Open Education and Teaching Profession Trends to 2030
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The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
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Open Education and Teaching Profession Trends to 2030
- 1. Open Education and Teaching Profession in 2030 Riina Vuorikari, Ph.D Yves Punie, Ph.D JRC Institute for Prospective Technological Studies ETUCE 2014 Special Conference, Vienna, 26 November 2014
- 2. European Commission, Joint Research Centre Institute for Prospective Technological Studies (IPTS): Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
- 4. Trends, technologies & challenges for European schools over the next 5 years Horizon Report Europe 2014 >Schools Edition Source NMC Horizon Report > 2014 Higher Education Edition Graph adapted from Horizon 2014 Europe: School Sector
- 5. Outline I. Setting the context: back to the future of Open Education • History of Open Education • EC Communication "opening up education" in 2013 II. Teaching Profession in 2030 • Tensions forming Open Education • 5 scenarios for 2030 III. Final questions for discussion
- 6. I. Setting the context: Back to the future of Open Education
- 8. "… bringing the digital revolution into education" "Open technologies allow individuals to learn anywhere, anytime, through any device, with the support of anyone"
- 9. Open education is a collective term to describe institutional practices and programmatic initiatives that broaden access to the learning and training traditionally offered through formal education systems. en.wikipedia.org/wiki/Open_education Accessed 14/10/1014
- 10. Alternative & Progressive education Correspondence courses, Distance Universities Open Universities (OUUK, OUNL, UOC…) Open content (1998) 1st cMOOC (2008) 1st EU MOOC platform Increasing number of Open Access papers & journals MOOCs UK Finch report 1985 1990-2000 2001-2002 2006-2011 2012 2013 OU OER OA History of Open Education Computer Assisted Instruction (1970) 19th 1960's–1970's century Budapest Open Access Initiative Non mainstream education Digital learning resources Free Software /GNU Creative Commons (2002) Open Classrooms/ Education MIT OCW (2001) OER Def. (UNESCO 2002) OER univeristy 1st Stanford xMOOC (2011) Certification
- 11. Open Education: Five waves 1. Open Classrooms (Progressive education; 1960's) 2. Open Universities (1960's) 3. Open Content and Open Educational Resources (~2000) 4. Sharing and collaboration of OER with web 2.0 (~2006) 5. Open Educational Practices (now-)
- 12. The range of "Opens"
- 13. Summarising Open Education • Is not only about Open Educational Resources and MOOCs • Is not only about ICT and technology integration in education • It is… • about widening access to education and learning in general (not only formal) • About new ways of learning, teaching, assessing, recognising, accrediting and delivering 21st century competences => Vast, ambitious, difficult agenda (status quo is not an option)
- 14. II. Teaching Profession in 2030
- 15. In the future, there will be significant changes in where we learn when we learn what we learn how we learn and with whom with learn.
- 16. IPTS foresight Key tensions Learner initiated (discovery) Guided discovery Self-guided discovery Learning goals Guided Learning context Self-guided Guided journey Self-guided journey Externally set
- 17. In the future, there will be significant changes in where we learn when we learn what we learn how we learn and with whom with learn. Thus affecting also the role of teachers
- 18. Let’s imagine the teaching profession in 2030 to challenge assumptions and stimulate thinking about the present!
- 19. Five stories of possible futures for teaching profession in 2030
- 20. Crosscutting issues affecting changes − The role of Initial Teacher Training and Continuous Professional Development (CPD) − Quality of teaching enhanced through networking, intelligent system, new teaching roles − Recognition of teacher networks opening up towards new stakeholders Technology: − Underlying technological solutions: centralised vs. decentralised services; remote presence and robotic telepresence; artificial intelligence − Ownership, control of data and commercialisation − Privacy, security, safety, identity
- 23. 1. European Education Network (eNet) 2. is based on an idea of centralised technology where various tools and resources are made available in one place! Pro’s − School exchange becomes part of initial teacher training and recognition of CPD − Safe, secure environment for teachers, students and parents to interact − Expansion towards more stakeholders − Public funding (EU) for independence and sustainability Con’s − Centralised governance and structure (big brother?) − Less favorable in terms of openness, flexibility and interoperabilty with other networks and spheres of life.
