The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.

1. The importance of open, distance, flexible and online
education, including e-learning in educational policy
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Det Digitale VUC
VUC Årsmøde 7. – 8. April, Hotel Nyborg Strand, Danmark

2. Disposisjon
• Introduksjon
• Hva er trendene for fremtidens utdanning?
– Behov
– Trender online og open
– Drivere for tilgang til læring
• Hvor står Norden i kunnskapsutfordringen?
– Konkurranseevne og innovasjon
– Human kapital
– Nettverk og teknologiutnyttelse
• Hva med Det Digitale VUC?
– Online
– Open – Open Education Resources
– Learning Analytics

3. • To be the leading global network for making quality learning
accessible throughout the world using online, open, distance and
flexible education.
• To 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.
• To be the official partner of UNESCO, that shares that agency’s key aim
inclusive and equitable quality education and lifelong learning for all.
• ICDE believes that in pursuing education as a universal right, the needs
of the learner must be central.
• To organize members in all regions of the world – global balance.
Support
From
Norway
25 years
Why is ICDE here?
UNESCO
Partner
50 years
Platinum
open access

5. ONLINE, OPEN, FLEXIBLE AND
TECHNOLOGY ENHANCED HIGHER AND
ADULT EDUCATION
ICDE Focus

6. The Gaps

7. Education
Average years of education
The world Africa south of SaharaYears of education West-Europe
This is our
Challenge
Source: Aftenposten/OECD. How Was Life?
Shows long-term progress in key areas of well-being
Teachers are
a key

8. 20442030
320
400
2007 - 2030
Mill. students
EU/OECD projections
the need for HE
by 2030: 410 mill.
This is our Global
Challenge
Cannot be solved by
bricks and mortar
Combine Bricks and Clicks

9. + 300 mill for MOOCs?
Informell – uformell utdanning

11. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
SEIZE DIGITAL OPPORTUNITIES, LEAD EDUCATION TRANSFORMATION
Sustainable Development Goal 4 Education 2030

12. 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

13. endring
Globalisering
Teknologi
Demografi

14. From the information age to the connected age
From the knowledge driven to the knowledge intensive economy
Den 4. Industrielle Revolusjon

15. The BIG Picture
• Online, Open and Flexible Education is steadily
increasing all over the world
India Sweden
Russia
South America
The US
Africa
Australia
China

16. Giving birth to a new learning landscape
Creative Commons

17. The BIG picture
• Online, Open and Flexible and on Campus
Learning are converging => Blended
BlendedOnline
Campus
• And as a result – an even more diverse
educational landscape……

18. Hvorfor?

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

20. Education is on the
brink of a revolution.
Collaborating on
learning-related work
across disciplines
through an integrated
research agenda could
yield powerful advances
in optimizing online
learning experiences.
MIT Online Education Policy Initiative.
April 2016.
And down along the
road..........
http://news.mit.edu/2016/mit-releases-online-education-policy-initiative-report-0401

22. Endring er nå
Komparative fortrinn:
• Gamle forvitrer
• Nye må etableres
• Gode må forsterkes
Kan utdanning og
teknologistøttet
læring bli et
fremtidig
komparativt
fortrinn?

26. Sverige, Skandinavia,
Norden:
I ledelsen når det gjelder
utbredelse og bruk.
Midt i flokken (OECD) når
det gjelder verdiøkende
anvendelse

28. Where the Digital
Economy Is Moving the
Fastest
Bhaskar Chakravorti
Christopher Tunnard Ravi
Shankar Chaturvedi
FEBRUARY 19, 2015

29. Hvilke utvikling kan
Det Digitale VUC
være særlig oppmerksom på?

30. How is Online learning
enabling change?
• 1. ACCESS TO IDEAS , KNOWLEDGE AND INFORMATION
• 2. COMMUNITY OF LEARNERS
• 3. MOBILE MENTORING
• 4. ADAPTIVE CURRICULUM
• 5. DIFFERENTIATED TEACHING
Change in the design of college and university programs and
their delivery:
– MORE JUST-IN-TIME AND ON DEMAND LEARNING
– MORE CREDIT TRANSFER AND CREDIT RECOGNITION
– MORE USE OF ADJUNCT FACULTY AND PEER NETWORKS
http://teachonline.ca/trends-directions/evolving-pedagogy/5-ways-online-learning-enabling-change-post-secondary-education
Contact North, Canada

