Theme The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice. The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.

1. Promoting public policies and multinational
organizations for distance education (to
enhance Social Justice and Innovation)
The International Conference UNED-ICDE 2013
7 – 9 March 2013
Gard Titlestad
Secretary General
ICDE

2. • 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

4. 6 months ago – the EADTU conference - Cyprus
Paradox
• While governments world wide celebrate
the success of higher education,
governmental policies are outdated and
are not capable of graspingprogress –
Since then, important
the benefits
from the most constructive and
in particular in Europe.
disruptive factor in the higher education
Congratulation to the European
sector:Commissiononline educationto
open and with the initiative
Opening up education!

5. Open Educational Resources
A key component in reinventing
eucation

6. The vision
… At the heart of the movement toward Open
Educational Resources is the simple and
powerful idea that the world's knowledge is a
public good
… and that technology in general and the
Worldwide Web in particular provide an
extraordinary opportunity for everyone to
share, use, and reuse it.
Hewlett Foundation

7. ”For the first time in human history we
have the tools to enable everyone to
attain all the education they desire.”
(Wiley, Green, & Soares, 2012)
Dramatically bringing down the cost of education with
OER: How open education resources unlock the door
to free learning.

8. Expectations to OER
“OERs have the potential to solve
the global education crisis and
contribute to sustainable economic
growth”
Sir John Daniel, former CEO for Commonwealth
of Learning and David Killion, US ambassador to
UNESCO said in Guardian in July 2012

9. From the UNESCO OER
Declaration
• Foster awareness and use of OER
• Encourage the development and adaptation of
OER in a variety of languages and cultural
contexts
• Encourage the open licensing of educational
materials produced with public funds.
ICDE work shouder to shoulder with UNESCO and
other stakeholders to have this implementet

10. OER and Open and
Distance Learning can
increase the impact of
investments in knowledge
High quality education Open Access – open science
Research based education Research based OER
Resource based education Research based teaching
Open education
OER &
ODL
Innovation in education – open innovation
Innovate the learning system – flip the classroom
Knowledge supply for innovation

11. High Quality higher education
available
• Affordable
• Accessible
• Inclusive
• The needs of the learner in the center
• For jobs

12. Are we talking about
MOOCS?
• Take the World's Best Courses, Online, For
Free.
• The Future of Online Education
– for anyone, anywhere, anytime
• Learn. Think. Do.
– Invent your future through free interactive college
classes.
• All slogans from Coursera, edX and Udacity

13. The expectations to MOOCs is
obviously great out there
To Fix Its Education System, India Should
Look to MOOCs
February 20, 2013, 10:09 am
By Guest Writer

14. MOOC
Mania
MOOCs have not only
created a discussion on
disruptive changes in HEI,
but also increased the
momentum of OER.
The Chronicle's special report on Online Learning 2012

15. MOOCs
”A massive open online course (MOOC) is a type
of online course aimed at large-scale
participation and open access via the web.
MOOCs are a recent development in the area of
distance education, and a progression of the
kind of open education ideals suggested by
open educational resources.”
http://en.wikipedia.org/wiki/MOOC

16. MOOCs
A massive open online course (MOOC) is an
online course aiming at large-scale participation
and open access via the web. MOOCs are a
recent development in distance education
which sometimes use open educational
resources.
http://en.wikipedia.org/wiki/MOOC

17. Could MOOCs fix it?
(enhance Social Justice and Innovation)
Alan Bassindale, Open University

18. Coursera
and more!

20. 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.

21. The context
• ”Coordination between the labour market and
education policy is crucial for business
competitiveness and future welfare. The need
for partnership between higher education and
the private and public sectors to ensure
knowledge supply for the workforce becomes
a critical and central issue. This need is
further enhanced by the current financial
crisis, which creates a requirement for
innovative methods to strengthen learning as
an employability factor for the future.”
The ICDE Strategic Plan 2013 - 2016

22. To harvest the benefits from a more
Open and Online world
To be adressed:
Governments (wake up): Universities (shake up):
• Optimal regulatory and • Strategies and leadership
policy framework for ODL, • Partnership Open and
incentives for OER Conventional universities
• Sector overarching policies • Build competencies
for mobilising the workforce • Faculty training, student
• Initiatives for research, new training for ODL
knowledge on effect and • Flip the classroom for
impact of ODL on delivering student-oriented and
high quality ODL personalised learning
HEI, private and public sector: Build partnerships and
agreements for knowledge supply, mobilising the workforce

23. Expectations
• Key stakeholders from governments, private
and public sector, educatiors to co-operate, on
the ground, to
• strengthen learning as an employability
factor
• Collaborate for social justice and for
innovation – in education and learning, in
society

24. Thank you!
titlestad@icde.org
www.icde.org

25. The context
• Globalization has continued to increase, followed by strengthened
internationalization, and a greater emphasis on partnerships, in turn
giving rise to international collaboration in many formats.
Globalization and global megatrends lead to increased demand for a
workforce permanently acquiring new competencies. Increased
globalization and global competition, in combination with rapid
innovation, are increasingly challenging the workforce to adapt to
future needs. Tomorrow’s policies must create conditions to facilitate
labour mobility through individual lifelong learning. Coordination
between the labour market and education policy is crucial for
business competitiveness and future welfare. The need for
partnership between higher education and the private and public
sectors to ensure knowledge supply for the workforce becomes a
critical and central issue. This need is further enhanced by the
current financial crisis, which creates a requirement for innovative
methods to strengthen learning as an employability factor for the
future.

