This story was presented and discussed with university leaders at the International Association for Universities´ Conference in Bangkok. After having introduced technologies relevant for education that are flowing into society, their opportunities and challenges, this presentation discuss trends in the era of digitalisation and how to meet with them, in particular trens in online, open and flexible higher education. A stepwise approach together with knowledge sharing and peer learning is advised.
The dramatic situation, in particular for developing countries regarding the Sustainable Development Goal for Education 2030 is discussed calling for a fundamental new responser on education as a public good. Quality, Collaboration and Take Leadership are the three messages from this story.
Crossing the digital flow - higher education for the sustainable future we want
1. Photo: By Martyn B, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=9128561
Crossing the digital flow
Gard Titlestad, ICDE
IAU 15 General Conference
14 November 2016, Bangkok, Thailand
2. Calling for a fundamental change for Education:
For the sustainable
future we want
The impact of ICT developments on society
and its spillover effects on higher education
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of UNESCO IITE Governing Board
14 November 2016, Bangkok, Thailand
3. Outline• Introduction and three observations
• ICDE
• Digitalization Higher Education
• The big picture: Online, open and flexible
higher education
• Trends: online, open and flexible Higher
Education
• The SDG Education 2030, where are we now?
• Messages
4. Who opened
the box?
By F.S. Church. -
http://prb.livejournal.com/35233.htmlhttp://www.mitchellteachers.org/WorldHistory/AncientGreece/Dis
coveringReferencestoGreekMythology.htm, Public Domain,
https://commons.wikimedia.org/w/index.php?curid=17344549
5. By John William Waterhouse - http://www.jwwaterhouse.com/view.cfm?recordid=69, Public Domain,
https://commons.wikimedia.org/w/index.php?curid=4843019
Curiosity
6. From the information age to the connected age
From the knowledge driven to the knowledge intensive economy
The Fourth Industrial Revolution
Add now:
Artificial intelligence,
cognitive technologies and
robotics
Neurotechnologies
Ubiquitous presence of linked
sensors
New computing technologies
Virtual and augmented realities
7. Three observations 1/3
• Digitalization is penetrating and challenging all regions, all
countries, all sectors and all production and services,
including education.
• It will creep into every corner of the world and cause
people raising the question: “Are you relevant, are you
relevant for me.”
• This you cannot stop or turn off.
• However, remember what we learned from the first break
trough of the internet some 15 years ago: a too narrow
technology focus does not help very much – while
mastering and orchestrating technologies – focus has to be
on people, on the students – on the citizens, helps a lot.
8. • AI, CT and robotics post gigantic opportunities
and challenges.
• However, no reason to praise the voices that
claim that the development should be free and
company only led.
• No, coul be the other way around. Development
should be based on humanism, for the best of
humanity and led by humans and organizations,
companies included, with high integrity and
sound ethical values.
Three observations 2/3
9. • Knowledge sharing, mutual learning and
collaboration for the sake of the good, should
be the main methodology inspiring and
guiding us through this era of digitalization.
Three observations 3/3
10. • 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.
Support
From
Norway
28 years
Why is ICDE here?
UNESCO
Partner
>50 years
Platinum
open access
ICDE 1938
Supporting future leaders, future quality Activities in all regions
16. «We think cognitive technologies will fuel the
digital transformation as the damp machine
fuelled the industrial revolution».
– IBM Norway.
https://www.bing.com/videos/search?q=cogni
tive+technologies+and+education&&view=det
ail&mid=4FDFBA52BEB89D240AE14FDFBA52B
EB89D240AE1&FORM=VRDGAR
18. Top-12 Emerging technologies in need of better
governance:
1. Artificial intelligence and robotics
2. Biotechnologies
3. Energy capture, storage and transmission
4. Blockchain and distributed ledger
5. Geoengineering
6. Neurotechnologies
7. Ubiquitous presence of linked sensors
8. New computing technologies
9. Advanced materials and nanomaterials
10. Virtual and augmented realities
11. Space technologies
12. 3D printing
X
X
X
X
X
X = Direct relevant for education
Margareta Drzeniek Hanouz,
• Head of Global
Competitiveness and Risks
• Member of the Executive
Committee at the World
Economic Forum.
