Global trends in Online, Open and Flexible education

Torunn Gjelsvik, Senior Advisor ICDE 1

Global Trends in Online, Open and Flexible Education

Torunn Gjelsvik, Senior AdviserInternational Council for Open and Distance Education

25 November 2016, ODLSDA Coimbatore

25.11.2016


• ICDE is the leading global network for making quality learning accessible throughout the world using online, open, distance and flexible education.

• We 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.

• We are the official partner of UNESCO, that 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.

25 Years SupportFrom Norway

Who are we?

Partner with UNESCO50 years

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”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL”

Sustainable Development Goal 4 Education 2030

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Deputy Vice-Chancellor (Education) and Vice-President, RMIT, Australia

Open, Transparent,Accountable and focus on good governance

President:

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Key role of ICDE

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Membership organization

Network, services and knowledge

ProjectsEvents

Policy work

Torunn Gjelsvik, Senior Advisor ICDE 625.11.2016


Projects and initiatives

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Insight papers and curated resources

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India in the World

Some indicators and trends

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• Global indicators – India• Opportunities and growth • Reaching the potential through technology

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http://reports.weforum.org/global-competitiveness-report-2015-2016/

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India has climbed from rank 71 to 55 in one year

A major shift in the world’s economic balance of power, from Europe and United States towards Asia – and India contributes

significantly

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5 opportunities for growth and transformation in India

• Acceptable living standards for all Indians• Sustainable urbanisation• Manufacturing for India, in India• Harnessing technology for India’s growth• Unlocking the potential of women

Source: http://www.mckinsey.com/global-themes/employment-and-growth/indias-ascent-five-opportunities-for-growth-and-transformation25.11.2016

http://www.mckinsey.com/global-themes/employment-and-growth/indias-ascent-five-opportunities-for-growth-and-transformation

http://www.mckinsey.com/global-themes/employment-and-growth/indias-ascent-five-opportunities-for-growth-and-transformation



But there are some challenges:

• Bridge the urban-rural divide• Digital infrastructure• Computer literacy• Shift in competencies and skills

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Perceptions of the use of technology in teaching and learning

Has the world changed?Has education changed?

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Student device

ownership history, with 2016 projectio

ns

http://www.educause.edu/ecar

http://www.educause.edu/ecar

Faculty views on mobile technology in the classroom

Faculty in-class BYOD policies and practices


Where the Digital Economy Is Moving the FastestBhaskar Chakravorti Christopher Tunnard Ravi Shankar Chaturvedi FEBRUARY 19, 2015

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Focus: Higher Education

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Mega trends:• Globalisation• Disruptive technologies• Demographics

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https://www.youtube.com/watch?v=X8BG3KOexi8

Example: Pepper, Watson

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https://www.bing.com/videos/search?q=cognitive+technologies+and+education&&view=detail&mid=4FDFBA52BEB89D240AE14FDFBA52BEB89D240AE1&FORM=VRDGAR







«We think cognitive technologies will fuel the digital transformation as the damp machine fuelled the industrial revolution».

– IBM Norway.

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Eduational Trends – as observed by ICDE - 1/2

1. Open and distance learning is now going mainstream2. Digital transformation is challenging the relevance of

educational institutions all over the world 3. New developments as OER and MOOCs are fueling

innovation in education4. 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.

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“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.”

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New technologies and the potential for education:

1: Learning Analytics

“Learning Analytics is the emerging field defined as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Long & Siemens, 2011)

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Learning analytics

https://www.youtube.com/watch?v=fUOrlp6AZ8E

“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://vimeo.com/105802864 25.11.2016

https://www.youtube.com/watch?v=fUOrlp6AZ8E

https://vimeo.com/105802864

Student interest in IPAS features

”Integrated Planning and Advising Services (IPAS) ”

http://

www.educause.edu/ecar

Torunn Gjelsvik, Senior Advisor ICDE 39http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education

The Open University, UK, policy

The UK Higher Education Commission 2016

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http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education



2: Open Educational Resources (OER)

“Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.”

UNESCO, http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

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http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/


Key potentials of OER• Digital technologies have become

ubiquitous in daily life and OER can harness the new possibility afforded by digital technology to address common educational challenges.

• OER are a catalyst for social innovation, which can facilitate changed forms of interaction between teachers, learners and knowledge.

• OER have an extended lifecycle beyond their original design and purpose. The process of distribution, adaptation and iteration can improve access to high-quality, context-appropriate educational materials for all.”

http://www.oecd-ilibrary.org/content/book/9789264247543-en01 Dec 201511.05.2016

http://www.oecd-ilibrary.org/content/book/9789264247543-en



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Has the world changed?Will education change?



6. Lack of resources or lack of understanding of the concept of online, open and flexible education7. Skills and the relation education – employment – lifelong learning is required8. Quality, quality enhancement and accreditation become top priority issues.

