This is a background presentation for the participation in a panel at Open Science, 21-22 March 2017, Berlin, Germany: Open Education – Impact on Higher Education and Society.
The panel aims to explore the impact of Open Education on the various “actors” involved: teachers, learners, employers and the society.
Open Education – Impact on Higher Education and Society
1. Open Education
Impact on Higher Education and Society
Open Science Conference 2017 , March 21-22, 2017, Berlin, Germany
A background slide stack for the panel discussion
Gard Titlestad, Secretary General
International Council for Open and Distance Education
Member of the Governing Board
2. Open, Transparent,
Accountable and focus
on Good Governance
Support
From
Norway
29 years
UNESCO
Partner
>50 years
SINCE 1938
To be the global facilitator for inclusive, flexible, quality learning and teaching in the digital age.
3. 1.3 Contribute to
successful
development and
utilisation of Open:
• Open Education Resources
• Open Licensing
• Open Access
• Open Learning and
Education
• Open Knowledge
• Open Source
• Open Innovation
• Open Policy
ICDE and open
7. The change in
Quality approach
• From focus on
– Quality of students
admitted
– Qualification of faculty
– Design and management
of programmes
– Rigour of marking
– Course outputs as
intended outcome?
• To focus on
– Student engagement
and satisfaction
– Data analytics
– Reflective assesments by
students
– Student-instructor-
student interaction
– Assessments for learning
– Faculty satisfaction and
engagement
10. Informal/non-formal
RAPID AND DIVERSE EXPANSION OF
HIGHER EDUCATION ENROLMENT
100 mill
200 mill
2000 2015 2030
435 mill
Only possible facilitated by open and flexible learning
12. Top-12 Emerging technologies in need of better
governance:
1. Artificial intelligence and robotics
2. Biotechnologies
3. Energy capture, storage and transmission
4. Blockchain and distributed ledger
5. Geoengineering
6. Neurotechnologies
7. Ubiquitous presence of linked sensors
8. New computing technologies
9. Advanced materials and nanomaterials
10. Virtual and augmented realities
11. Space technologies
12. 3D printing
X
X
X
X
X
X = Direct relevant for education
Margareta Drzeniek Hanouz,
• Head of Global
Competitiveness and Risks
• Member of the Executive
Committee at the World
Economic Forum.
16. 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.
18. 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 implemented
23. OER holds the promises for:
• Lower costs
• Better effect of public investments in
education
• Relevance
• Co-creation
• Quality education
• A catalyst for innovation (OECD)
30. Open
• Principle 1: An open
knowledge system in Europe
Inno
• Principle 2: Flexibility and
experimentation in innovation
Coop
• Principle 3: European-level
cooperation
ec.europa.eu/research/pdf/publications/knowledge_future_2050.pdf
31. Message:
• Learners first. Learners are the future. They
are here. Now. For a quality learning
experience. Quality as priority 1.
• Lead digital transformation. Lead
transformation of education for SDG 4:
Ensure inclusive and quality education for all
and promote lifelong learning.
• Go Open, Innovative and Collaborative.
32. ”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
Notes de l'éditeur
• What before was in the margins, open and distance learning, is now going mainstream in large parts of the world, materialised as online, blended, open, flexible, technology enhanced and e-Learning. Convergence is here, followed by increasing competition (and collaboration) and diversity in higher education. While this is the main trend, the situation in some regions will provide a different picture, e.g. in parts of the south.
