Presentation given at Higher Education Leadership Forum Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE

1. The Future of Higher Education
the Future of Learning
Higher Education Leadership Forum
Dubai, 12 – 13 November 2013
Gard Titlestad
Secretary General
International Council For Open and Distance
Education, 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
25 Years Support
From Norway

3. What do we want to achieve?
Re-imaging Higher Education: Taking a Broader View of Diversity
Professor Ellen Hazelkorn
Vice President of Research and Enterprise, and Dean of the
Graduate Research School
Higher Education Policy Research Unit (HEPRU)
Dublin Institute of Technology
5th Global Meeting of Associations (GMA V), Manchester, April
2013

4. 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.

5. From Elite to Universal
Participation
Elite
0-15%
Mass
16-50%
Universal
Over 50%
Functions of higher
education
Shaping mind and character of Transmission of skills;
ruling class; preparation for
preparation for broader
elite roles
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 semistructured 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 nonexistent.
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)

6. Higher Education Area
European, 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

7. Increase in the number of
students Arab countries
Ref: ”Towards an arab higher education space”, UNESCO 2010

9. 400
Mill. students
2007 - 2030
EU/OECD projections
the need for HE
by 2030: 400 mill.
320
2030
2044

10. 1970
•
•
•
•
•
•
•
•
•
•
2030
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
Excellence
•
•
•
•
•
•
•
•
•
•
Diverse Higher Ed System
Mass (some elite)
Knowledge infrastructure
Global
Meet global challenges
Virtual
Personalisation
Open
Team and collaboration
Change
And much more - unimagable
Excellence

11. Five mega-trends will transform
the higher education sector

12. Trends,
within
the framwork of globalisation
and internationalisation
US quadruppling
Cost
Southern Europe….
Developing economies
Automation
Robots
Sensors
Technology
2020 – 80% connected
Open Research
Internet of things
Open Data
OER
eScience
eInfrrastructures
Access
Open Innovation
Flexibility
HE needs – 1 U a week
Globalisation
Societal needs
Enabling economic growth
Demographics
Open Access
Open
knowledge
Students needs
and
expectations
Employability
Lifelong
ICT Habitus

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

14. 2012 (Babson survey)

15. 2013 (ECAR)

16. Wie bieden ze aan?
Coursera ”Learning Hubs”

17. PARTNERS
University partners in the UK and internationally
s
Example: FutureLearn
Page17

18. Marci Powell │ Polycom, Global Director for Education
USDLA Chair Emerita and Past President
MOOC-Mania!
You Are
Here
Gartner Group’s Hype Cycle methodology

19. MOOC or MOC
Are MOOCs Really Open? MOOC or MOC?
No, all rights reserved.
Partial, CC BY-NC on some
No, non-OER license.
Yes, CC BY or CC BY-SA
No, all rights reserved.
Note: some institutions using CC anyway.
Most MOOCs are open only in the sense of free enrollment.
Paul Stacey, Associate Director of Global Learning, Creative Commons, Oktober 2013

20. We are in beginning
State of Broadband Report 2013 www.broadbandcommission.org

21. Ericsson Mobility Report, June 2013.

22. IT application strategy
The Chinese government has put forward the
following strategies
Industrial moderniza on
Industrializa on
IT applica on
Agricultural moderniza on
IT applica on(digi za on)
Na onal defense moderniza on
Urbaniza on
na onal development
Sci-tech moderniza on
Agricultural moderniza on
strategy
original“ four moderniza ons”
new“ four moderniza ons”
Ref. Yang Zhijian, president Open
University of China, ICDE world
Conference, Tianjin, Kina 2013
(digi za on) is a

23. “Cloud-based” technology support model
（Open, shared, quality and massive education resources
and e-learning software （
Platform Services
（Portal, CAS, Teaching, Managing, Support service, Research, etc.（
Infrastructure Services
（IDC, Computing and storage pools, high-speed network （
VPN
Internet
ISMS (Information security
management system)
IOMS (IT Operations
Management system)
Cloud
Software & Education resource Services
Mobile Internet
…
…
Networks
Satellite Network
…
…
……
Terminals
OUC Pad Cloud Desktop Cloud TV
Cloud Phone Cloud Classroom

24. Think tank 20 October 2013, Open
University of China, Beijing, China
Mind to MOOCs
Overview, reflections and brainstorming in whitening water
To be reported to the ICDE Standing Conference of Presidents meeting and
Policy Forum

25. Excerpts from ICDE Mind to MOOCs report
A 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
adaptation
Innovation 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.

26. 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..

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