The Future of Higher Education the Future of Learning

Higher Education Leadership Forum Dubai, 12 – 13 November 2013

Gard TitlestadSecretary General

International Council For Open and Distance Education, ICDE

• The leading global membership organization for open, distance and online education

• An NGO official partner of UNESCO, and 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.

• Members in all regions of the world

25 Years SupportFrom Norway

What do we want to achieve?Re-imaging Higher Education: Taking a Broader View of Diversity

Professor Ellen HazelkornVice President of Research and Enterprise, and Dean of the

Graduate Research SchoolHigher Education Policy Research Unit (HEPRU)

Dublin Institute of Technology5th Global Meeting of Associations (GMA V), Manchester, April 2013

A World-Class Higher Education System

• Coherent portfolio of horizontally diverse and distinctive high performing, complementary and actively engaged institutions:

• Providing a breadth of educational, research and student experiences which offer the widest chance to the broadest number of students; ;

• Working collaboratively to maximize capacity beyond individual institutional capability.

• Developing knowledge and skills that citizens need to contribute to society throughout their lives, while attracting international talent;

• Graduates able to succeed in the labour market, fuel and sustain personal, social and economic development, and underpin civil society;

• Operating successfully in the global market, international in perspective and responsive to change.

From Elite to Universal Participation

Elite0-15%

Mass16-50%

Universal Over 50%

Functions of higher education

Shaping mind and character of ruling class; preparation for elite roles

Transmission of skills; preparation for broader range of technical elite roles

Adaptation of "whole population" to rapid social and technological change

Curriculum and forms of instruction

Highly structured in terms of academic conceptions of knowledge

Modular, flexible and semi-structured sequence of courses

Boundaries and sequences break down; distinctions between learning and life break down

Institutional characteristics

Homogeneous with high and common standards; small residential communities; clear and impermeable boundaries

Comprehensive with more diverse standards; "cities of intellect" – mixed residential & commuting; boundaries fuzzy and permeable.

Great diversity with no common model; aggregates of people enrolled but...many rarely on campus; boundaries weak or non-existent.

Research and knowledge transfer

Pursuit of understanding of fundamental principles focused on "pure disciplines" and arising from curiosity, with no (direct or immediate) commercial benefits.

Pursuit of understanding of principles in order to solve practical problems of the modern world, rather than to acquire knowledge for knowledge’s sake.

Research is democratised, co-produced with and responsive to wider society, with an emphasis on impact and benefit.

(Hazelkorn, 2011 – Adapted from Brennan, 2004 and Trow, 1973, 1974, 2006; Gibbons et al, 1994)

Higher Education AreaEuropean, Nordic

• Goals Bologna process:– is easy to move - mobility– the attractiveness – broad, high-quality advanced

knowledge base, – greater convergence U.S. and

Europe

Purpose: • An internal market for knowledge: Education, Research and

Innovation• Flow of people, ideas, projects, networks, shared

knowledge and innovations

Ref: ”Towards an arab higher education space”, UNESCO 2010

Increase in the number of students Arab countries

20442030

320

4002007 - 2030

Mill. students

EU/OECD projections the need for HEby 2030: 400 mill.

• Ivory tower• Elite• Leaders public and private sector

• Local• Contribute to the nation• Physical• Classroom approach• Chained, place, time, people, pace

• One institutional army• Stability

• Diverse Higher Ed System• Mass (some elite)• Knowledge infrastructure• Global• Meet global challenges• Virtual• Personalisation• Open• Team and collaboration• Change

1970 2030

And much more - unimagable

Excellence Excellence

Five mega-trends will transformthe higher education sector

Openknowledge

Societal needs

Technology

Students needs and

expectations

OERCost

Trends, within

the framwork of globalisation and internationalisation

HE needs – 1 U a week

Demographics

Globalisation

Enabling economic growth

Access

Open Access

eInfrrastructureseScience

Automation

Robots Sensors

2020 – 80% connectedInternet of things Open Research

Open Data

Open Innovation

US quadruppling

Southern Europe….

Developing economies

ICT Habitus

Flexibility

Employability

Lifelong

Disruptive Innovations

OER and Open and Distance Learning can increase the impact of

investments in knowledge

OER &ODL

Open Access – open scienceResearch based OERResearch based teaching

Innovation in education – open innovationInnovate the learning system – flip the classroomKnowledge supply for innovation

High quality educationResearch based educationResource based educationOpen education

2012 (Babson survey)

2013 (ECAR)

Coursera ”Learning Hubs”

PARTNERSUniversity partners in the UK and internationally

Page17

s

Example: FutureLearn

MOOC-Mania!

You Are Here

Gartner Group’s Hype Cycle methodology

• Marci Powell │ Polycom, Global Director for Education

• USDLA Chair Emerita and Past President

Paul Stacey, Associate Director of Global Learning, Creative Commons, Oktober 2013

MOOC or MOC

We are in beginning

State of Broadband Report 2013 www.broadbandcommission.org

Ericsson Mobility Report, June 2013.

Ref. Yang Zhijian, president Open University of China, ICDE world Conference, Tianjin, Kina 2013

Mind to MOOCsOverview, reflections and brainstorming in whitening water

Think tank 20 October 2013, Open University of China, Beijing, China

To be reported to the ICDE Standing Conference of Presidents meeting and Policy Forum

Excerpts from ICDE Mind to MOOCs reportA few of the issues and recommendations Equity. • Consider this initiative as an opportunity to rethink our role as universities and take

up MOOCs. . • Integrate open MOOCs in our respective institutions• National, regional and transnational cooperation is a great opportunity in developing

MOOC and MOOC-alike concepts. Diversity. • Undertake contextualized strategies when implementing MOOCs • Be aware of cultural and language aspects → anglo-centric core, colonialism • OER and OCW as the basis for MOOC will ease contextual, cultural and language

adaptationInnovation and Quality. • Improve and innovate on pedagogical aspects: methodologies, content formats,

assessment. • Provide learning analytics as a tool for improving the courses. Connect the learning

process and research for new knowledge and improvements.• Promote research about MOOCs. • Keep moving towards quality. Beyond quantity of MOOCs and users, the focus on

quality is essential for sustainability.

MOOC in an international perspective: New global agenda for innovation

in higher education • 1) Government should provide a holistic, favourable framework for open and

online learning and in line with the values of UNESCO. Intensive should be established for wanted direction. Dialogue with stakeholders, in particular HEI. Specific goals to be set. OER in line with the UNESCO declaration a part of the framework.

• 2) Support and facilitation of Leadership for change to a more open and online education. Competencies to be build.

• 3) Incentives and support for faculty and teachers change processes, competencies and working environment to achieve a more open and online education.

• 4) Framework and methodologies that put the learner in the centre. • 5) Cooperation across institutions, and countries on content and platforms for a

more open and online education, hereunder MOOC. • 6) Interoperability between solutions.• 7) Concrete goals and plans for research and innovation within the field, well

anchored at the institutions concerned..

Thank you!titlestad@icde.org

www.icde.org