Crossing the digital flow
Gard Titlestad, ICDE
IAU 15 General Conference
14 November 2016, Bangkok, Thailand
Photo: By Martyn B, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=9128561
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
14 November 2016, Bangkok, Thailand
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of UNESCO IITE Governing Board
•
•
•
•
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
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
Curiosity
By John William Waterhouse - http://www.jwwaterhouse.com/view.cfm?recordid=69, Public Domain,
https://commons.wikimedia.org/w/index.php?curid=4843019
The Fourth Industrial Revolution
Add now:
Artificialintensive
intelligence,
From the knowledge driven to the knowledge
economy
cognitive technologies and
robotics
Neurotechnologies
Ubiquitous presence of linked
sensors
New computing technologies
Virtual and augmented realities
From the information age to the connected age
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.
Three observations
2/3
• 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
3/3
• 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.
Why is ICDE here?
• 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
UNESCO
Partner
>50 years
Platinum
open access
Supporting future leaders, future quality
Activities in all regions
ICDE 1938
Open, Transparent,
Accountable and focus
Good Governance
Open,
Transparent,
Accountable
and focus
om Good
Governance
Deputy Vice-Chancellor
(Education) and VicePresident, RMIT,
Australia
President:
Digitalization
Higher Education
Trends
Mega trends:
• Globalisation
• Technology – e.g. artificial
intelligence (AI), genetic engineering,
virtual reality, cognitive technologies,
robotics
• Demographics – e.g. refugees,
migration, emigration, aging……
Example:
Pepper, Watson
https://www.youtube.com
/watch?v=X8BG3KOexi8
«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
While investments in AI is
rapidly increasing
https://www.weforum.org/agenda/2016/11/this-is-what-artificial-intelligence-will-look-like-in-2030
X
X
X
X
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
Margareta Drzeniek Hanouz, X
• Head of Global
Competitiveness and Risks
• Member of the Executive
Committee at the World
Economic Forum.
X = Direct relevant for education
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/
The eLearning market
• 2015:
$166.5 billion
• 2017 est.: $255 billion
https://www.weforum.org/agenda/2016/09/is-online-learning-the-future-of-education/
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.
The BIG Picture
• Online, Open and Flexible Education is steadily
increasing all over the world
India
Russia
Africa
South America
Sweden
The US
Australia
China
And it is
the
NOT
MOOCs
but online, open, flexible and
technology enhanced learning
moocs as a part of it
https://www.insidehighered.com/news/2013/01/08/survey-finds-online-enrollments-slow-continue-grow
NB! MOOCs: (mostly)
nonformal and informal HE
Giving birth to a new learning landscape
Creative Commons
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.
2*
2*
2*
“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.”
4 **
Learning analytics
“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://www.youtube.com/watch?v=fUOrlp6AZ8E
https://vimeo.com/105802864
4 **
Student interest
in IPAS features
”Integrated Planning and
Advising Services (IPAS) ”
www.educause.edu/ecar
4The**
Open University,
UK, policy
The UK Higher
Education
Commission 2016
http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education
4 **
Do we need a
global code of
practice for
learning
analytics?
Trends
– as observed by ICDE - 2/2
• 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. ****
6 ***
Lack of understanding of the concept
of online, open and flexible education
http://gem-report-2016.unesco.org/en/home/
8 ****
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 ****
8 ****
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-instructorstudent interaction
– Assessments for learning
– Faculty satisfaction and
engagement
• 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.
Framework for Action
Education 2030:
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.
November 2015
Where are we now?
One year after………..
http://gem-report-2016.unesco.org/en/home/
PROJECTIONS FOR EDUCATION 2030
W orld is not set to achieve key global education
commitments until 2084.
YEAR
2042
2015
YEAR
SDGs
adopted
Global average
2030
Universal
primary
completion
Education 2030
deadline
Education 2030
deadline
2084
2059
Universal
Lower
secondary
2042
completion
Universal
Upper
secondary
2059
completion
Universal
primary
completion
2084
Universal
Lower
secondary
completion
Universal
Upper
secondary
completion
Southern Asia
2051
2062
2087
Sub-Saharan Africa
2080
2089
After 2100
UNESCO:
“Education needs to fundamentally
change if we are to reach our global
development goals”
Press release 6 September 2016
Crossing the digital flow
By Martyn B, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=9128561
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
14 November 2016, Bangkok, Thailand
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of UNESCO IITE Governing Board
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.
THANK YOU
[email protected]
www.icde.org
Sustainable Development Goal 4: Education
2030
”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Seize digital opportunities, lead education transformation