ICT role in 21st century education and it's challenges.
Keynote presentation OOFHEC2016: Mark lester
1.
2. Challenges facing higher education
and the role of MOOCs
Mark Lester, 20 October 2016
EADTU, Rome
3. FutureLearn
is founded by the
Open University
A pioneer in
distance learning
100+ World Class partners
Designed and built by experts from
online, mobile and media
Effective learning design embedded
in all aspects of the platform
Uniquely designed for multi-platform
use - mobile first
Incorporates the best of the social web
with in built social architecture
6. Freeing knowledge from power structures like schools,
universities and corporations will change everything
• Why sit listening to a teacher reading “approved”
excerpts from a book, when the book is out there, freely
accessible from anywhere, at any time?
• Why accept established interpretations when you can
read and discuss it with thousands of others?
• Why sit in serried ranks, when you can sit in the park,
beach or pub?
• Why listen to a single conduit of knowledge (lecturer)
when the world of knowledge is in your hands?
• Why bother learning facts when you can bring them up
under your thumb?
Users will turn the world upside down
1 TECHNOLOGY
7. 2 INTERNATIONALISATION OF HIGHER EDUCATION
Europe:
25%
Africa:
10%
Asia:
55%
Latin America: 6% North America: 3%
Oceania: 1%
Distribution of Int’l Mobile Students studying
in OECD countries, Masters & PhD, 2014
Source: Education at a Glance, OECD, 2016; EUA Trends 2015, Learning & Teaching in European Universities
10% 20% 30% 40% 50% 60%
Top 4 Reasons for Internationalisation across
EHEA Universities, 2015 (EAIE Baromoter)
Improve Quality of Education for Students
Prepare Students for Global World
Attract Int’l Students
Improve Rankings
9. • 27% of EU employers blamed a lack of
skills for not filling vacancies.
• Countries with the highest youth
unemployment have greatest reported
skills shortages.
“A critical reason for youth not getting the
skills employers need is that education
providers, young people, and employers do
not understand one another.”
(McKinsey, 2014)
4 GRADUATE EMPLOYABILITY
Source: McKinsey survey, Aug-Sept 2012, 2013. Education to Employment: Getting Europe’s Youth into Work, January 2014
10. UNIVERSITY-EMPLOYER COMMUNICATION
Despite regular communications,
most employers feel discussions
with universities are not achieving
the desired results
Source: McKinsey survey, Aug-Sept 2012, 2013. Education to Employment: Getting Europe’s Youth into Work, January 2014
11. 5 LIFELONG LEARNING
“They may be store managers…or physicians
or engineers, but every few years they have to
refresh and renew their knowledge. Otherwise
they risk becoming obsolescent….It will force
us to accept that, in the knowledge society,
learning is lifelong and does not end with
graduation.”
PETER DRUCKER
Source: Instilling A Culture Of Lifelong Learning, By T.A. Frank, Drucker Institute, July-August 2016
12. THE PACE OF CHANGE IS STAGGERING
• 15m jobs could be replaced by automation
in 20 years’ time as …”computers are
increasingly able to replicate many of
our complex cognitive skills”.
• “Government should incentivise education
providers to expand their provision of computer-
based and blended learning opportunities to
capitalise on a growing demand for alternative
learning.”
Seamus Nevin
Head of Employment and Skills Policy
at the UK’s Institute of Directors, April 2016
13. 0 5 10 15 20 25 30 35
Switzerland
Sweden
Finland
Netherlands
Luxembourg
Austria
Slovenia
Portugal
Germany
Italy
Hungary
Ireland
Latvia
Greece
Slovakia
Romania
• Most European countries have not hit the
EU Commission’s 15% target for
proportion of employees undertaking
lifelong learning
• University-educated workers are the most
likely to seek and undertake lifelong
learning – this represents an opportunity
for universities
GOVERNMENTS ARE TARGETING LIFELONG LEARNING
15. “…MOOCs have been viewed with enthusiasm in many
quarters and scepticism in some. However, the
underlying facts are inarguable: that the rising cost of
education, combined with the transformative potential of
online teaching and learning technologies, presents a
long-term challenge that no university can afford to
ignore.”
