Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
ICT Role in 21st Century Education & its Challenges.pptx
Keynote The Arkansas Distance Learning Association (ARDLA)
1. Challenges and opportunities
coming from a more open and
online world
The Arkansas Distance Learning Association
(ARDLA)
10 October 2012
Gard Titlestad
Secretary General
ICDE
2. Outline
• Introduction
• Higher education – a goldmine
• Global context
• Opportunities, trends and disruptive initiatives
• Paradoxes
• The users
• System failure
• A wake up call
• Conclusion
3. What is ICDE?
• the leading global membership organization for open and
distance education
• an NGO official partner of UNESCO, and shares that agency’s
key aim – the attainment of quality education for all
• member focused – ICDE is an organization which will involve
members in decision making, in cooperative action and in
cooperative problem solving.
• transparent – Members will be able to follow the activities
and decisions of ICDE.
• ICDE believes that in pursuing education as a universal right,
the needs of the learner must be central.
• senior management in member institutions is actively
involved in ICDE
4. Members
• 100 institutional
members
– All parts of the world
– Organises most of the
mega-universities
(>100.000 students)
• 10 regional associations
as associate members
• Also some national
associations and
individuals
5. Suggested
Strategic Objectives
The draft strategic Plan 2013 - 2016
1. To promote the importance of open, distance, flexible
and online (e-learning ) education in educational policy.
2. To encourage quality in open, distance, flexible and
online (e-learning) education.
3. To support the development of new methodologies
and technologies.
4. To facilitate cooperation and networking amongst
members.
5. To strengthen ICDE membership and governance, and
engage members in collaborative activity and
organizational development.
6. Paradoxes
• While governments world wide celebrate the
success of higher education, governmental
policies are out-dated and are not capable of
grasping the benefits from the most
constructive and disruptive factor in the higher
education sector: open and online education
• While the Academic world wants to show the
way – are universities and higher education
institutions prepared for reinventing
themselves?
9. 100
0
10
20
30
40
50
60
70
80
90
%
Norway
Iceland
Switzerland
Sweden
Netherlands
Chart A7.1
Slovenia
Germany
Denmark
Austria
Brazil
Portugal
United Kingdom
Luxembourg
Poland
Finland
Australia
Belgium
Tertiary education
the level of education
New Zealand
France
Below upper secondary
Czech Republic
OECD average
Employment prospects increase with
Israel
Percentage of 25-64 year-olds in employment, by level of education (2010)
Slovak Republic
Canada
Ireland
Mexico
United States
Upper secondary and post-secondary non-tertiary
Estonia
Greece
Spain
Japan
Chile
Hungary
Italy
Korea
Turkey
10.
11.
12. The crisis reinforces the
importance of good education
• Over the past decade, more than two-thirds of
GDP growth in EU21 countries was driven by
labour income growth among tertiary-educated
individuals, compared with just 51% in the United
States.
• Even in the midst of the recession in 2009, labour
income growth among tertiary graduates
increased in the majority of EU countries with
available data.
• In contrast, those with mid-range jobs and skills
felt the most severe impact of the 2009 drop in
GDP.
Education at a Glance: OECD Indicators 2012
13. Bottom line:
Higher Education – a goldmine
for the individual and the society
• For the individual – the
employment prospects
increase
• For the individual – the
net value is good
business
• For the public – cost
benefit is success!
– Documented by OECD in
Education at a glance
2012
14. Global need for barrier-free
access to higher education
• Irina Bokova, Director-General of UNESCO
“Higher education: In less than 40
years, enrolments have increased fivefold.
Globally it is estimated that demand will
expand from less than 100 million students in
2000 to over 250 million students in 2025.”
”Four universities a week”
Open and distance elearning is needed!
15. Example Tianjin
• Need for re-
educating public
servants
• The City Council co-
operate with TOU
• Needs: 2 – 3 million
the next years?
16. Education has to contribute
to bringing youths back to
the labour market
Paris, 9 October 2012 - OECD Harmonised Unemployment Rates
17. World Development
Report 2013
• “The youth challenge alone is staggering.
More than 620 million young people are
neither working nor studying. Just to keep
employment rates constant, the worldwide
number of jobs will have to increase by
around 600 million over a 15-year period”
October 1, 2012
18. Mobilising the workforce:
Mobication
• Tomorrow’s employment
policies must create
conditions to facilitate
labour mobility through Education
the lifelong learning of
the individual.
