Blooming Together_ Growing a Community Garden Worksheet.docx
traditional_vs_digital_education.ppt
1. Traditional Vs Digital Education
What We Know and What We Guess
Massimo Giannini
University of Rome Tor Vergata
Scuola IaD – E-Learning Centre
3 rd UNICA EduLAB Meeting – Rome 15-16 December
2. Tertiarty Education in the 21° Century
The 21st century marks the beginning of digital age with the extensive use of social media, mobile devices,
and Internet resources. This involves the repositioning the process of teaching and learning with the
capabilities to promote effective learning and enhance student learning experience.
Today students exchange ideas, explore new knowledge, co-construct new meanings, and generate mutual
understanding(Vygotsky, 1978; Chisanu, Sumalee, Issara & Charuni, 2012; Harris, Jones & Baba, 2013).
Studies also show that the well-designed learning environments play an important role in motivating
students to form learner community and work collaboration, where they can pool the talents, reflect
opinions and develop their own interpretations for problem-solving (Vygotsky, 1978; Cecez-Kecmanovic &
Webb, 2000; Johnson & Johnson,2008; Chiong & Jovanovic, 2012).
However, due to the diversities and the lack of study in re-designing the classroom environments, it was
reported that students are overwhelmed by the complexity of collaboration and peer interaction, and
teachers place less emphasis on students’ interaction and capabilities in the class environments (Cecez-
Kecmanovic & Webb, 2000; McLoughlin & Lee, 2010).
On the other hand, literatures reveal that effective learning is not guaranteed merely by incorporating
digital learning technologies, instead it includes enhancing students’ social interaction and motivation.
However, today’s educators are still lack of understanding on the appropriate use of technologies that best
suited a situation and support students’ needs(Laurillard, Charlton, Craft, Dimakopoulos, Ljubojevic,
Magoulas, Masterman, Pujadas, Whitley & Whittlestone,2011; Stohlmann, Moore & Roehrig, 2012; Downey,
Mohler, Morris & Sanchez, 2012
3 rd UNICA EduLAB Meeting – Rome 15-16 December
3. The Golden Age
During the dot-com boom, e-learning embodied many promises:
• enhanced quality of teaching/learning,
• increased and widened access for students,
• decreased costs for students and governments
cross-border delivery through e-learning were also seen as
opportunities (and challenges) that would reshape national tertiary
education systems and offer emerging economies and developing
countries a quick way to build their human resources capacity.
Fully online learning and the shift from physical to virtual campuses was
even sometimes seen as a probable future for tertiary education in the
medium run.
3 rd UNICA EduLAB Meeting – Rome 15-16 December
4. Nevertheless the development of digital education has not been so
massive.
The OECD Centre for Educational Research and Innovation (CERI)
provided in 2004 the first reliable survey on 19 Countries and results
were not so satisfatying
3 rd UNICA EduLAB Meeting – Rome 15-16 December
No. of online
students
% of all students
% if one outlier
removed
% reporting
zero2
Australia 30 723 8.8% 7.3% 11% (2)
Canada 21 404 7.1% 5.8% None
South Africa 7 240 3.3% 2% None
UK 76 995 15.6% 11.1%1
4.3% (2)
Asia-Pacific 36 148 8.2% 7% None
Low
income/lowmid
dle income
7 570 2.7% 1.7% 30% (6)
countries
6. The sad conclusions
It is clear that for the majority of OECD/CERI sample institutions, fully
online programmes will remain very much a minority (if gradually
increasing) activity in the short-to-medium term. This is certainly the
case for campusbased universities, who predominantly predicted the
continuation of a vigorous campus-based face-to-face teaching and
learning environment. No institution with a significant campus-based
element predicted fully online provision greater than 10% of total
programmes by 2006/07. Only virtual/distance learning-only
institutions or branches predicted to embrace fully online programmes
to the greatest extent (although not all such institutions pointed in this
direction to the same extent).
3 rd UNICA EduLAB Meeting – Rome 15-16 December
7. From E-Learning to Open Education
But the Digital era went on and today we speak about «Open
Education», a wider framework for Digital-learning.
