This project is focused on the creation of a strong knowledge sharing to promote the exchange of good practices and implementation strategies in the Atlantic Area for building a 21st Century Knowledge and Information Society. http://www.knetworks.eu/

1. Moving from technology based innovation into skills based innovation
Cristobal Cobo, Oxford Internet Institute

2. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

3. Human Development Report 2013

5. From Hollywood to Bollywood

6. Purchasing
Power

9. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

13. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

14. xMOO

16. Personalised Learning?
Face-to-face education : a privilege for a few
Mass-produced (K) education for disadvantages

18. Coursera: 80% graduates

19. Élite (0-15%) Masas (16-50%) Universal (más de 50%)
1. Funciones de Forjar la mente y el carácter de la clase Trasmisión de habilidades; preparación Adaptación de ‘toda la población’ a los
la educación dirigente; preparación para funciones de para un más amplio rango de funciones rápidos cambios sociales y tecnológicos
superior élite económicas y técnicas de élite
2. Actitudes Un privilegio de cuna o talento Un derecho de quienes tienen ciertas Una obligación para las clases altas y
frente al acceso calificaciones medias (quién no lo logra se avergüenza)
Privilegio familiar. Luego, logro Meritocrático con ‘programas ‘Abierto’, énfasis en ‘logro grupal
3. Acceso y
meritocrático basado en el desempeño compensatorios’ para ofrecer igualdad de igualitario’ (promoción, clase, étnico)
selección escolar oportunidades
4. Curriculum y Altamente estructurado en término de Secuencia de cursos modular, flexible y Descomposición de fronteras y secuencias;
formas de concepciones del saber académico o semi-estructurado difuminación de la distinción entre estudio
instrucción profesional y vida
“Subsidiado” luego de la escuela Ingreso “diferido” en números crecientes; Ingreso pospuesto a menudo; se suavizan
5. La ´carrera´
secundaria; estudios a tiempo completo más deserción los límites entre educación formal y otros
estudiantil hasta lograr el grado (título) aspectos de la vida: trabajo y estudio.
Ampliamente compartidos y Variable; sistema/institución es ‘holding de El criterio se desplaza de ‘estándares’ a
6. Estándares
relativamente altos (en la fase muy diferentes tipos de emprendimientos ‘valor agregado’
académicos meritocrática) académicos’
Homogéneas con estándares altos y Comprensiva con estándares más diversos Gran diversidad sin estándares comunes
comunes.
7. Características Comunidades académicas (residenciales) “Ciudades del intelecto” con población Network: agregado de población
institucionales pequeñas mixta residencial y “cama afuera” matriculada parte de la cual viene
raramente o nunca al campus
Fronteras claras e impenetrables Fronteras borrosas y permeables Fronteras débiles o no-existentes
8. Locus del La ‘Academia’ : grupo pequeño de élite Procesos políticos ordinarios de intereses Cuestionamiento de ‘las masas’ de los
poder y toma de con valores y supuestos comunes de grupo y programas partidarios privilegios e inmunidades de la academia
decisiones
Académicos ‘part time’ que son Ex académicos hoy dedicados full time a la Administradores full time más
9. Forma de ‘administradores amateurs’ administración; mayor y creciente especializados.
administración burocracia Técnicas de administración importadas de
académica fuera de la academia
Profesores senior Profesores y personal junior con creciente Descomposición del consenso vuelve
10. Gobierno influencia de los estudiantes insoluble la gobernanza institucional; la
interno toma de decisiones pasa a manos de la
autoridad política
Pearson: 5 university models: elite institution, mass university, niche institute, local Uni. or educating mature students
Trow, M., “Problems in the Transition from Elite to Mass Higher Education” (Paris: OECD, 1974)

20. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

21. McKinsey : “Education to Employment: Designing a
System that Works”
4,500 youth-2,700 employers, 900 education
providers
Brazil, Germany, India, Mexico, Morocco,
Saudi Arabia, Turkey, the United
Kingdom, and the United States.

23. Variability in Grading, US 1920-2006
Average GPA over the time period 1930-2006 as a function of school type. Grey dots represent individual data points.
Colored squared represent the mean GPA for each school type over time. Suslow (1976) shown for comparison.