• Coordination between
the labour market and Welfare Work
education policy is crucial
for business
competitiveness and
future welfare.
20. Technology as
facilitator
The rapid development of
information and
communication technology
(ICT) offers tremendous
educational opportunities to
provide new
innovative, accessible and more
affordable ways of learning.
Mansoor Al
Awar, Chairman, Middle
East e-Learning
21.
22.
23.
24. Internet is hitting
Education
• "The investing
community believes
that the Internet is
hitting
education, that
education is having
its Internet
moment,"
– Jose
Ferreira, founder of
the interactive-
learning company
Knewton.
26. ODL in rapid growth
• The world’s 18 largest mega-universities are open
universities serving more than 14.3 million students. Most
of these universities were founded after the 1970s.
• China: 1 of every 10 registered students in higher education
is a student at The Open University of China.
• Africa: African Virtual University has signed up with 21
countries and 28 Universities to provide Open and Distance
eLearning, based on OER and the Internet.
• Almost one-third of enrolments in HE in the autumn of
2010 in the USA were online enrolments, with more than
30% of the students taking at least one course online.
28. The Future - USA
• College presidents predict substantial growth in
online learning: 15% say most of their current
undergraduate students have taken a class
online, and 50% predict that 10 years from now most
of their students will take classes online.
• Nearly two-thirds of college presidents (62%)
anticipate that 10 years from now, more than half of
the textbooks used by their undergraduate students
will be entirely digital.
• The Digital Revolution and Higher Education. 2011. By Kim Parker, Amanda Lenhart and
Kathleen Moore
29. Crossroad or….
• 1,021 Internet experts, researchers, observers
and users, 60% agreed with a statement that by
2020:
• “there will be mass adoption of teleconferencing
and distance learning to leverage expert
resources … a transition to ‘hybrid’ classes that
combine online learning components with less-
frequent on-campus, in-person class meetings.”
• Some 39% agreed with an opposing statement
that said, “in 2020 higher education will not be
much different from the way it is today.”
Pew Internet/Elon University survey, July 2012
31. Disruptive innovation
Wikipedia, the free encyclopedia
Disruptive innovation does not make a good product or service
better, but makes it more affordable and accessible, so more people
can purchase or use it.
32. Disruptive innovation — in education
For Anant Agarwal, MITx, the Institute’s
new online-learning initiative, isn’t just a
means of democratizing education. It’s a
way to reinvent it.
34. Many questions
• Motivation for MOOCs? Money, Branding or
doing the Good things?
• Sustainable?
• Business models?
• The cost savings – for quality or profit?
• Pedagogic quality? Flip the classroom?
• Lot of criticism
–Criticism can be the mother of
progress
36. Paradox
• That "much-touted online
university, where a student can get
a degree without ever
encountering another student
except online, is fine within the
portfolio of higher education,"
Sexton said. But for it to be "the
norm," he said, would be
"disgraceful.” John Saxton, President, New York University
– Inside Higher Ed
37. India
25% of Indian students are now
covered by distance education
Lakh = 100.000
38. Paradox
August 21, 2012
• India's New Rules for Foreign Universities
Raise Questions at Home and Abroad
• ……the new restrictions include allowing only
institutions ranked in the top 500 worldwide
to collaborate with Indian universities………
39. New iPhone could boost U.S. GDP by
up to 0.5 percent, JP Morgan says
40. Mobile connection booms
all over the world
• According to Wireless
intelligence institute:
– World cellular
connections in Q3
2012 closed at 6.4
billion
– Already next year
there will be more
connections than the
world´s population
41. Paradox
• Governments don´t responds to
UNESCO´s questionnaires.
• There is a lack of interest and
awareness on the part of
policymakers and the public,
• There are attitudes that see
mobile phones as disruptive
devices that students use
primarily to play games, chat
with friends and potentially
engage in inappropriate
behaviours such as cheating
and cyber-bullying.
43. Two books
• Comphrehensive
overview of challenges
for universities.
• In 416 pages: almost
nothing on the
opportunities and
challenges from a more
open and online world
• One sentence: ”Internet
offers an unused
revolution in the thinking
with regards to
The Academic world education.” End of story.
shows the way, Göran Bexell,
Lund University, Sweden
44. Two books
• Several articles, carefully
analysing how future
opportunities could be
met. Blended learning.