A mode of realising education, often enabled by digital
technologies, aiming to widen access and participation to
everyone by removing barriers and making learning
accessible, abundant, and customisable for all. It offers
multiple ways of teaching and learning, building and sharing
knowledge, as well as a variety of access routes to formal and
non-formal education, bridging them.
3 rd UNICA EduLAB Meeting – Rome 15-16 December
A mode of realising education, often enabled by digital technologies, aiming to widen a
It offers multiple ways of teaching and learning, building and sharing knowledge, as we
S
8. OE Goals
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Relevant and high-quality skills and competences, focusing on
learning outcomes, for employability, innovation and active citizenship
Inclusive education, equality, non-discrimination
and promotion of civic competences
Open and innovative education and training, including by
fully embracing the digital era
Strong support for educators
Transparency and recognition of skills and qualifications to facilitate
learning and labour mobility
Sustainable investment, performance and efficiency of education
and training systems
9. The EUA OE Survey 2015
Survey on institutional (OE) policies (2015): Questionnaire on Open
Access and Open Education
Focused on the degree of implementation of institutional OA policies for
research publications and research data
Deadline for responses: 08/01/2016
• 173 universities from 32 European countries (2014: 106 institutions;
63% increase in responses compared to 2014)
• 22% of EUA universities responded (2014: 13.5%)
3 rd UNICA EduLAB Meeting – Rome 15-16 December
10. Is Open Education (in any of the different forms) provided within your
institution?
3 rd UNICA EduLAB Meeting – Rome 15-16 December
39.4%
41.6%
21.8%
43% %
43.4
63%
0
10
20
30
40
50
60
70
80
90
100
OVERALL France Germany Poland Spain UK
Number of valid responses after weighting :117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.
11. Reasons for Developing Open Education
3 rd UNICA EduLAB Meeting – Rome 15-16 December
13.2
28.7
35.0
34.9
48.3
43.1
55.5
49.9
62.2
48.4
16.2
10.7
7.2
3.4
21.2
4.5
7.9
6.3
0.5
0 10 20 30 40 50 60 70 80 90 100
Very important Rather important/Important Partly importnant/Partly unimportant
Unimportant/rather unimportant Very unimportant
%
Number of valid responses after weighting : 43 (Only respondents who provide Open Education)–Data from OpenSurvey study. JRC-IPTS 2015.
Enhance the image and visibility of the institution
Reach more learners
Enhance the quality of the educational offer
Increase enrolment in formal education
Reduce the costs of the educational provision for
the institution
12. Barriers to Develop Open Education
3 rd UNICA EduLAB Meeting – Rome 15-16 December
7.7
7.1
8.1
16.9
18.9
22.8
39.1
.4
21
.3
22
47.7
59
58
55.1
53.3
14.6
27.5
20.5
17.6
13.2
17.1
4.7
48.1
32.3
19.3
6.2
9.2
3.8
2.8
8.2
10.8
4.4
0.2
0.6
1.3
0.2
0 10 20 30 40 50 60 70 80 90 100
Strongly agree Rather agree/Agree Partly agree/Partly disagree
Disagree/rather disagree Strongly disagree
%
Number of valid responses after weighting : From 108 to 115 depending on the question - Data from OpenSurvey study. JRC-IPTS 2015.
1. Open Education requires teacher training before becoming
effective
2. Formal recognition of Open Education is still an unresolved
issue at the institutional level
3. Lecturers are used to traditional pedagogies that don’t
include Open Education
4. We do not see financial benefit for our institution to so it
5. Open Education requires more financial resources than
anticipated.
6. There is a risk that Open Education affects negatively the
quality of our institution’s educational provision
7. Open Education is not in line with our pedagogical approach
13. 3 rd UNICA EduLAB Meeting – Rome 15-16 December
Reach more students is the most common
mentioned benefit for institutions.
77%
- Others: marketing, small income directly
generated by OE (external fund, freemium..), more
quality and retention.
YES
NO
23 %
77 %
Has the engagement in Open Education produced so far financial
benefits for your institution
14. 3 rd UNICA EduLAB Meeting – Rome 15-16 December
Conclusion
Although theories and data do confirm that Digital Education is a powerful device
at fostering students knowledge and social cooperation much remain to be done.
Two main critical reasons (among others):
a) Teachers are not ready
b) Institutions are not ready
This calls for a more effective institution governance strategy
