gå digitalt - go digital
TRANSCRIPT
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The importance of open, distance, flexible and online education, including e-learning in educational policy
Gard Titlestad, Secretary GeneralInternational Council for Open and Distance Education
Det Digitale VUCVUC Årsmøde 7. – 8. April, Hotel Nyborg Strand, Danmark
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Disposisjon• Introduksjon• Hva er trendene for fremtidens utdanning?
– Behov– Trender online og open– Drivere for tilgang til læring
• Hvor står Norden i kunnskapsutfordringen?– Konkurranseevne og innovasjon– Human kapital– Nettverk og teknologiutnyttelse
• Hva med Det Digitale VUC? – Online– Open – Open Education Resources– Learning Analytics
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• To be the leading global network for making quality learning accessible throughout the world using online, open, distance and flexible education.
• To connect institutions, organisations and professionals from across the globe so that they can share ideas, resources and best practices, partner on major projects and advocate together.
• To be the official partner of UNESCO, that shares that agency’s key aim inclusive and equitable quality education and lifelong learning for all.
• ICDE believes that in pursuing education as a universal right, the needs of the learner must be central.
• To organize members in all regions of the world – global balance.
SupportFrom
Norway25 years
Why is ICDE here?
UNESCO Partner50 years
Platinum open access
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ONLINE, OPEN, FLEXIBLE AND TECHNOLOGY ENHANCED HIGHER AND ADULT EDUCATION
ICDE Focus
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The Gaps
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EducationAverage years of education
The world Africa south of SaharaYears of education West-Europe
This is ourChallenge
Source: Aftenposten/OECD. How Was Life? Shows long-term progress in key areas of well-being
Teachers are a key
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20442030
320
4002007 - 2030
Mill. students
EU/OECD projections the need for HEby 2030: 410 mill.
This is our GlobalChallenge
Cannot be solved by bricks and mortar
Combine Bricks and Clicks
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+ 300 mill for MOOCs?Informell – uformell utdanning
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”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL”SEIZE DIGITAL OPPORTUNITIES, LEAD EDUCATION TRANSFORMATION
Sustainable Development Goal 4 Education 2030
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Target 3, point 43.: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.
Framework for Action Education 2030:
November 2015
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endringGlobalisering
TeknologiDemografi
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From the information age to the connected age
From the knowledge driven to the knowledge intensive economy
Den 4. Industrielle Revolusjon
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The BIG Picture• Online, Open and Flexible Education is steadily increasing all
over the world
IndiaSweden
Russia
South America
The US
AfricaAustralia
China
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Giving birth to a new learning landscape
Creative Commons
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The BIG picture• Online, Open and Flexible and on Campus Learning are
converging => Blended
BlendedOnlineCampus
• And as a result – an even more diverse educational landscape……
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Hvorfor?
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Openknowledge
Societal needs
Technology
Students needs and
expectations
OERCost
Trends, within the framwork of globalisation and internationalisation
HE needs – 1 U a week
Demographics
Globalisation
Enabling economic growth
Access
Open Access
eInfrastructureseScience
Automation
Robots Sensors
2020 – 80% connectedInternet of things Open Research
Open Data
Open Innovation
US quadruppling
Southern Europe….
Developing economies
ICT Habitus
Flexibility
Employability
Lifelong
Disruptive Innovations
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Education is on the brink of a revolution. Collaborating on learning-related work across disciplines through an integrated research agenda could yield powerful advances in optimizing online learning experiences. MIT Online Education Policy Initiative.
April 2016.
And down along the road..........
http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401
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Endring er nåKomparative fortrinn:• Gamle forvitrer• Nye må etableres• Gode må forsterkes
Kan utdanning og teknologistøttet
læring bli et fremtidig
komparativt fortrinn?
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Sverige, Skandinavia, Norden:
I ledelsen når det gjelder utbredelse og bruk.
Midt i flokken (OECD) når det gjelder verdiøkende anvendelse
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Where the Digital Economy Is Moving the FastestBhaskar Chakravorti Christopher Tunnard Ravi Shankar Chaturvedi FEBRUARY 19, 2015
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Hvilke utvikling kan
Det Digitale VUC være særlig oppmerksom på?
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How is Online learning enabling change?
