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Toward Learner-centered Education: Quality Issues

The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/

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Toward Learner-centered Education: Quality Issues

  1. 1. Toward Learner-centered Education: Quality Issues Lisa Marie Blaschke EDEN Vice-President / Fellow Program Director/Associate Professor Master of DE and E-Learning (MDE) Carl von Ossietzky University of Oldenburg
  2. 2. Trends Trends
  3. 3. Technology Web 2.0 / Web 3.0 Artificial intelligence Authentic learning Learning analytics Mobile learning (Adams et al., 2017; Bersin, 2017)
  4. 4. Delivery Frameworks Massive Open Online Courses (MOOCs) Social Media Open Source Software Team-based Messaging (e.g., Slack) X-Api (tracking and recording learning) (Adams et al., 2017; Kools & Stoll, 2016)
  5. 5. Open Educational Resources (OER) Authentic learning Blended learning Connectivism Heutagogy (self-determined learning) Personalization Project-based learning Experiential learning Spaced learning New learning spaces (Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016)
  6. 6. Industry demand (upskilling, soft skills competency-based education) Changing demographics (diversity, lifelong learning) Student need Forces Increased costs / reduced funding (Adams et al., 2017; Bersin, 2017; Kools and Stoll, 2016; ESG, 2015)
  7. 7. Learner-centered Environments Collaboration / Peer learning Deep learning Creative / Innovative Personalized Exploration / Inquiry Risk-taking / Failure ICT / PLE (Adams et al., 2017; Bersin, 2017; Blaschke & Hase, 2015; Kools & Stoll, 2016; ESG, 2016)
  8. 8. Learner Characteristics
  9. 9. Teacher Characteristics • Openness to change and ambiguity • Flexibility and Empathy • Optimism • Desire to empower (not control) students • Facilitators and models of lifelong learning (Blaschke & Hase, 2015; Adams et al., 2015)
  10. 10. (Kools & Stoll, 2016; Adams et al., 2017) Institutional Characteristics • Shared vision • Innovative leadership • Agile and culturally transformation-ready • Support for students and teachers • Industry partnerships
  11. 11. (Distance) Education as a System “Learning ecosystems must be agile enough to support the practices of the future.” NMC Horizon Report, 2017
  12. 12. DE: Positioned to Take the Lead • Proven track record in combining pedagogy and technology • Experts, expertise, and experience
  13. 13. 13 Results: 700+ courses transitioned to OER; over 10 million USD in annual text- book cost savings Benefits: Cost savings for students; more learner-centered curriculum; communities of practice; industry relationships Team approach with instructional designers, library personnel, management, faculty. Winner of OEC 2015 President’s Award Goal: Reduce textbook costs for over 84,000 students Goal: Provide lifelong learning opportunities to working adults (prior learning assessment, blended learning) Team approach with management, faculty, and IT. Results: PLA standards and BA and Master programs (first in Germany) Benefits: Personalized, flexible project-based learning; recognition of prior learning
  14. 14. How to Exercise Quality? • System-wide innovation, across stakeholder groups, according to context • Transformative-based rather than rules- based change • Professional development and learner- centered hiring practices • Application of learner-centered teaching approaches • Incorporation of technologies in support of learner-centered practice • Networks and communities of dialogue (Kools & Stoll, 2016; ESG, 2015) "Quality is…mainly a result of the interaction between teachers, students and the institutional learning environment." (ESG, 2015, p. 7)
  15. 15. Challenges • Finding a common understanding of the ESG • Realizing quality in more complex (and chaotic!) learner-centered environments • Priority: Accountability (standards) or Enhancement (guidelines)?
  16. 16. Role of Professional DE and E-learning Organizations • Networking and connecting (e.g., EDEN NAP, conferences, research workshops, EDEN chats) • Professional and skill development (e.g., webinars, learning academy) • Special interest groups • Research and policy development (e.g., EU projects) • Publications (e.g., EURODL)
  17. 17. References Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium. Bersin, J. (2017). The Disruption of Digital Learning: Ten Things We Have Learned. Retrieved from: http://joshbersin.com/2017/03/the-disruption-of-digital-learning-ten-things-we-have-learned/ Blaschke, L.M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self- determined learners. In M.M. Kinshuk & B.Gros (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies. Heidelberg, Germany: Springer Verlag Kools, M. & L. Stoll. (2016). What Makes a School a Learning Organisation? OECD Education Working Papers, No. 137, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5jlwm62b3bvh-en Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page. Standards & Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium.
  18. 18. Graphics All graphics are licensed under a Creative Commons license: https://pixabay.com/p-76197/?no_redirect https://www.flickr.com/photos/92334668@N07/11123530043 https://www.flickr.com/photos/kazk/198640938 https://www.flickr.com/photos/mkhmarketing/8468788107/ http://www.ub.edu/paraules-fisica/tensio-superficial/ https://goo.gl/images/QkdMxz http://www.pixnio.com/people/teacher-students-outdoor?download https://commons.wikimedia.org/wiki/File:Administration_Building,_Carnegie_Insti tution_of_Washington.JPG https://www.flickr.com/photos/83633410@N07/7658219802 https://www.flickr.com/photos/schoeters/3611521865 https://pixabay.com/p-571182/?no_redirect https://commons.wikimedia.org/wiki/File:Followership.png

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