Trends – as observed by ICDE - 2/2

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Indian education in the world

• Higher Education in India – vision 2030http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/%24FILE/EY-Higher-education-in-India-Vision-2030.pdf

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http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/$FILE/EY-Higher-education-in-India-Vision-2030.pdf

http://www.ey.com/Publication/vwLUAssets/Higher-education-in-India-Vision-2030/$FILE/EY-Higher-education-in-India-Vision-2030.pdf


Demographics – India

“By 2030, India will be amongst the youngest nations in the world. With nearly 140 million people in the college-going age group, one in every four graduates in the world will be a product of the Indian higher education system. By 2030, the already existing challenges for Indian higher education – access, equity and quality – will only be greatly exacerbated unless we significantly transform our higher education model.” (Higher Education In India: Vision 2030)

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Suggested solutions (India Vision 2030)

• A student-centric, learning driven pedagogical model

• A differentiated three-tiered university system• The effective use of technology

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Intensive use of technology is a requirement

• The need for scalability of education is unimaginable without intensive use of ICT

• But be careful: “the MOOC way” is not the only way

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What is a MOOC?

A Massive Open Online Course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web.[1] In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants (Wikipedia)

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https://en.wikipedia.org/wiki/Help:IPA_for_English



https://en.wikipedia.org/wiki/Online_course

https://en.wikipedia.org/wiki/World_Wide_Web

https://en.wikipedia.org/wiki/Massive_open_online_course#cite_note-1

https://en.wikipedia.org/wiki/Problem_set

https://en.wikipedia.org/wiki/Teaching_assistant


What characterizes MOOCs?

• Mostly non formal education (no credits)• Little student support• Mostly used by already highly educated

people• High drop out rates• Providers struggle to find sustainable business

models, e.g through “freemium models”

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Then what is the solution?

A fundamental change in pedagogical approach in line with efficient use of digital methodologies is recommended: blended learning, flipped learning, personalized, adaptive….(This is also in line with what India Vision 2030 recommends)

……and it is not a quick fix!

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The global quality agenda led by UNESCO• The SDGs• SDG 4

• Global and regional conventions

• Quality enhancement initiative

• 5 relevant 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 an international conference issuing guidance 2018 (UNESCO, INQAAHE, ICDE and COL)

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Education 2030 Framework for Action (FFA)

• UNESCO is entrusted to lead Sustainable Development Goal 4 (SDG4) - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - through the Education 2030 Framework for Action (FFA).

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Main principles

• Education is a fundamental human right and an enabling right.

• Education is a public good, of which the state is the duty bearer.

• Gender equality is inextricably linked to the right to education for all.

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”Towards inclusive and equitable quality education and lifelong

learning for all”1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education

3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and

children in vulnerable situations6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable

lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development8. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all

9. By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

10. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states

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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.

Framework for Action Education 2030:

November 2015

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ICDE contributed - and, influenced the future:

20 November 2014: Open EducationKey issues in policy for governments and senior management in higher education

ICDE High Level Policy Forum 17 October 2015: “Higher education for the sustainable future we want. The way ahead for Online, Open and Flexible learning: Opportunities and Actions.”In partership with UNESCO, CoL and OEC

Interventions, from UNESCO, ICDE and key experts and senior management:The Bali Message

Global High Level Forum in Paris9 – 11 JUNE 2015:Online, open and flexible higher education for the future we wantUNESCO – in partnership with ICDE

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QUALITY ASSURANCE:

ACHIEVING SUSTAINABLE DEVELOPMENT THROUGH A DIVERSE PROVISION OF HIGHER EDUCATION

International Conference 20186 – 10 regional meetings 2016 - 2018

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Quality issues

• Opportunities– Access and scalability

through online learning– Student support and

mentoring systems– Learning analytics and

other personalised technology enhanced learning systems

• Challenges– Competencies

• Faculty• Educational leaders• Quality agencies• Experts on quality

assurance– Innovation– Access, inclusion –

access to success– Ethics

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The ICDE Quality initiatives

• Benchmarking and good practice

• Address quality:

• Explore new methodologies:

• Build future capacities

• Models for Online, open, flexible and technology enhanced higher education

• Global Quality Network

• Learning analytics initiative

• The Global Doctoral Consortium

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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 to improve

learning– Reflective assessments by

students– Student-instructor-

interaction– Assessments for learning– Faculty satisfaction and

engagement

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Where are we now?One year after………..

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Torunn Gjelsvik, Senior Advisor ICDE 65http://gem-report-2016.unesco.org/en/home/

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World is not set to achieve key global education commitments until 2084.

PROJECTIONS FOR EDUCATION 2030

2030 2042 2059 2084Universal primary

completion

Universal Upper

secondary completion

Universal Lower


YEAR

Education 2030deadline

Education 2030deadline

2042 2059 2084YEAR Global average

Universal primary

completion

UniversalUpper


Universal Lower


2015

SDGs adopted

20872051 2062

Southern Asia

After 21002080 2089

Sub-Saharan Africa

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“Education needs to fundamentally change if we are to reach our global

development goals”Press relase 6 September 2016

UNESCO:

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Main Message:

We need to fundamentally change education through inclusive quality and technology enhanced flexible education

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Specific messages• Quality first: quality digital, open and

flexible education• Collaboration, on all levels, on content,

courses programmes, methodologies, infrastructure, internationalisation….

• Take leadership for change for the future we want – lead educational transformation

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”TOWARDS INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL”

Sustainable Development Goal 4: Education 2030

THANK [email protected]

www.icde.org

Seize digital opportunities, lead educational transformation25.11.2016

mailto:[email protected]

http://www.icde.org/

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