Global Trends in Online Education

Global Trends in Online, Open and
Flexible Education
Torunn Gjelsvik, Senior Adviser
International Council for Open and Distance Education
25 November 2016, ODLSDA Coimbatore
25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 1

• ICDE is the leading global network for making quality learning
accessible throughout the world using online, open, distance
and flexible education.
• We 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.
• We are the official partner of UNESCO, that shares that agency’s
key aim – the attainment of quality education for all
• ICDE believes that in pursuing education as a universal right, the
needs of the learner must be central.
25 Years Support
From Norway
Who are we?
Partner with
UNESCO
50 years

”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4 Education 2030

Deputy Vice-Chancellor
(Education) and Vice-
President, RMIT,
Australia
Open,
Transparent,
Accountable
and focus on
good
governance
President:

Key role of ICDE
Membership
organization
Network, services
and knowledge
ProjectsEvents
Policy work

Projects and initiatives

Insight papers and curated resources

India in the World
Some indicators and trends

• Global indicators – India
• Opportunities and growth
• Reaching the potential through technology

http://reports.weforum.org/global-
competitiveness-report-2015-2016/

India has climbed from rank 71 to
55 in one year
A major shift in the world’s economic
balance of power, from Europe and United
States towards Asia – and India contributes
significantly

5 opportunities for growth and transformation
in India
• Acceptable living standards for all Indians
• Sustainable urbanisation
• Manufacturing for India, in India
• Harnessing technology for India’s growth
• Unlocking the potential of women
Source: http://www.mckinsey.com/global-themes/employment-and-growth/indias-ascent-five-opportunities-for-
growth-and-transformation

But there are some challenges:
• Bridge the urban-rural divide
• Digital infrastructure
• Computer literacy
• Shift in competencies and skills

Perceptions of the use of technology
in teaching and learning
Has the world changed?
Has education changed?

Student
device
ownership
history,
with 2016
projections
http://www.educause.edu/ecar

Faculty views on mobile
technology in the
classroom

Faculty in-class BYOD policies
and practices

Where the Digital
Economy Is Moving the
Fastest
Bhaskar Chakravorti
Christopher Tunnard Ravi
Shankar Chaturvedi
FEBRUARY 19, 2015

Focus: Higher Education

Mega trends:
• Globalisation
• Disruptive technologies
• Demographics

https://www.youtube.com/watch?v=X8B
G3KOexi8
Example:
Pepper, Watson
https://www.bing.com/videos/search?q=cognitive+technologies+a
nd+education&&view=detail&mid=4FDFBA52BEB89D240AE14FDFB
A52BEB89D240AE1&FORM=VRDGAR

«We think cognitive technologies will fuel the
digital transformation as the damp machine
fuelled the industrial revolution».
– IBM Norway.

Eduational Trends – as observed
by ICDE - 1/2
1. Open and distance learning is now going mainstream
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.

“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.”

New technologies and the potential for
education:
1: Learning Analytics
“Learning Analytics is the emerging field defined as “the measurement,
collection, analysis and reporting of data about learners and their contexts,
for purposes of understanding and optimizing learning and the environments
in which it occurs” (Long & Siemens, 2011)

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

Student interest
in IPAS features
”Integrated Planning and
Advising Services (IPAS) ”
http://
www.educause.edu/ecar

http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education
The Open University,
UK, policy
The UK Higher
Education
Commission 2016

education:
2: Open Educational Resources (OER)
“Open Educational Resources (OERs) are any type of educational materials
that are in the public domain or introduced with an open license. The
nature of these open materials means that anyone can legally and freely
copy, use, adapt and re-share them.”
UNESCO, http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-
resources/what-are-open-educational-resources-oers/

Key potentials of OER
• Digital technologies have become
ubiquitous in daily life and OER can harness
the new possibility afforded by digital
technology to address common educational
challenges.
• OER are a catalyst for social innovation,
which can facilitate changed forms of
interaction between teachers, learners and
knowledge.
• OER have an extended lifecycle beyond their
original design and purpose. The process of
distribution, adaptation and iteration can
improve access to high-quality, context-
appropriate educational materials for all.”
http://www.oecd-ilibrary.org/content/book/9789264247543-en01 Dec 201511.05.2016 Torunn Gjelsvik, Senior Advisor ICDE 41

education:
Has the world changed?
Will education change?

