to adopt
Permanent reach (in users’ time)Two years ago we were invited to join iTunesUWe wanted to find new ways to reach new audiencesKey facts:Over 19 million downloadsOver 1.9 million visitors downloaded filesCurrently averaging over 264,000 downloads a weekDelivering over 1 Terabyte each week 89 % of visitors from outside the UK1 in 15 downloaders go on to visit the OU websiteOU nearly always featured by Apple in top 10, and often top five most popular
Talking points:A glimpse of the future…imagine a world where we could think of putting a whole course on this, or 10 point, 30 point, 60 point courses, fully loaded. What does that mean for mobile anytime learning and the concept of full-time personalised courses?And now we’re thinking about other possibilities, so, we had some moon rocks lying around [click to play video] ....The Virtual Microscope is an excellent tool in allowing teachers and students to share a common view down a microscope without the complexities and difficulties of a real microscope. This allows students to gain an understanding of what they will be looking for so they are better prepared when they use a real microscope, and gives mobile learners greater flexibility of when and where they can learn – including out in the field!This demonstration illustrates the use of the Virtual Microscope by geologists, where thin rock sections, in this case from a Martian meteorite, are examined under the microscope [grey slide – pan/zoom] under Plain Polarised Light (PPL) and then under Cross Polarised Light (XPL) [colour/grey slide swap, then pan/zoom].The use of these filters allows for identification of minerals – however, this process is greatly improved by rotating the sample [click on red circle area, which zooms in to circular view which rotates] providing a kaleidoscope like effect. The exact angles over which different minerals repeat their changes further helps to identify the minerals.[returns to start] The key teaching points are for students to learn the different characteristics minerals exhibit under the microscope so that when they study samples from the field they can correctly identify rock types, a fundamental element of Geology.
Reach with course materialsOpenLearn: family of free COURSE materials from The Open UniversityDelivered over 8000 hours of study materials in 12 subject areas from access to post graduate level courses.Over 10 million visitors, 80% new to OU , more than 50% international.Over 460K visits a month and growing – most via Google search – leading to course enquiries – with high rates of conversion to registrationAt least 6 thousand students have been influenced to register for OU accredited courses.
Higher education needs to: recognise the importance of informal learning and remove artificial barriers between the informal and formal sectors.
Institutional learning: is not always able to meet demand has significant barriers to entry is highly structured – with pre determined routes, method and outcome
Informal life long learners start with passions and areas of interest & need: Gentle slopes Small steps Ways to access quality content in new ways Support outside of the institutional setting Ways to gain credit/recognition for their activities Routes to (re)enter formal
Our interest is to understand and develop components of the social learning network: to connect learners to each other and mentors to help learners evidence their learning process and products to help them receive appropriate recognition with external validity to be technically open to the huge innovation in the cloud to be conceptually open to the different learning frameworks that educators want to follow
From institutional adaptation to truly personal adaptation Openness that encourages institutional remixing, reworking, and localisation. Increasingly interested in what it means to deliver this on a more personal level…. And what happens when learning and social networking meet Many folk would add “scary’ to the adjectives Folk creating great things in public with each other… and mostly giving it away to each other
Higher education needs to revolve around the learnerTraditionally, HE has offered very prescribed products on a ‘take it or leave it’ basis.However, the new empowerment of learners through their direct control of technology is making them increasingly intolerant of this. HE needs to revolve around the learner not the other way round.