24. Digital badges:
Recognize skills and
achievements. A
'gamified' achievement
based mechanism
(visbility and flexibility).
http://dougbelshaw.com/presentations/2012/eskills/index.html#/

25. www.vizify.com

26. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

27. What changed?
Source: L.Dempsey, Ariadne, issue 46
[28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]

30. What is Open Access (OA)?
 “Open access is, simply, the idea that research articles
should be freely, immediately and permanently
available online to anyone, rather than locked away
in subscription journals….” Zoe Corbyn, THES
 Gold Open Access
 article is made freely available online upon publication
after payment of an APC.
 Green Open Access
 deposit of the Author Accepted Manuscript (AAM ) in an
institutional or subject repository.
[28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]

31. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

32. 1. Monopoly of credentialization.
2. Monopoly of knowledge
dissemination.
3. The technology before pedagogy.
4. Too focused on contents (not in
‘hows’).
5. Lack of multi context learning
recognition.
6. Recognition (only) of traditional
knowledge generation.
7. Tenure limited to restrictive
products (17th c.).
8. Under estimation of students’ as
a static consumer.
9. Consistent repetition of these
mistakes.

33. • Liquid times
• Higher Education Inflation
• Des and re intermediation
• Credential Inflation
• Radical decentralization
• Key drawbacks
• Areas to explore

34. 9 ‘risky’ trends
to keep in mind

35. 1. The free knowledge is the
energy of the 21st century
2. Change the way we
understand processing
information.
3. Move on from the idea of
university as an information
aggregator into a curator.
License Some rights reserved by killrbeez
www.flickr.com/photos/steventom/87568944/sizes/z/

36. 4. Re-think the pedagogical practices (just in time+ create technology)
5. Face the idea that most learning is unaccredited
6. Enhanced learning: recognize other context, skills & experience.
7. Forget the “e-” (of e-learning) or the “digital” (of “digital skills”)
prefix.
8. Understand multidisciplinary, collaboration and creativity as 21st
literacies
9. Develop translation skills to turn problems into solutions (in changing
contexts)
License Some rights reserved by callie callie jump jump
www.flickr.com/photos/erinnsimon/4552289435/sizes/z/

38. @cristobalcobo
http://tiny.cc/ppts
38
Oxford Internet Institute Research Fellow.

40. heutagogy
[Greek for Self]
Learners manage/negotiate/control their own learning (self-efficacy)
Learners go beyond problem solving (apply own experience in new context)
Learn how to learn (tacit, creative)
Teacher as a facilitator
Veletsianos, G. (2010). Emerging Technologies in Distance Education. Athabasca University Press.

41. References
• Chris Sparshott. (2008, April 1). University 2.0. Business & Mgmt. Retrieved from
http://www.slideshare.net/sparkbouy/university-20-331006
• France Houdard. (2010, November 4). China 2020: What Will China Look Like in the Future?
Technology. Retrieved from http://www.slideshare.net/Exolus/china-2010-2020-v58slideshare
• GrahamAttwell. (2007, May 7). Personal Learning Environments. Technology. Retrieved from
http://www.slideshare.net/GrahamAttwell/personal-learning-environments-46423
• Gsiemens. (2012, January 13). Social Networked Learning. Education. Retrieved from
http://www.slideshare.net/gsiemens/social-networked-learning
• Guillermo Ramirez. (2010, October 25). The 5 big mistakes in virtual education. Education.
Retrieved from http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation
• Jean-François Dechamp. (2011, November 10). Open Access in Europe. Technology. Retrieved from
http://www.slideshare.net/OpenAccessEC/open-access-in-europe
• Steve Wheeler. (2011, February 4). The Future of Learning. Retrieved from
http://www.slideshare.net/timbuckteeth/the-future-of-learning-6809148
• United Nations BiH. (2013, March 14). Human Development Report 2013 - The Rise of the South:
Human Progre... Retrieved from http://www.slideshare.net/2enw4unb/human-development-
report-2013-the-rise-of-the-south-human-progress-in-a-diverse-world
• United Nations Educational, S., & Organization, C. (2009). Global education digest 2009: Comparing
education statistics across the world. UNESCO Institute for Statistics Montreal.
http://www.uis.unesco.org/Education/GED%20Documents%20C/ged-2009-final-4-err-en.pdf