34. Policy fora, influencing the
future:
20 November 2014: Open Education
Key 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 Paris
9 – 11 JUNE 2015:
Online, open and flexible higher
education for the future we want
UNESCO – in partnership with ICDE

35. Policy fora, influencing the
future:
20 November 2014: Open Education
Key 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 Paris
9 – 11 JUNE 2015:
Online, open and flexible higher
education for the future we want
UNESCO – in partnership with ICDE

36. SURVEY RESULTS
What We Heard – Perspectives and
Experiences from 105 Educational
Leaders from 53 Countries
June 2015
Online, Open, and Flexible Higher Education
for the Future We Want: Policy Challenges
A Background Report Prepared by the
International Council of Open and Distance
Education (ICDE) for the United Nations
Educational, Scientific and Cultural Organization
(UNESCO)

39. Open Educational
Resources
“... 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)

40. 1.Retain – i.e. no digital rights management restrictions (DRM), the content is yours
to keep, whether you’re the author, instructor or student.
2.Reuse – you are free to use materials in a wide variety of ways without expressly
asking permission of the copyright holder.
3.Revise – as an educator, you can adapt, adjust, or modify the content to suit
specific purposes and make the materials more relevant to your students. This
means making it available in a number of different formats and including source
files, where possible.
4.Remix – you or your students can pull together a number of different resources to
create something new.
5.Redistribute – you are free to share with others, so they can reuse, remix,
improve upon, correct, review or otherwise enjoy your work.
David Wiley

41. 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

43. More BC Open Textbook Stats
As of December 4, 2015 As of March 17, 2016
General Stats
Student Savings $985,700- 1,214,092
Number of participating institutions 24 (19 Public, 5 Private)
Number of students affected 9,857 12,540
Number of textbooks on open 137
http://open.bccampus.ca/2015/09/10/more-bc-open-textbook-stats/
http://open.bccampus.ca/about-2/
http://open.bccampus.ca
$1,254,000 – $1,604,425

44. https://campustechnology.com/articles/2015/11/10/major-study-finds-oer-students-do-just-as-well-or-better.aspx

45. The Future is Near
But not as near as you hoype

47. In Norway, one of the most
connected countries in the
world, if a professor want to
use OER in public health for
nurses - she will find nothing
or very few open resources,
and no organized
connected, collaborative
opportunities.

48. If the same professor in France engaged, she
would find more than 200 licensed education
resources regarding public health for nurses,
all linked to the higher education curricula. In
fact, a student in France can use collaborative
free quality assured educational material for
her grades, e.g. bachelor and master within
the equational system, all made possible and
digitalized by collaborative thematic
universities in a connected French
educational system.

49. Hvor er den fremste nordiske
utdannelse?

52. http://www.unisim.edu.sg/Pages/UniSIM.aspx
• Learning Analytics can be the base for
achievements in several fields;
– Adapted and personalized learning
– Improved completion and retention rates
– Improved student success
– Quality learning in general
– (Possibly) Better and more focused deployment
and management of resources

54. • “Learning Analytics is the measurement,
collection, analysis and reporting of data
about learners and their contexts, for
purposes of understanding and optimising
learning and the environments in which it
occurs”
• Wikipedia, March 2016.

55. Mitt FitBit

56. Learning analytics
Teknisk infrastruktur
https://www.surf.nl/en/knowledge-base/2016/whitepaper-how-data-can-improve-the-quality-of-higher-education.html
Mars 2016

57. Hvor er vi nu?

60. ”TOWARDS INCLUSIVE AND EQUITABLE
QUALITY EDUCATION AND LIFELONG
LEARNING FOR ALL”
Sustainable Development Goal 4: Education 2030
THANK YOU
titlestad@icde.org
www.icde.org
Seize digital opportunities, lead education transformation