1. The Future of Learning is
Lifewide, Lifelong and Open
Christine Redecker, PhD
JRC Institute for Prospective Technological Studies
Learning Lives Conference,
London, 26 March 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
JRC - IPTS
3. The Future of Learning 2009-2011
http://ipts.jrc.ec.europa.eu/publ
ications/pub.cfm?id=3659
http://ipts.jrc.ec.europa.eu/publi
cations/pub.cfm?id=3679
http://ipts.jrc.ec.europa.eu
/publications/pub.cfm?id=
3419
http://ipts.jrc.ec.europa.eu/publi
cations/pub.cfm?id=4719
Final Report:
"The Future of Learning:
Preparing for Change
4. Demography Globalisation Immigration Technology
Drivers
Labour market trends & demands
Labour Market
Personalisation
Collaboration
Informalisation
Tailormade & targeted
Active & constructive
Motivating & engaging
Learner-
centred
Social
learning
Lifewide
learning
Peer-learning
Sharing & collaborating
In communities
Anywhere, anytime
Blending virtual & real
Combining
sources/providers
Initiative, resilience
Responsibility
Risk-taking, creativity
Social
skills
Learning
skills
Personal
skills
Education & Training New ways of learningNew skills
Managing, organising
Meta-cognitive skills
Failing forward
Team-, networking
Empathy, compassion
Co-constructing
ICT Trends
Social networks Games Mobiles OER
Augmented Reality Data mining
3D virtual worlds LMS
Electronic tutors
ePortfoliose-books
Learning analytics
?? ?
?
Key Findings
5. Descriptive Vision
What will change?
Normative Vision
What needs to change?
Workshop at eTwinning Conference
Feb 2010
Teachers
EC policy
makers
Experts &
practitioners
Online consultation
Apr-May 2010
Expert Workshop
May 2010
GCM Vision Building
Jan 2010
Policy Workshops
Sep 2009, May & Nov 2010
IPTS Project on the
Future of Learning 2009-2011
6. A landscape of
Future Learning
Personalised,
flexible,
interactive
learning
Learner in
control
Stronger focus
on job-related
learning
Formal
education goes
informal
LLL:
learning shifts to home,
work, community
Changing
pedagogy:
people learn
differently
Use of facilitators
(tools and services)
Assess/validate what
people do and can
Globalisation of education
Teacher becomes
mentor, coach
Institutions become enablers
and connectors
Open education
and resources
Use of
technology
for learning
GCM Methodology:
- Collection of insights, clustering, rating
- 13 experts; 203 statements → 12 clusters
7. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
8. Lerner control:
job-related
learning
teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Territories of Change
Lifelong Learning:
learning shifts to home, work,
community
More personalised and job-related learning
Central Place of Lifelong Learning
Use of facilitators
(tools and services)
Open education
and resources
Use of ICT
for learning
Importance of technology-enabled learning
Changing roles of institutions, teachers and assessment
Teachers as
mentors
Formal education goes informal
Assessment: Recognise
what people do and can
Institutions as enablers
& connectors
Globalisation of education
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Changing
pedagogy:
people
learn
differently
Collection of insights, clustering, rating
13 experts; 203 statements → 12 clusters
9. How realistic is this picture?
4.06
3.21 3.15
3.91
Importance FeasibilityExpert ratings on....
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Recognise what people do and can
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
LLL: learning shifts to home, work, community
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Recognise what people do and can
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
10. ICT: feasible priority
Personalised, flexible, interactive learning
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
11. Lifewide learning
as a key priority
Individual & social nature of learning
Individual and social nature of learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
12. High priority areas, which are more
difficult to realise
Personalised, flexible, interactive learning
Personalised, flexible, interactive learning
Learner in control
Stronger focus on job-related learning
Learner in control
Stronger focus on job-related learning
Formal education goes informal
Formal education goes informal
LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community
Changing pedagogy: people learn differently
Changing pedagogy: people learn differently
Use of facilitators (tools and services)
Use of facilitators (tools and services)
Recognise what people do and can
Recognise what people do and can
Globalisation of education
Globalisation of education
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Institutions become enablers and connectors
Teacher becomes also mentor, coach
Open education and resources
Use of technology for learning
Open education and resources
Use of technology for learning
4.06
3.21 3.15
3.91
Importance Feasibility
Expert ratings on....