President of MIT, L. Rafael Reif
16. “We find that the following practices present significant
opportunities for improving the learning experience:
• Short video lectures: these are consistent with
recommendations from studies of cognitive load and mind
wandering
• Spaced learning: In an online course, it is possible to
space out assessments so that a student is asked about a
topic she covered several days, weeks or months ago
• Graduated tasks: Online tools can also offer graduated
tasks of increasing complexity, challenging students to
address more and more open-ended problems”
Source: MIT online education policy initiative (2016)
83% of MIT undergraduates are taking a course where a substantial
component of the course is hosted on the MITx platform
MOOCs on Campus: MIT report on online education
17. FutureLearn’s social learning pedagogy
MASSIVE
OPEN
SOCIAL
LEARNING
Direct learning from others
Knowledge sharing
Visible learning
Peer review
Learner posts questions and gets
replies
Learners exchange ideas and
perspectives with others
Learner is aware of learning activity of
others (following, liking, profiles)
Learners provide structured reviews of
assignments
Learning as conversation
Study groups
Shared knowledge building
Structured feedback
Learner engages in sustained
dialogue with others
Educator guides a group towards
exploration of difference or shared
understanding
Learner develops knowledge with others
through dialogue and interaction
Educator provides conversational
feedback on multiple choice
responses
19. FutureLearn creates a global learning community
“The level and quality of discussion is very high and includes information about cancer developments
worldwide and authentic personal experiences that are not easily available in the traditional classroom…. As
such, we encourage our students, studying relevant disciplines, to participate in the MOOC alongside their
campus-based studies, to benefit from the advantages offered by the 'global classroom’” – University of Bath
21. MOOCS TO INTERNATIONALISE THE CURRICULUM
U21 is creating a shared international experience using FutureLearn for its 2M students
Leading UK
Universities
+ 30 more
Leading International
Universities
+ 35 more
Specialist
Organisations
+ 30 more
Draw upon a global partnership
24. Invite-only functionality for blended learning or online
programmes
Course runs
are unlisted
Accessible to
invited learners only
Learners invited
using unique URLs
Suitable for smaller
cohorts of learners
Run blended and distance programmes on FutureLearn
27. Southampton’s Contract Management Course promoted by IACCM was popular with 16 top brands and govt organisations
MOOCS HELP UNIVERSITIES DEVELOP EMPLOYER-FOCUSED COURSES
28. + + =e
COMPLETE ALL COURSES
Take all courses in the program at
your own pace. Learn anywhere,
anytime, for free – on desktop,
tablet or mobile.
[
BUY CERTIFICATES
Complete 90%of each course and
score an average of 70%or above
on all tests, to be eligible to buy a
Certificate.
k
PASS A FINAL ASSESSMENT
Some programs require an online
assignment or an in-person exam
to demonstrate your
understanding.
EARN AN AWARD
Receive academic credit from a
leading university, accreditation from
a professional body or proof of
completing the program.
Programs
These flexible online course programs will enable you to master a subject in depth – ideal for
advancing or changing your career, or preparing for further study. Learn with a leading
university or organisation, and earn academic credit or professional accreditation.
29. Corporate
Training
$310Bn
SOFT CREDENTIALS: TAPPING THE CORPORATE TRAINING MARKET
MOOCs with new credentials offer universities scope to grow in the corporate training market
The Digital Economy
The Open University
FutureLearn Program
Complete each four-week course, for three hours a week, plus a final assessment course.
Develop the business, management and marketing skills to thrive in the digital economy and take your first steps
towards an MBA, with this flexible program of online courses from The Open University Business School.
FINANCE FOR
BUSINESS GROWTH
+ + + +
The program will enable you to demonstrate your continuing professional development (CPD) and earn 15 UK credits
towards The Open University Business School’s flexible MBA.
SUCCESS THROUGH
MARKET SEGMENTATION
SELLING THROUGH
CUSTOMER INSIGHT
EFFECTIVE SUPPLY
CHAIN MANAGEMENT
=
ASSESSMENT
COURSE
[15 credits
30.
31. The rise of alternative credentials
BRANDING OF ALTERNATIVE CREDENTIALS
edX launched their
MicroMasters offer in
September 2016 – 19
programs of 4 – 10
MOOCs each, which can
count towards full masters
programs, with instructor-
marked assignments for
paying learners.