6. Lack of resources or lack of understanding of
the concept of online, open and flexible
education
7. Skills and the relation education –
employment – lifelong learning is required
8. Quality, quality enhancement and
accreditation become top priority issues.
Trends
– as observed by ICDE - 2/2

Indian education in the world
• Higher Education in India – vision 2030
http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/%24FILE/EY-Higher-education-in-India-
Vision-2030.pdf

Demographics – India
“By 2030, India will be amongst the youngest nations in the
world. With nearly 140 million people in the college-going age
group, one in every four graduates in the world will be a product
of the Indian higher education system. By 2030, the already
existing challenges for Indian higher education – access, equity
and quality – will only be greatly exacerbated unless we
significantly transform our higher education model.”
(Higher Education In India: Vision 2030)

Suggested solutions (India Vision 2030)
• A student-centric, learning driven pedagogical
model
• A differentiated three-tiered university system
• The effective use of technology

Intensive use of technology is a
requirement
• The need for scalability of education is
unimaginable without intensive use of ICT
• But be careful: “the MOOC way” is not the
only way

What is a MOOC?
A Massive Open Online Course (MOOC /muːk/) is an online course aimed at
unlimited participation and open access via the web.[1] In addition to
traditional course materials such as filmed lectures, readings, and problem
sets, many MOOCs provide interactive user forums to support community
interactions among students, professors, and teaching assistants (Wikipedia)

What characterizes MOOCs?
• Mostly non formal education (no credits)
• Little student support
• Mostly used by already highly educated
people
• High drop out rates
• Providers struggle to find sustainable business
models, e.g through “freemium models”

Then what is the solution?
A fundamental change in pedagogical approach
in line with efficient use of digital methodologies
is recommended: blended learning, flipped
learning, personalized, adaptive….
(This is also in line with what India Vision 2030 recommends)
……and it is not a quick fix!

The global quality
agenda led by UNESCO
• The SDGs
• SDG 4
• Global and regional conventions
• Quality enhancement initiative
• 5 relevant 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 an
international conference issuing
guidance 2018 (UNESCO, INQAAHE,
ICDE and COL)

Education 2030 Framework
for Action (FFA)
• UNESCO is entrusted to lead
Sustainable Development
Goal 4 (SDG4) - Ensure
inclusive and equitable
quality education and
promote lifelong learning
opportunities for all -
through the Education 2030
Framework for Action (FFA).

Main principles
• Education is a fundamental human right and
an enabling right.
• Education is a public good, of which the state
is the duty bearer.
• Gender equality is inextricably linked to the
right to education for all.

”Towards inclusive and equitable
quality education and lifelong
learning for all”
1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
3. By 2030, ensure equal access for all women and men to affordable
and quality technical, vocational and tertiary education, including
university
4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations
6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and
of culture’s contribution to sustainable development
8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
9. By 2020, substantially expand globally the number of scholarships
available to developing countries, in particular least developed
countries, small island developing States and African countries, for
enrolment in higher education, including vocational training and
information and communications technology, technical, engineering and
scientific programmes, in developed countries and other developing
countries
10. By 2030, substantially increase the supply of qualified teachers, including
through international cooperation for teacher training in developing
countries, especially least developed countries and small island
developing states

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

ICDE contributed - and,
influenced the future:
20 November 2014: Open Education
Key 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 Paris
9 – 11 JUNE 2015:
Online, open and flexible higher
education for the future we want
UNESCO – in partnership with ICDE

QUALITY ASSURANCE:
ACHIEVING SUSTAINABLE DEVELOPMENT THROUGH A
DIVERSE PROVISION OF HIGHER EDUCATION
International Conference 2018
6 – 10 regional meetings 2016 - 2018

Quality issues
• Opportunities
– Access and scalability
through online learning
– Student support and
mentoring systems
– Learning analytics and
other personalised
technology enhanced
learning systems
• Challenges
– Competencies
• Faculty
• Educational leaders
• Quality agencies
• Experts on quality
assurance
– Innovation
– Access, inclusion –
access to success
– Ethics

The ICDE Quality
initiatives
• Benchmarking and good
practice
• Address quality:
• Explore new
methodologies:
• Build future capacities
• Models for Online, open,
flexible and technology
enhanced higher education
• Global Quality Network
• Learning analytics initiative
• The Global Doctoral
Consortium

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 to improve
learning
– Reflective assessments by
students
– Student-instructor-
interaction
– Assessments for learning
– Faculty satisfaction and
engagement

Where are we now?
One year after………..

http://gem-report-2016.unesco.org/en/home/

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

“Education needs to fundamentally
change if we are to reach our global
development goals”
Press relase 6 September 2016
UNESCO:

Main Message:
We need to fundamentally change
education through inclusive quality and
technology enhanced flexible education

Specific messages
• 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

”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOUgjelsvik@icde.org
www.icde.org
Seize digital opportunities, lead educational transformation25.11.2016 Torunn Gjelsvik, Senior Advisor ICDE 70

Global Trends in Online Education

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