13. 16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years
I’m bored. Why can’t
I go to uni already?
School? Forget it! I’m
not going back there!
Pedagogy remains
important, teachers need
to learn from one another
Why don’t they teach you
at uni what you need to
find a job?
I would like to
open my own
business...
I am highly qualified
– but my job has
become obsolete...
I need to improve
my soft skills, but I
don’t want them to
know...
How do I qualify
for a new job
with my poor
CV?
How will E&T meet future learning needs?
How can demand & supply of skills be matched?
I don’t understand
a word. I want to
go home.
Envisaging Future
Learning Biographies
14. 2. Personalisation
Emma is 16 and a good student who generally
enjoys learning. However, school bores her.
There are so many things she wants to know, to
say and to do and no room to express herself.
She can’t wait to get to university where she
hopes to be finally treated like an adult.
Please rate the following statements
(1=strongly disagree - 5=strongly
agree):
4 online surveys,
April-June 2010
“Open discussion”
90-150 responses
to (in total) 90 questions
from experts in education and technology
LinkedIn Group with over 600 experts
16. http://youtu.be/gSkX-5psr3I
4%
0%
1%
1%
7%
3%
7%
27%
3%
6%
14%
9%
13%
25%
10%
8%
30%
22%
42%
31%
49%
31%
32%
46%
34%
17%
37%
55%
17%
21%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
In 2025, it will be common for citizens to change their
professional profiles completely, even repeatedly, over the
course of their life.
People who are out of the workforce for some time will face
even more difficulties of re-entering in 2025.
In 2025 people will need to become increasingly self-
responsible for their own qualifications.
Skills and competences obtained in non-formal ways need to
be better recognised and accepted as formal qualification
criteria.
Obligatory (online) courses with official qualifications to make
sure he can setup his business.
Practical skill training without degrees or qualifications, e.g. on
the job training combined with a variety of autodidactic training
programs simulating real job situations.
strongly disagree disagree not inclined either way agree strongly agree
1. Labour market in 2025
2. Future Skills and Competences
3. What will Sven need to do to make his dream come true?
Career changes will be
normal
Self-responsibility
Recognition of informally
acquired skills
Focus on practical, targeted
on the job training
Lifelong Learning
17. 16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years
"How can demand & supply of skills be matched?"