19. Private investment in ed-tech reached $4.5 billion in 2015
Image: WEF
https://www.weforum.org/agenda/2016/05/5-charts-that-explain-the-future-of-education/
21. Preliminary conclusions
• There is no spill-over effect,
Education is a part of it.
• Important values under great
pressure, e.g. Education as a
public good.
22. The BIG Picture
• Online, Open and Flexible Education is steadily
increasing all over the world
India Sweden
Russia
South America
The US
Africa
Australia
China
23. And it is NOT
the MOOCs
but online, open, flexible and
technology enhanced learning
moocs as a part of it
27. Trends
– as observed by ICDE - 1/2
1. Open and distance learning, is now going mainstream:
online, blended, open, flexible and technology enhanced
learning.
2. Digital transformation is challenging the relevance of
educational institutions all over the world.*
3. New developments as OER and MOOCs are fueling
innovation in education.
4. New methodologies; learning analytics**, Big Data, and new
online education systems, enable a shift to adapted,
personalized learning and assessment.
5. Education is on the brink of a revolution caused by
convergence of research. Education, Cognitive Psychology
and Neuroscience: powerful advances in optimizing online
learning experiences.
30. “Specialist ODL institutions have achieved so much over
the past few decades. As demand for higher education
surges worldwide, the ODL vision of accessible, low-cost,
high-quality provision has never been more relevant.
Renewed determination amongst specialist ODL
institutions to benchmark student performance and
institutional productivity, with fresh inspiration from new
competition and delivery models, will take this precious
legacy to new heights.”
2 *
31. Learning analytics
https://www.youtube.com/watch?v=fUOrlp6AZ8E
“enormous potential to improve the student
experience at university” JISC, UK
• As a tool for quality assurance and quality improvement
• As a tool for boosting retention rates
• As a tool for assessing and acting upon differential outcomes
among the student population
• As an enabler for the development and introduction of
adaptive learning
https://vimeo.com/105802864
4 **
32. Student interest
in IPAS features
”Integrated Planning and
Advising Services (IPAS) ”
www.educause.edu/ecar
4 **
34. Do we need a
global code of
practice for
learning
analytics?
4 **
35. • 6. Lack of resources or lack of understanding*** of the
concept of online, open and flexible education is
observed in some parts of the world as a major threat
to scalable quality higher education both on a national
and institutional level, and therefore also as a threat
towards SDG 4.
• 7. Skills and the relation education - employment, is a
hot topic in all regions. Life long Learning is becoming
more important than ever.
• 8. Quality, quality assurance and accreditation
become a top priority issues. ****
Trends
– as observed by ICDE - 2/2
36. Lack of understanding of the concept
of online, open and flexible education
http://gem-report-2016.unesco.org/en/home/
6 ***
37. The big quality agenda
Led by UNESCO
• The SDGs
• SDG 4
• Global and regional conventions
• Quality assurance initative
• 5 direct for education
• Education 2030: Towards
inclusive and equitable quality
education and promote lifelong
learning opportunities for all
• Preparation of a GLobal
Convention on the Recognition of
Higher Education Qualifications –
to be decided 2019 (UNESCO)
• Quality assurance: Achieving
sustainable development through
a diverse provision of higher
education, regional meetings and
studies leading up to a global
conference issuing guidance 2018
(UNESCO, INQAAHE, ICDE, IAU,
COL, The World Bank and more)
8 ****
39. The change
• From focus on
– Quality of students
admitted
– Qualification of faculty
– Design and management
of programmes
– Rigour of marking
– Course outputs as
intended outcome?
• To focus on
– Student engagement
and satisfaction
– Data analytics
– Reflective assesments by
students
– Student-instructor-
student interaction
– Assessments for learning
– Faculty satisfaction and
engagement
8 ****
40. • On 25 September 2015, the United Nations
General Assembly formally adopted the
universal, integrated and transformative 2030
Agenda for Sustainable Development, along
with a set of 17 Sustainable Development
Goals and 169 associated targets.
41.
42. 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
45. World is not set to achieve key global education
commitments until 2084.