Experiences from the
Open Universitiy, UK, and
much more. Strong
innovation in the
university approach.
• Discussed with a holistic
approach to the future
university
Universitat Oberta de Catalunia,
Barcelona, Spain
45. While the Academic world wants to
show the way – are universities and
higher education institutions prepared
for reinventing themselves?
51. Universities:
ODL and OER can fuel
the Knowledge Triangle
High quality education Open Access
Research based education Research based OER
Resource based education Research based teaching
OER
and ODL
Innovation in education
Innovate the learning system and institutions
Knowledge supply for innovation
52. Universities:
ODL and OER can fuel
the Knowledge Triangle
• Through holistic, strategic and systematic work to increase
synergies in the flow between the components in the triangle:
• increase quality of education through resource based education
and through research based education, using OER and ODL
• easy access to research based education through research based
OER, open access and facilitation by technology and ODL
• build knowledge about education through research and
development and ensure the flow to education practitioners and
innovators
• stimulate innovation in institutions through using the opportunities
inherent in OER and ODL
• strengthen knowledge supply to public and private sectors using the
concepts of OER and ODL
• increase innovation in society through strengthened interaction
between the knowledge triangle and society”
54. School failure
– system failure
• Reducing school failure pays off for both
society and individuals. More education
attainment provides better labour market
prospects and contributes to economic
growth and social progress. The highest
performing education systems across OECD
countries are those that combine high quality
and equity.
Overcoming School Failure: Policies that Work
February 2012
55. School failure
– system failure
One of five don´t complete
”Drop outs”
Or ”Push outs” (Hal Plotkin)
56. University drop-outs (or push outs?) cost 660
million Euros per year in Spain alone
Norway – 2005 - 2010
Total drop outs/push outs in higher education:
12% (Health educations)- 37 % (Management and Economy)
Only health educations have lower drop out rate than 20%
57. System failure or not?
In my nightmares: ”Why not? Drop outs are
fine. It filters for the talent pool – it filters
for the recruitment to the elite.”
Anonymous
58. Dr Qian Tang, Assistant Director-General for Education, UNESCO,
Flexible learning for inclusive education
• Yet all people, regardless of their
sex, race, religion, disability or national, ethnic and social
origin, are entitled to a quality education. Denying them
such an opportunity is not only an infringement of their
fundamental human rights; it is also a serious waste of
society’s human resources. Indeed, education that is
restricted to certain social groups deprives a country of
significant assets and skills that could be tapped to build
prosperous communities. Furthermore, it limits the impact
of national efforts to create peaceful, just, fair and cohesive
societies.
• Inclusive education is therefore non-negotiable.
59. Paradoxes
• While governments world wide celebrate the
success of higher education, governmental
policies are out-dated and are not capable of
grasping the benefits from the most
constructive and disruptive factor in the higher
education sector: open and online education
• While the Academic world wants to show the
way – are universities and higher education
institutions prepared for reinventing
themselves?
60. So;
• The added value from HE
• The need for HE around the world
• The need for linking jobcreation with knowledge supply
• The opportunities from a mor open and online world
• The opportunities from open and disruptive innovation
• The users needs
• The global system failure
• The observed paradoxes
62. To harvest the benefits from a more
Open and Online world
To be adressed:
Governments (wake up): Universities (shake up):
• Governmental policies to • Strategies and leadership
facilitate a wanted • Open and Conventional
development
universities to partner up
• Optimal regulatory and policy
framework for ODL, incentives • Faculty training, student
for OER – training for ODL
• Sector overarching policies for • Flip the classroom for
mobilising the workforce student-oriented and
• Initiatives for research, to personalised learning
support effective uptake of • Prepare for reinventing
quality ODL and OER yourself
63. To harvest the benefits from a more
Open and Online world
To be adressed:
HEI, private and public sector:
Build partnerships and agreements for
knowledge supply, mobilising the
workforce
64. Conclusion
• I believe we are at the beginning of a big debate
about the future learning system.
• We need a professional, policy-oriented
debate, in Europe, and throughout the world, on
the opportunities and challenges coming from a
more open and online world.
• Educational systems will be decided
nationally, but the direction will also be a global
issue.
• ICDE will be a visible and eager player in this
debate.
• And: You are welcome to join!
