A Rapporteur's Summary and opinion of the State of Digital Education, based on the proceedings of the conference of the same name held in Attard, Malta on 19th-20th January 2017.

1. The State of
Digital Education
Report from the conference
Anthony F. Camilleri

2. Openness and Equity in Digital
Education

3. open
Lesson 1
3
access
pedagogy
licenses
content
practices

4. open
Lesson 1
4
education is increasingly a reality
for more people

5. digital multiplies opportunities
Lesson 2
5
which the well-off are best positioned to take
advantage of

6. Lesson 2
6
In Europe access to Higher Education is inequitable
gender balance
net entry rates
entry via alternative routes
participation based on occupational /
educational background
income gap of students
ratios of foreign students
A student from low socioeconomic
background
- less likely to attend Higher Education
- likely to choose different courses of
study
- more likely to work during studies
- far less likely to have a mobility
experience

7. Lesson 2
7
0
10
20
30
40
50
60
70
80
First stage
secondary
Tertiary
1970-1980 2000-2010
2125
Participation in Higher Education based on parents’ income

8. Lesson 2
for digital to increase equity
8
we need better ideas

9. 9
Systems for Accreditation & Quality
Assurance of Online Learning

10. Conclusion 3
10
Trust is about
Perception

11. Conclusion 3
11
We need to leave our
bubble to change
perceptions

12. Lesson 4
12
We have all the
technologies we need for
open quality, open
recognition, open
accreditation

13. Lesson 4
13
Accreditation & QA
of digital learning
are a scale-up problem

14. Innovation & Digital Pedagogies

15. Lesson 5
European Publicly Funded HE
is the real use case
for (original)
MOOCs
15

16. Lesson 6
Unbundling is
unstoppable
16
who will lead the
micro-credentials
revolution?

17. Lesson 7
(Digital) Pedagogies
are still immature
17

18. 18
Teachers, learners
and digital education

19. There is a massive digital divide
within our institutions
Lesson 8
19

20. Lesson 9
Technology has already created
a global faculty and student body
20

21. Future trends in digital
education
21

22. Lesson 10
Are we resisting
change ourselves?
22

23. Lesson 10
Are we resisting
change ourselves?
23
“We share the societal aspiration that the
student body entering, participating in and
completing higher education at all levels
should reflect the diversity of our
populations”
London ‘Bologna’ Communique’

24. The dominant paradigm in
looking at the future is
CHANGE
Lesson 11
24

25. The dominant paradigm in
looking at the future is
DISRUPTION
Lesson 11
25

26. The dominant paradigm in
looking at the future is
FEAR
Lesson 11
26

27. Best Practices in Policy Design
for Digital Education
27

28. • mainstreaming open access
• establishing quality assurance schemes
• establishing mechanisms for digital trust
verification
• training of teachers
• supporting the development of micro-credentials
• expanded use of distance and blended
methodologies
The Outlines of Immediate Policy
Action are Clear
28
Lesson 11

29. Lesson 12
What are the desirable
future scenarios for our
society?
What is digital
education’s role in
accelerating it?
29
•Learning to know
•Learning to do
•Learning to be
•Learning to live together

30. Lesson 13
The State of Digital Education Today is
reactive
30

31. Stop Reacting
T h e r o l e o f E d u c a t i o n i s t o L e a d
Lesson 13
31

32. Lesson 13
“There has never been a time
when people from across the
globe have to come together
to learn at this scale”
Jeff Haywood
32

33. What did you learn today?
anthony@knowledgeinnovation.eu
https://www.slideshare.net/anthonycamilleri/