26. The context
• The Organisation for Economic Co-operation and
Development (OECD) has documented significant added
value from higher education for individuals and society; for
individuals in relation to employment and as a return on their
own investments; for society the net return from investments
in higher education simply represents good business. And
higher education is a key factor for economic growth. In
Europe – even during the crisis – income growth among
tertiary graduates increased in the majority of European Union
countries which record this data. (Education at a Glance:
OECD Indicators 2012).
• At the same time, the World Bank has documented that 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.

27. Key global trends
• 1. Access to higher education
– Worldwide growth and increasing demand for access to higher
education
– Increasing restrictions on open learning to ensure both national
standards and controlled growth
• 2. The learning workforce
– Demand and need for capacity building to provide society with a more
mobile workforce
– Continued globalization and internationalization
– Financial crisis and unemployment
• 3. Access to Information and communications technology (ICT)
– Rapid worldwide growth of ICT
– Continuing disparity of access to ICT

28. Key global trends
• 4. The use of technology in learning
– Mobile learning
– eBooks
– The rapid growth of e-learning
– Personalization
– Social and Virtual Learning
– Learning Analytic
• 5. The economics of higher education
– Changes in cost, affordability, and economic models for higher education, particularly
that based on ICT
– Diversity of education providers
• 6. Institutional developments and impact
– Proliferation of traditional educational institutions with open and distance education
offerings; notable institutions are piloting MOOCs
– Growth and impact of open and distance universities
– Demand for faculty training in Open and Distance Learning (ODL)
– Increasing competition among higher education institutions to improve their position in
rankings

29. Key global trends
• 7. Quality
– Increasing focus on accountability, quality, and performance
– Demand for benchmarks, standards and accreditation
– Accreditation, rankings and government regulations are
interrelated aspects of quality
• 8. Open Educational Resources (OER)
– Development of online repositories
– Development of OER-based institutions
• 9. The learner
– Changing learner demographics and culture, experience, and
demands
– The growth of resource-based learning

30. Key global trends
• 10. Policies and strategies
– The trends identified above, many of which demonstrate rapid and
diverse global growth, increase the pressure of demand for relevant,
clear policies, strategies and leadership at governmental and
institutional level to facilitate the further development of high quality
open, distance, flexible, blended and online education, including e-
learning.
ICDE Strategic Plan 2013 - 2016 specific objective:
1.2. ICDE together with key partners and stakeholders to facilitate policy
discussions among a selection of representatives from governments,
universities and private and public sector , on the topic of the current and
future development of open, distance, flexible and online education,
including e-learning by the end of 2015.

31. System failure

32. School failure
– system failure
One of five don´t complete
”Drop outs”
Or ”Push outs” (Hal Plotkin)

33. 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%

34. 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

35. Open Educational
Resources
“... are digital learning resources offered online freely and
openly to teachers, educators, students and independent
learners in order to be used, shared, combined, adapted,
and expanded in teaching, learning and research.”
(OECD 2011)
“... are teaching, learning and research materials in any
medium that reside in the public domain and have been
released under an open licence that permits access, use,
repurposing, reuse and redistribution by others with no
or limited restrictions.”
(UNESCO 2011)

36. Drivers for OER
• The benefits from Higher Education – a gold mine
• Demand for access to Higher Education
• Financial problems, costs
• Failure of the current educational system, drop
outs/push outs
• The need for innovation in HEI – innovation in
education
• Students
Reinventing education: OER an
important building block

37. EDUCAUSE: ECAR STUDY OF UNDERGRADUATE
STUDENTS AND INFORMATION TECHNOLOGY, 2012

38. EDUCAUSE: ECAR STUDY OF UNDERGRADUATE
STUDENTS AND INFORMATION TECHNOLOGY, 2012
19% 57%

39. Penn State University
Rutgers University
UC San Diego
UC Santa Cruz
University of Colorado, Boulder
University of Rochester
University of Minnesota, Twin Cities
University of North Carolina, Chapel Hill
University of Wisconsin, Madison
Latin America
Universidad Nacional Autónoma de México
Tecnológico de Monterrey
Europe
Ecole Polytechnique, France
IE Business School, Spain
Leiden University, Netherlands
Ludwig-Maximilians-Universitat Muenchen,
Germany
Sapienza, University of Rome, Italy
Technical University Munich, Germany
Technical University of Denmark
University of Copenhagen, Denmark
University of Geneva, Switzerland

41. Conclusion
• We are confronted with a gigantic market failure on an
area of public interest.
• 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.