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Xmas bcn eadtu2016_presentation_share

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Exploratory study about the future of education, form a sociocultural and sociotechnological view.

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Xmas bcn eadtu2016_presentation_share

  1. 1. Future Scenarios for Digital Learners Sociotechnological and sociocultural trends will transform the current educational ecosystem The Online, Open and Flexible Higher Education Conference Rome 19, 20, 21 October 2016 By Xavier Mas, Phd
  2. 2. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Changes won’t come from institutions and educational systems but from culture, society, economy, technology and daily life transformation
  3. 3. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #? #..! #Digital learners #Approach and Methodology #Future #10 main results and factors of change on education
  4. 4. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #? #Approach and Methodology
  5. 5. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #Approach and methodology Sociocutural and sociotechnological view Ethnographic and desk research approach
  6. 6. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Why is this approach useful? Because it leads us to think outside the confines of education
  7. 7. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Because it puts the attention on digital learners daily lives and characteristics They are the protagonists of education Why is this approach useful?
  8. 8. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #Approach and methodology PHASE 1. NEEDS PHASE 2. TRENDS PHASE 3. EXPLORATION Methodology Ethnography Desk Research Interview with experts Workshop experts Source of the data · Diary of experiences and semi-structured interview to 24 participants. · Ages: 13-18 / 19-25 / 26-35 · More than 60 secondary sources*. · Semi-structured interviews with 5 international experts. · 13 participants from the UOC staff. Anticipated results · Characteristics and profiles of digital learners (use of technology in everyday life and in online education). · Sociocultural and sociotechnological trends. · Future scenarios for UOC, education and digital learners. *Gardner Reports, BBC Research, Horizon Reports, European Commission, articles from scientific journals and other sources of diverseorigin.
  9. 9. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #..! #Digital learners
  10. 10. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Some data about generations Y & Z #Digital learners More than 50% of our students at UOC belong to Y & Z gen GEN Y: age 2020 = 30 / 40 GEN Z: age 2020= >30 In 2020, 50% of the labour market will also be Y & Z gen and 40% of consumers will be Z gen
  11. 11. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #Digital learners 2 profiles of digital learners “Tourists” “Travellers”
  12. 12. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #? #10 main results and factors of change on education
  13. 13. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 The boom in software-driven businesses #10 main results and factors of change on education # In a digital world, is training seen as goods and services to be bought by costumers? # What can/should universities learn form how digital businesses work? 1  Customers habits become digital. They have changed the way they access goods and services.  Traditional companies become digital too and they adopt new strategies.
  14. 14. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Skills gap and the second digital divide # Where is the problem? # In the curriculum of degrees? The In regulation of HE? In the relationship between educational institutions, employers, society and administration? Or in the way universities organize and work? 2 40% not tech-savvy 90% jobs will require it #10 main results and factors of change on education  In Europe…
  15. 15. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Automation vs. Creativity # Creativity, social skills, solving problems, innovation and entrepreneurship will be more important than technical abilities. Curriculum and learning methodologies should be adapted. 3  We are at the beginning of a second “Machine Age” in which technology is displacing human labour.  Only creative jobs are resistant to computerisation. #10 main results and factors of change on education
  16. 16. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Ubiquity and hybridisation # The challenge of online education is not to take learning activity at home by mean of apps and devices. # The real challenge is to filter it into the fabric of daily life. 4  Boundaries between different spheres of human activity blur.  We are living in a totally ubiquitous environment in which human activity can be relocated, and carried out at anytime and anywhere. #10 main results and factors of change on education
  17. 17. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 The sharing economy # If it is happening in all human activities, could it happens on education and training too? # If it can, is it a threat or an opportunity for universities. 5  The sharing of goods, services and knowledge between peers is now consolidated and takes the form of business models. #10 main results and factors of change on education
  18. 18. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Democratisation of education # In digital economy the cost of goods have decreased exponentially. Is it also happening in education? # If it, witch models have educational institutions adopt? 6  MOOCs, open educational resources, platforms of short- format courses and other free or low-cost training opportunities are proliferating.  Informal learning, based on social media and internet resources, is a general practice on personal and professional life. #10 main results and factors of change on education 0.00 €
  19. 19. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Infoxication # Training is no about creating good content but to curate the best one for each learning situation. # Digital competence in information management is key both for teachers and learners. 7 Users’ capacity to process them #10 main results and factors of change on education Amount of data, information and content available on the web >
  20. 20. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 The experience economy # Learning can be a great experience. Why don’t make it pleasant and amazing? # Is it possible to think training activity in these terms? What universities should change? 8  Objects are no longer the focus of consumption but the experience that they provide. #10 main results and factors of change on education
  21. 21. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 From “just-in-case education” to “just-in-time education” # Tailored programs for digital lifelong learners. # Is necessary to think beyond degrees and create new educational modalities. 9  Rigid and the long educational programmes are not useful to provide skills for the labour market.  Flexibility, agility and personalisation are required. #10 main results and factors of change on education
  22. 22. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 Open micro-credentials # What if an open badges system evolve and get recognition from employers and society? # Might formal educational system lose the exclusivity of accreditation? 10  The opportunity to create a globally transferable recognition system for training outside the formal systems is emerging. #10 main results and factors of change on education
  23. 23. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #..! #Future
  24. 24. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #Future 10 965 4 321 7 8 Convenient Critical ① The boom in software-driven businesses ② Skills gap and the second digital divide ③ Automation vs. Creativity ④ Ubiquity and hybridisation ⑦ Infoxication ⑧ The experience economy ⑤ The sharing economy ⑥ Democratisation of education ⑨ From “just-in-case education” to “just-in-time education” ⑩ Open micro-credentials
  25. 25. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 #Future SCENARIO 1:  Open micro-credentials are a widely accepted standard used to recognize skills and knowledge.  The skills gap in the labour market is very wide. OPEN MICRO-CREDENTIALS Low SKILLS GAP High OPEN MICRO-CREDENTIALS High SKILLS GAP Low SCENARIO 2:  Occasional use of open micro-credentials, which are not accepted as a system for recognition of skills and knowledge.  The skills gap in the labour market is very wide. SCENARIO 3:  Occasional use of open micro-credentials, which are not accepted as a system for recognition of skills and knowledge.  The digital divide of skills is small or non-existent. SCENARIO 4:  Open micro-credentials are a widely accepted standard used to recognize skills and knowledge.  The digital divide of skills is small or non-existent.
  26. 26. EADTU 2016. The Online, Open and Flexible Higher Education Conference. Rome 19, 20, 21 October 2016 THANK YOU FOR YOUR ATTENTION Xavier Mas, Phd xmas@uoc.edu @xmasbcn You can find me at:

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