future of Education
The iTEC project organises a series of webinars to present and discuss about issues related to future classroom design.
The webinars are free of charge and anyone can sign-up using the registration form. The events happen every few months and upcoming events are announced on the iTEC website. The past webinars are also available as video recordings.
If you are interested in participating, please keep in mind:
- The participation link will be sent to the registered users.
- The presentations will be done in English (unless indicated in the webinar description)
- The duration is about 1-1.5 hours
- The technical platform from February 2013 on is WebEx.
- The webinar recordings will be available on the iTEC website after each session.
Each person has their own vision of the future, for themselves and for their family. What is our collective vision of the future - for our communities, for our countries, and for the world?
Futurium is a platform for Europeans to imagine not just one vision of the future, but many possible futures. It combines informal exchanges with methodological foresights to foster meaningful discussions and collaboration on policy ideas.
On the theme of “Learning,” the Futurium project predicts that education will be more flexible and personalized, supported by technological innovations that allow for powerful virtual learning experiences.
The project identifies several key issues in our current educational landscape that will shape the future of learning.
- Social networks, media and software are not currently designed with the goal of learning in mind and their use cannot be defined as a mainstreamed phenomenon in education and training, particularly in primary and secondary schools as well as vocational education and training.
- Personal Learning Environments, which are explicitly designed for learning, are still under-used or misused. Major obstacles are the lack of awareness on the side of both teachers and learners coupled with lack of digital skills (by both) and interoperability issues.
- Simulations and serious games have gained market shares in some areas of corporate training and professional development, whereas their take up by the education sector is marginal.
- How will we ensure universal access to and use of rapidly emerging digital technologies, particularly by currently under-served populations?
- How can we renegotiate the role of the state or public education systems in determining what citizens should learn? What conversations might emerge on the evolving roles of schools and professional educators?
- How can we maintain standardised and harmonised educational systems in a world of continuous changes, managing possible inequalities between educated and non-educated people?
- How can we meet the need for mainstream educational institutions to keep pace with the broad and rapid shifts in technologies and individual preferences?
- In what ways might we measure the learning efficacy and sustainable business (operating) models of the new technologies and the educational approaches they inspire?
- How can we put Big Data to use in evolving education? Big Data create opportunities to support new learning (by-doing) paradigms and to enhance the productivity and competitiveness of educational systems; they can support a new set of personalised eLearning and education applications, enabling best-matching between individual learning needs, cognitive capabilities and other contextual factors (e.g. learning on the move); data produced by future learning systems will provide much greater and deeper insight into the interests, talents, and skills of the citizenry.
- Revealing new insights: human learning and pedagogy could be supported by sophisticated algorithms which unearth valuable insights that would otherwise remain hidden.
- What performance improvements in learning might emerge thanks to technical augmentation of cognitive capabilities (e.g. neuro-implants) and widespread adoption of psychology?
- How do we tap the creative potential of those communities and populations not currently connected to and participating in online activities?
- Virtual and online education might produce greater short-term returns on investment due to the increase in student access and the lower logistical costs.
- If personalized and life-long learning prove effective, then society might gain a better educated, more adaptive citizenry.
- How might new educational systems emerge in which learning is conceived as a flow and where learning resources and opportunities are widely available?
What do you think education will be like in 2050? Join the discussion on the future of education on the Futurium project’s “Learning” page.
This paper, commissioned by the UK Higher Education International Unit and Leadership Foundation for Higher Education, selects a number of current trends and considers their consequences for higher education sectors over this short timeframe.
The main themes addressed are:
- demand for HE
- international mobility and TNE
- technology and the MOOCs phenomenon
- partnerships and networks
- leadership and management
- trade liberalisation
- rankings as an institutionalisation of competition
The World Innovation Summit for Education (WISE) is currently taking place in Doha, Qatar, where over 1,200 leaders from education, business, political and social sectors are gathered to debate and discuss the theme of “Reinventing Education for Life.” The entire conference is being broadcast live online.