PROJECTIONS FOR EDUCATION 2030
2030 2042 2059 2084
Universal
primary
completion
Universal
Upper
secondary
completion
Universal
Lower
secondary
completion
YEAR
Education 2030
deadline
Education 2030
deadline
2042 2059 2084
YEAR Global average
Universal
primary
completion
Universal
Upper
secondary
completion
Universal
Lower
secondary
completion
2015
SDGs
adopted
20872051 2062
Southern Asia
After 21002080 2089
Sub-Saharan Africa
46. “Education needs to fundamentally
change if we are to reach our global
development goals”
Press release 6 September 2016
UNESCO:
47. By Martyn B, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=9128561
Crossing the digital flow
48. Calling for a fundamental change for Education:
For the sustainable
future we want
The impact of ICT developments on society
and its spillover effects on higher education
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of UNESCO IITE Governing Board
14 November 2016, Bangkok, Thailand
49. Specific Messages
• Quality first: quality campus, off campus,
blended, online, digital, open and flexible
education – mainstream quality culture
• Collaboration: On all levels, across all
sectors, on content, courses programmes,
methodologies, infrastructure,
internationalisation….
• Take leadership: Change for the sustainable
future we want – lead educational digital
transformation
Knowledge sharing, mutual learning and collaboration for the sake of the good, should be
the main methodology inspiring and guiding us through this era of digitalization.
50. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOUtitlestad@icde.org
www.icde.org
Seize digital opportunities, lead education transformation
Hinweis der Redaktion
Calling for an Educational Revolution: For the sustainable future we want
14 September 2016, UNISA, Pretoria, South Africa
Introduction
I am honoured and delighted to be invited to speak for the UNISA council. UNISA is a lighthouse, a flagship for fair, open and distance education – not only in South Africa, but in all regions of the world. I am sure UNISA also will be in the future, for inspiration for all of us.
While UNISA is looking at strategies for the future – ICDE has a similar process – to have decided a new Strategic Plan for 2017 – 2020. I am happy to share some of the observations, analysis and suggestions from that work.
Never before has the world been up to such recognised, big challenges as today, addressed by the new Sustainable Development Goals – and never before have the need for building a sustainable future through innovation of education been more important.
At the same time, never before have the opportunities for building a sustainable future beneficial for all been better.
When we look at higher education – enrolment globally has doubled since 2000 – and shall according to forecasts more than double towards 2030. In Africa south of Sahara, the numbers are expected to be even bigger.
The elearning market is this year stipulated to more the 165 billion USD – and is according to World Economic Forum expected grow to amazing 255 billion USD in 2017 – it is booming.
Many new actors enter the educational market place offering all kind of technology supported education.
How can we ensure that this future educational market – for students will be the fair, accessible, affordable inclusive, equitable and offer the quality education we want?
Having artificial intelligence, cognitive technology, robots and big data in mind, how can we ensure that the future development in education will be in the interest of humanity, in the interest of people, will follow sound ethical standards and defending education as a public good?
For education the situation is that while our leaders have agreed in ambitious goals, SDG Education 2030, the first status shows we are far from achieving them if things continue as now.
Key targets set to be met by 2030 ,like “Universal Upper secondary completion”, will in Sub-Saharan Africa first be reached after 2100.
The situation is so serious the UNESCO calls for a “fundamentally change if we are to reach our global development goals”.
The Globe has got a framework for joint actions for Education 2030 – now we need to see that the issues we are up against are understood, the directions are right and a number of sound actions can create that educational revolutions we need – for the sustainable future we want.
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
Quality first: quality digital, open and flexible education
Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
Take leadership for change: for the future we want – lead educational transformation
What before was in the margins, open and distance learning, is now going mainstream in large parts of the world, materialised as online, blended, open, flexible, technology enhanced and e-Learning. Convergence is here, followed by increasing competition (and collaboration) and diversity in higher education. While this is the main trend, the situation in some regions will provide a different picture, e.g. in parts of the south.
Digital transformation is challenging the relevance of educational institutions and services all over the world, so also for ICDE members and those that have been in the distance and open field for a long time. While digitalisation is penetrating all fields and all regions, the pace and situation is different among regions, between developed and developing countries and within nations.
Skills and the relation education - employment, is becoming an increasingly hot topic around the world and in different contexts. The new SDG 4 puts utterly pressure on massification and the relevance of sustainability for education, to achieve the SDG goals.