- 25. 2. MyNetwork is based on decentralised technologies and user-centred social networking approach Pro’s − Decentralisation and federation across networks − Flexible, serving a diverse needs and profiles − Wide variety and choice - Personalised approach Con’s − Market fragmentation and individual approaches − Favours technology proficient users – others may stay behind − Difficult to engage parents and other stakeholders − Formal recognition as CPD unclear
- 27. 3. Intelligent Agents is based on emerging technologies like recommendations in Amazon.com Pro’s − Almost like Amazon.com or a music recommender for teaching − Avatar does the repetitive activities – reduction of workload − Dealing with information overload and complexity − Open Educational Resources Con’s − Technology dependence: reliability, dependability, automated suggestions and decision-making − Trust, security, privacy, − Private market solutions only
- 28. New roles as a teacher Scenario 4: Diversified Teaching Careers
- 29. 4. Diversified Teacher Careers is based on “remote presence from robotics” and personalised learning analytics Pro’s − Autonomous learners through personalisation and taking responsibility − Different teaching professions: teaching in class, teaching virtually, student monitoring Con’s − Highly dependent on use of digital technologies for organisation and administration of learning − Significant investment in teacher training
- 31. 5. Informal peer camps: Off-line peer learning Pro’s − The face-to-face time is valued − Collaboration is embedded in innovating with teaching − Open technologies allow new case specific innovaiton Con’s − Current technologies failed teachers and didn't understand their needs − Digital divide between teachers who engage in CDP on technology and those who don't − Lack of institutional support leaves teachers without formal recognition of their efforts
- 33. III. Final questions for discussion
- 34. For ETUCE: Which scenario, or a combination of them, is desirable? Which scenario, or a combination of them, is undesirable? (Should you make your own scenario that would be more desirable?) What do you have to do today to make that scenario take place, or prevent it to take place, in 2030?
- 35. Thank you for your attention! https://ec.europa.eu/jrc/en/institutes/ipts http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
Hinweis der Redaktion
- Horizon Report Europe 2014 >Schools Edition
- From 1840 there was the introduction of uniform postage rates across England. The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s, who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction - the element of student feedback was a crucial innovation of Pitman's system.[5] Wikipedia "distance education". the long tradition of Progressive education (e.g. John Dewey 1859-1952 and Jean Piaget); away from mainstream traditional education. Other alternative education approaches employing non-traditional curricula and/or methods are, for example, Montessori and Waldorf schools which were already established in the 19th century. In Great Britain in the 1960's, an educational movement building upon started emerging. It then grew to the United States and became known as Open Education. Open classrooms, a single multi-age and multi-grade classroom where students were typically divided into different groups for each subject according to their skill level, are the best known implementation of Open Education.
- For the question regarding the learning goals, we have two opposites that are presented on the y-axis; the learning goals can be either externally set in a form of a curriculum, for example, stating what are the goals (competences) that learners need to acquire. Alternatively, the learning goals can be learner's personal goals only to satisfy individual's own learning needs (i.e. learner's decision). These two opposites can also be illustrated by a difference between a journey vs. discovery. When thinking of a journey, the destination is already set (e.g. from Seville to Vienna) even if there can be different ways to achieve the destination (e.g. plane, car, train); different pace, etc. When thinking of a discovery, on the other hand, one not just have to decide where to take a trip but how they will go, when they will leave and how long they will stay. Usually, one does not even know from the outset what s/he will eventually discover. The x-axis, on the other hand, illustrates the setup of the learning context. The learning context includes an element of whether learning takes place in an institutionalised setting with guidance (i.e. externally set) or on the other hand, it's upon the learner's own decision. …guidance: Open Education allows learners to design and conduct their learning autonomously, in a self-guided way, choosing and combining learning opportunities as they see fit. However, for some learners and for certain learning needs, a guided learning context may be more appropriate. It offers support for learning processes and may make it more efficient and effective for each individual learner. …learning goals: Learner can fully take the initiative and lead for their learning goals. However, knowledge and skills needs are also shaped by economic and social values