Lifelong learning and on the job training
Flexibility, change and self-responsibility for learning & career paths
Certification/validation of informally acquired skills
Key Insights
18. Targeted & flexible Peer learning Recognition of skills
Professional
development
Distance & mobile
Integrated into work
Motivating & engaging
Online courses/modules
Flexible time schedules
Simulations & games
Professional networks
Collaborative working
environments
Intergenerational learning
Online networks
Tools for collaboration
Instant peer consultation
ePortfolios
CBA
Targeted online courses
Disaggregated qualifications
Validation of informal skills
External accreditation
Learner-centred Social learning Lifewide learning
Formal
Education
Individual attention
Tailored to needs
Empowering
Motivating & engaging
Re-integration into society
Intercultural exchange
Peer & team learning
Schools as service providers
Teachers as guides
Flexible curricula
New certification mechanisms
ePortfolios
Online educational resources
Continuous monitoring
Self & peer assessment
Social networks
Collaborative environments
Multiplayer games
Open educational resources
Teacher networks
School networks
Personalisation Collaboration Informalisation
20. The MOOC hype cycle
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-
and-the-gartner-hype-cycle-a-very-slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively
shaping market conditions to enable the full flourishing of the newly
installed technological potential into what can be a sustainable global
golden age"
Carlota Perez
(referring to the financial crisis)
Installation period
& technological revolutions
Bubble
Collapse
Deployment period
21. Lerner control:
job-related
learning
Teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Lifelong Learning:
learning shifts to home, work,
community
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
From 2011 to 2014
the discourse changes
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Open Education
22. IPTS Research on
Open Education
Scenarios for
Open Education
2030
Framework
of institutional
strategies for
openness
(post-secondary
education)
Higher Education
School Education
Adult Learning
Recognition
schemes
Business models
Guidelines for HE
institutions
Empirical
evidence on
learning with
MOOCs
(learner survey)
2013 2014
http://blogs.ec.europa.eu
/openeducation2030/
28. Higher Education
Networked
knowledge
Lab-based research
Fit for success
Studying towards a
degree
Higher Education
My career path
Career
development
Higher Education
Higher Education
Distributed
knowledge
Open research area
citizen science
Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
A global open research
arena enables anybody
to engage in research
Universities play a key role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Universities play a key role:
→ As educational content
providers
→ For certification and
accreditation
Universities play a key role:
→ As professional training
providers
→ As educational content
providers
29. Higher Education
Networked
knowledge
Lab-based research
Fit for success
Studying towards a
degree
Higher Education
My career path
Career
development
Higher Education
Higher Education
Distributed
knowledge
Open research area
citizen science
Learner
initiated
Externally
set
Learning contextGuided
Learninggoals
§
Self-
guided
A global open research
arena enables anybody
to engage in research
Universities play a key role:
→ as research hubs
Guided discovery Self-guided discovery
Guided journey Self-guided journey
Universities play a key role:
→ As educational content
providers
→ For certification and
accreditation
Universities play a key role:
→ As professional training
providers
→ As educational content
providers
MOOCs MOOCs
31. Fit for success
My career path
Networked knowledge
Distributed knowledge
Certification
Assessment
OER/
OCW/
MOOCs
Open data/
publishing
Research
Guidance
32. Fit for success
My career path
Networked knowledge
Distributed knowledge
Course
providers
Focus on
OER/OCW/
MOOCs
Collaboration
hubs
Focus on linking
learners with
providers
Learning hubs
Focus on guidance
Research hubs
Focus on research
Test centres
Focus on validating
competences
Certification bodies
Focus on awarding
qualifications
33. Lerner control:
job-related
learning
Teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Update of the Future
Learning Landscape
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Lifelong Learning:
learning shifts to home, work,
community
Open Education &
Lifewide Learning
34. Lerner control:
job-related
learning
Teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Update of the Future
Learning Landscape
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Open
courses
Learner empowermentInstitutional Unbundling
New focus on
pedagogical
guidance
New focus on assessment,
validation, certification
Lifelong Learning:
learning shifts to home, work,
community
Open Education &
Lifewide Learning
35. Lerner control:
job-related
learning
Teachers as
mentors
Personalised,
flexible,
interactive
learning
Formal education goes informal
Changing
pedagogy:
people
learn
differently
Use of facilitators
(tools and services)
Assessment: Recognise
what people do and can
Globalisation of education
Institutions as enablers
& connectors
Open education
and resources
Use of ICT
for learning
Update of the Future
Learning Landscape
Personalised,
flexible,
interactive
learning
Lerner control:
job-related
learning
Open Education as enabler for Lifewide Learning
Open
courses
Learner empowermentInstitutional Unbundling
New focus on
pedagogical
guidance
New focus on assessment,
validation, certification
Lifewide Learning
learning shifts to home, work,
community
Open Education &
Lifewide Learning
36. • Thank you very much for your attention!
• Christine Redecker
• Christine.Redecker@ec.europa.eu
• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html
• http://blogs.ec.europa.eu/openeducation2030/