• 1. ACCESS TO IDEAS , KNOWLEDGE AND INFORMATION• 2. COMMUNITY OF LEARNERS• 3. MOBILE MENTORING• 4. ADAPTIVE CURRICULUM• 5. DIFFERENTIATED TEACHING
Change in the design of college and university programs and their delivery:
– MORE JUST-IN-TIME AND ON DEMAND LEARNING– MORE CREDIT TRANSFER AND CREDIT RECOGNITION– MORE USE OF ADJUNCT FACULTY AND PEER NETWORKS
http://teachonline.ca/trends-directions/evolving-pedagogy/5-ways-online-learning-enabling-change-post-secondary-education
Contact North, Canada
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Policy fora, influencing the future:
20 November 2014: Open EducationKey issues in policy for governments and senior management in higher education
ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.”In partership with UNESCO, CoL and OEC
Interventions, from UNESCO, ICDE and key experts and senior management:The Bali Message
Global High Level Forum in Paris9 – 11 JUNE 2015:Online, open and flexible higher education for the future we wantUNESCO – in partnership with ICDE
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Policy fora, influencing the future:
20 November 2014: Open EducationKey issues in policy for governments and senior management in higher education
ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.”In partership with UNESCO, CoL and OEC
Interventions, from UNESCO, ICDE and key experts and senior management:The Bali Message
Global High Level Forum in Paris9 – 11 JUNE 2015:Online, open and flexible higher education for the future we wantUNESCO – in partnership with ICDE
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SURVEY RESULTSWhat We Heard – Perspectives and
Experiences from 105 Educational Leaders from 53 Countries
June 2015
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Open Educational Resources
“... are teaching, learning and research materials in any medium that reside in the public domain and have been
released under an open licence that permits access, use, repurposing, reuse and redistribution by others with
no or limited restrictions.” (UNESCO 2011)
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1.Retain – i.e. no digital rights management restrictions (DRM), the content is yours to keep, whether you’re the author, instructor or student.2.Reuse – you are free to use materials in a wide variety of ways without expressly asking permission of the copyright holder.3.Revise – as an educator, you can adapt, adjust, or modify the content to suit specific purposes and make the materials more relevant to your students. This means making it available in a number of different formats and including source files, where possible.4.Remix – you or your students can pull together a number of different resources to create something new.5.Redistribute – you are free to share with others, so they can reuse, remix, improve upon, correct, review or otherwise enjoy your work.
David Wiley
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From the UNESCO OER Declaration
• Foster awareness and use of OER• Encourage the development and adaptation of
OER in a variety of languages and cultural contexts• Encourage the open licensing of educational
materials produced with public funds.ICDE work shouder to shoulder with UNESCO and other stakeholders to have this implementet
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More BC Open Textbook StatsAs of December 4, 2015 As of March 17, 2016
General StatsStudent Savings$985,700- 1,214,092Number of participating institutions 24 (19 Public, 5 Private)
Number of students affected 9,857 12,540Number of textbooks on open 137http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/
http://open.bccampus.ca/about-2/
http://open.bccampus.ca
$1,254,000 – $1,604,425
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https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx
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The Future is NearBut not as near as you hoype
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In Norway, one of the most connected countries in the world, if a professor want to use OER in public health for nurses - she will find nothing or very few open resources, and no organized connected, collaborative opportunities.
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If the same professor in France engaged, she would find more than 200 licensed education resources regarding public health for nurses, all linked to the higher education curricula. In fact, a student in France can use collaborative free quality assured educational material for her grades, e.g. bachelor and master within the equational system, all made possible and digitalized by collaborative thematic universities in a connected French educational system.
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Hvor er den fremste nordiske utdannelse?
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http://www.unisim.edu.sg/Pages/UniSIM.aspx
• Learning Analytics can be the base for achievements in several fields;– Adapted and personalized learning– Improved completion and retention rates– Improved student success– Quality learning in general– (Possibly) Better and more focused deployment
and management of resources
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• “Learning Analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs”
• Wikipedia, March 2016.
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Mitt FitBit
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Learning analyticsTeknisk infrastruktur
https://www.surf.nl/en/knowledge-base/2016/whitepaper-how-data-can-improve-the-quality-of-higher-education.html
Mars 2016
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Hvor er vi nu?
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”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK [email protected]
www.icde.org
Seize digital opportunities, lead education transformation
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