2016 eucen autumn seminar · eden (uk), ibstpi (usa), uab (pt) opening up, scaling up and mixing up...

António Moreira TeixeiraEUROPEAN DISTANCE AND E-LEARNING NETWORK (UK)

INTERNATIONAL BOARD OF STANDARDS

FOR TRAINING, PERFORMANCE AND INSTRUCTION (USA)

UNIVERSIDADE AbERTA (PT)

2016 eucen Autumn SeminarDigitalisation of university continuing education: Technology, content and pedagogyBarcelona, Thu 24 November 2016

Opening up, Scaling up and Mixing upHOW EUROPEAN UNIVERSITIES ARE FACING THE DIGITAL CHALLENGE

24/11/2016 2António Teixeira

EDEN (UK), IBSTPI (USA), UAb (PT)

Opening up, Scaling up and Mixing up HOW EUROPEAN UNIVERSITIES ARE FACING THE DIGITAL CHALLENGE

2016 eucen Autumn SeminarDigitalisation of university continuing education: Technology, content and pedagogy

Barcelona, Thu 24 November 2016

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Technology Matters, But When You Know How to Use it

“Overall, students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do much worse, even after accounting for social background and student demographics.”

in OECD (2015), “Students, Computers and Learning: Making The Connection”

“School systems need to find more effective ways to integrate technology into teaching and learning to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world.(…) Technology is the only way to dramatically expand access to knowledge.”

Andreas Schleicher, OECD Director for Education and Skills






In education we should be able to:

Apply an holistic approachFocus on widening participation and outreach

Focus on cultural transformationDesign more scalable formats

Provide more personalized servicesBe more flexible and adjustable to contextBe more rapid in implementing change

Manage to reduce costs Manage to continuously improve quality

The New Societal Challenges Call for New Solutions






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«Il grande problema della scuola oggiè insegnare ai ragazzi come filtrare le informazioni di Internet.Anche i professori sono neofiti di fronte a questo strumento.»

Umberto ECO






We should shift from Content-centred to Context-centred processes

Scheme by Cristobal Cobo(EDEN RW8, Oxford, October 2014)






• From a niche to mainstream: ODeL landscape has been rapidly changing with a growing number of new institutional providers starting operations.

• Scalability has become critical and new forms of delivery are having a wide impact on society (ex: MOOCs).

• The number of practitioners is expanding dramatically, but most are not experts and are not involved in professional associations.

• The massification of ODeL practice challenges the status of the “expert”.

• How can we support expertise in this scenario?

A new generation of ODnL Practice is emerging






A new generation of ODnL Practice is emerging

• Research is shifting towards deeper learning and higher skills development while the renewed interest in measuring learning accompanies the trend towards an increased personalisation, fostered by the proliferation of smart mobile devices and the success of the BYOD philosophy.

• As ODnL practice expands and crosses borders, “quality” is needed not only as a factor of distinctiveness and differentiation, but also as a facilitator of mobility and interoperability.

• How can a new paradigm of teacher training practices in ODnLdesigned as immersive real experiences be rapidly disseminated worldwide?





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“As access to educational resources outside the school walls increases, as new tools for informal learning emerge, there are calls for the school to fragment itself into millions of personalized learning environments, to become an integral part of the homes, workplaces and streets of a learning city. The future for the school, in some visions of the next two decades, is that it should disappear.”

Keri Facer, Education, technology and social change, 2011






From Open Resources to Open Inclusive Practices

Beyond access toopen learning architectures,the focus of open education

is now on understandinglearning as a contextual process

which can be built and continuously rebuiltin a shared and inclusive way.






Looking Ahead: How much Transparent can a HEI be?

Dissemination of Open Education Practices across HEI may imply a radical transformation of their organizational cultures:

• De-regulation of teacher practice;• New forms and tools for student assessment;• Smaller teacher and technical staff and their increased outsourcing;• New business models focused on the sustainability of the knowledge system and

low-cost and intensive education for all;• A fair, morally defensible, international order in cross-border online education that

can generate trust amongst all actors;• A change of Academia traditional standards and forms of evaluation.






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Unbundling Universities






Towards a Disaggregated Model of HEI Organization

Revised Typology for Public University Activity(based on Wiley’s model)

Functional Areas

To promote co-creation of knowledge, assuring the production of research materials openly accessible for all

To provide structured scientific content in the format of courses, assuringtheir wide access and future potential reuse

To assure tutoring and learning support services

To assure evaluation, certification of learning outcomes and degree provision

To assure the preservation of collective knowledge and scientific legacy through the setting up of sustainable repositories open to the communityTo act as broker for the social, economical and cultural development of the community






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Moltes gracies!Thank You very much!

[email protected]/nap_elgg/pg/profile/teixeira



2016 eucen autumn seminar · eden (uk), ibstpi (usa), uab (pt) opening up, scaling up and mixing up...

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