Toward Learner-centered Education:

Quality Issues

Lisa Marie Blaschke

EDEN Vice-President / Fellow

Program Director/Associate Professor

Master of DE and E-Learning (MDE)

Carl von Ossietzky University of Oldenburg

Trends

Trends

Technology

Web 2.0 / Web 3.0

Artificial intelligence

Authentic learning

Learning analytics

Mobile learning

(Adams et al., 2017; Bersin, 2017)

Delivery Frameworks

Massive Open Online Courses (MOOCs)

Social Media

Open Source Software

Team-based Messaging (e.g., Slack)

X-Api (tracking and recording learning)

(Adams et al., 2017; Kools & Stoll, 2016)

Open Educational Resources (OER)

Authentic learning

Blended learning

Connectivism

Heutagogy (self-determined learning)

Personalization

Project-based learning

Experiential learning

Spaced learning

New learning spaces

(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016)

Industry demand (upskilling, soft skills

competency-based education)

Changing demographics

(diversity, lifelong learning)

Student need

Forces

Increased costs /

reduced funding

(Adams et al., 2017; Bersin, 2017; Kools and Stoll, 2016; ESG, 2015)

Learner-centered Environments

Collaboration / Peer learning

Deep learning

Creative / Innovative

PersonalizedExploration /

Inquiry

Risk-taking / Failure

ICT / PLE

(Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016; ESG, 2016)

Learner Characteristics

Teacher Characteristics

• Openness to change

and ambiguity

• Flexibility and Empathy

• Optimism

• Desire to empower (not

control) students

• Facilitators and models

of lifelong learning

(Blaschke & Hase, 2015; Adams et al., 2015)

(Kools & Stoll, 2016; Adams et al., 2017)

Institutional Characteristics

• Shared vision

• Innovative leadership

• Agile and culturally

transformation-ready

• Support for students and

teachers

• Industry partnerships

(Distance) Education as a System

“Learning ecosystems must be agile enough to support the practices of the future.” NMC Horizon Report, 2017

DE: Positioned to Take the Lead

• Proven track record in combining

pedagogy and technology

• Experts, expertise, and experience

13

Results: 700+ courses

transitioned to OER; over 10

million USD in annual text-

book cost savings

Benefits: Cost savings for

students; more learner-centered

curriculum; communities of

practice; industry relationships

Team approach with

instructional designers,

library personnel,

management, faculty.

Winner of OEC 2015

President’s Award

Goal: Reduce textbook costs for

over 84,000 students

Goal: Provide lifelong learning

opportunities to working adults (prior

learning assessment, blended

learning)

Team approach with

management, faculty, and IT.

Results: PLA standards and

BA and Master programs (first

in Germany)

Benefits: Personalized,

flexible project-based learning;

recognition of prior learning

How to Exercise Quality?

• System-wide innovation, across

stakeholder groups, according to context

• Transformative-based rather than rules-

based change

• Professional development and learner-

centered hiring practices

• Application of learner-centered teaching

approaches

• Incorporation of technologies in support of

learner-centered practice

• Networks and communities of dialogue

(Kools & Stoll, 2016; ESG, 2015)

"Quality is…mainly a result of the

interaction between teachers,

students and the institutional

learning environment."

(ESG, 2015, p. 7)

Challenges

• Finding a common understanding

of the ESG

• Realizing quality in more complex

(and chaotic!) learner-centered

environments

• Priority: Accountability (standards)

or Enhancement (guidelines)?

Role of Professional DE and

E-learning Organizations

• Networking and connecting (e.g., EDEN

NAP, conferences, research workshops,

EDEN chats)

• Professional and skill development (e.g.,

webinars, learning academy)

• Special interest groups

• Research and policy

development (e.g., EU projects)

• Publications (e.g., EURODL)

References

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan,

V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media

Consortium.

Bersin, J. (2017). The Disruption of Digital Learning: Ten Things We Have Learned. Retrieved from:

http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/

Blaschke, L.M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-

determined learners. In M.M. Kinshuk & B.Gros (Eds.), The future of ubiquitous learning: Learning

designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag

Kools, M. & L. Stoll. (2016). What Makes a School a Learning Organisation? OECD Education Working

Papers, No. 137, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jlwm62b3bvh-en

Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.

Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015).

Brussels, Belgium.

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