Lack of resources or lack of understanding of the concept of online, open and flexible education is observed in some parts of the world as a major threat to scalable quality higher education both on a national and institutional level, and therefore also as a threat towards SDG 4.
Quality, quality assurance and accreditation have become more important than ever and are top priority issues – having the alternative in mind.
New developments as OER and MOOCs have been championed by ICDE member institutions, e.g. Athabasca University, Canada, coining the term MOOC in 2008, and Maryland University College introducing an OER based curricula up to Bachelor degree, August 2015.
Through new methodologies and concepts becoming mature, such as learning analytics, Big Data, MOOCs and new online education systems, a real shift to adapted, personalised learning and assessment – with great progress for student success – is becoming realistic, though – it is not a quick win or low hanging fruit. This development opens up for pedagogical changes and improvements in a number of other areas, e.g. curriculum content and design. Open University, UK, provides an annual overview “Innovating Pedagogy”, exploring new forms of teaching, learning and assessment, to guide educators and policy makers.
In the report “Online Education: A Catalyst for Higher Education Reforms” (2016), the MIT Online Education Policy Initiative suggests that education is on the brink of a revolution caused by convergence of outside-in and inside out research. Ref. the figure below. Collaborating on learning-related work across disciplines through an integrated research agenda could yield powerful advances in optimizing online learning experiences, the report suggests.
ref: http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401
Calling for an Educational Revolution: For the sustainable future we want
14 September 2016, UNISA, Pretoria, South Africa
Introduction
I am honoured and delighted to be invited to speak for the UNISA council. UNISA is a lighthouse, a flagship for fair, open and distance education – not only in South Africa, but in all regions of the world. I am sure UNISA also will be in the future, for inspiration for all of us.
While UNISA is looking at strategies for the future – ICDE has a similar process – to have decided a new Strategic Plan for 2017 – 2020. I am happy to share some of the observations, analysis and suggestions from that work.
Never before has the world been up to such recognised, big challenges as today, addressed by the new Sustainable Development Goals – and never before have the need for building a sustainable future through innovation of education been more important.
At the same time, never before have the opportunities for building a sustainable future beneficial for all been better.
When we look at higher education – enrolment globally has doubled since 2000 – and shall according to forecasts more than double towards 2030. In Africa south of Sahara, the numbers are expected to be even bigger.
The elearning market is this year stipulated to more the 165 billion USD – and is according to World Economic Forum expected grow to amazing 255 billion USD in 2017 – it is booming.
Many new actors enter the educational market place offering all kind of technology supported education.
How can we ensure that this future educational market – for students will be the fair, accessible, affordable inclusive, equitable and offer the quality education we want?
Having artificial intelligence, cognitive technology, robots and big data in mind, how can we ensure that the future development in education will be in the interest of humanity, in the interest of people, will follow sound ethical standards and defending education as a public good?
For education the situation is that while our leaders have agreed in ambitious goals, SDG Education 2030, the first status shows we are far from achieving them if things continue as now.
Key targets set to be met by 2030 ,like “Universal Upper secondary completion”, will in Sub-Saharan Africa first be reached after 2100.
The situation is so serious the UNESCO calls for a “fundamentally change if we are to reach our global development goals”.
The Globe has got a framework for joint actions for Education 2030 – now we need to see that the issues we are up against are understood, the directions are right and a number of sound actions can create that educational revolutions we need – for the sustainable future we want.
This speech will after a brief introduction of ICDE, give a rough picture on how South Africa is seen from the outside – through a number of indicators, then I will outline those trends that ICDE observes as important for educational development, in particular higher education, the next years. Next will be to summarize how the new SDGs address education as a priority for achieving the future we want, including indicating state of play, based on the recent Global Education Monitoring (GEM) Report by UNESCO. Quality education is a key for Education 2030 – and initiatives relevant for higher education that will be rolled out by UNESCO and ICDE will be discussed. Finally, the key messages based on this overview will be summarized:
A call for an Educational Revolution for the sustainable future we want
Quality first: quality digital, open and flexible education
Collaboration: on all levels, on content, courses programmes, methodologies, infrastructure, internationalisation….
Take leadership for change: for the future we want – lead educational transformation