Ms. Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth at the European Commission, was one of the esteemed speakers who contributed to the panel discussion on “Bringing Learning to Life” on the first day of the conference. She spoke about the importance of revitalizing education to meet the needs and expectations of 21st century learners.
Other issues to be discussed on Day 1 (Oct 29) of the conference are the minimum standards of literacy and numeracy, effective methods for teaching high-level STEM skills, and the question of education students in universal values for global citizenship. Several prominent speakers have afternoon session, including Dr. Hans Rosling, who will give a presentation on “Bringing Education Data to Life” using his famous data visualization tools. Day 1 closes with a set of debate sessions where industry and sector leaders will engage in a constructive debate on the themes of the day.
On Days 2 and 3, sessions will focus on how international, national and local communities can provide and support lifelong learning that is accessible, lively and engaging. The standout speakers include Dr. Pasi Sahlberg, of the National Centre for International Mobility and Cooperation, who will speak about the importance and limitations of developing high-quality teaching staff. Ms. Katie Salen from the Institute of Play will give a talk about the key discoveries and lessons learned about the integration of the principles of games and play in learning.
Day 3 includes several sessions on educational challenges in a changing world, especially the challenges of adapting to the technological advances that are transforming the education sector. Mr. Mark Surman from the Mozilla Foundation will talk about the importance of internet literacy, arguing that web skills are just as important as basic literacy and numeracy skills. MOOCs enter the spotlight on Day 3, in a session about whether or not they can truly break down the barriers to higher education.
The WISE conference invites virtual participation through various channels. The Twitter hashtag for the conference is #WISE13 and many of the sessions welcome questions or comments submitted online. Most of the sessions will be broadcast live on the conference website.
What is the future of learning? What could it look like? A new contest seeks to find the best pictures that show great ideas for the future of learning in Europe.
The European Civil Society Platform on Lifelong Learning (EUCIS-LLL), in partnership with the UEF/Learning for Well-Being and InterRail, has launched a new contest called “Picture the Future of Learning.” Any resident or citizen of Europe can present their creative vision for the future of education in Europe by submitting a photo, image, or infographic in the contest. The ten best images will be exhibited at the European Parliament as part of the Lifelong Learning Week, which takes place 2-6 December 2013. The selected winners will also receive an Interrail Global Pass.
The contest has three categories:
- Learning environments: Learning takes place everyday, everywhere. Where and with whom would you like to learn?
- Learning diversity: The motto of Europe is “united in diversity”. How could we include different learners and take into account different ways of learning?
- Learning Europe: The EU is contributing to our future. How could we live, learn and shape Europe?
The contest is free to enter and the deadline is 10 November, 2013. You can also participate by voting for your favourite pictures among the submissions.
Major changes will take place by 2030 if school education is based on the active participation of the students themselves; the enthusiasm and engagement of digital natives constitute the new milestone for our educative systems.
The OpenCourseWare Consortium (OCWC) and the International Council for Open and Distance Education (ICDE) signed on 8 May, 2013 a Memorandum of Understanding between the two global associations.
The signature took place during a ceremony at the OpenCourseWare Consortium (OCWC) Global Conference 2013 at Bali, Indonesia.
With this agreement, ICDE and OCWC enter into closer cooperation in recognition of their mutual interest in expanded access to high quality higher education through open and distance education.
Both parties undertake to explore opportunities in the following areas:
- Mutual promotion of activities.
- Joint regional conference.
- Explore a joint initiative to support policy discussion and development facilitating open and distance education at governmental and institutional levels.
- Joint membership services.
- Opportunities to have synergy in projects, for example in giving attention to and promote "flagship projects".
This article was originally published by F.H.T. de Langen and M.E. Bitter-Rijkema on the online Journal The European Journal of Open, Distance and E-Learning – EURODL, issue 1, 2012.
The enabling power of technology, especially information technology and social software, prompts a radical shift in economic and social interactions in societies around the globe. Existing traditional school based, formalized learning formats are unable to accommodate specific new learning needs. Hence, customized to the respective purposes of personal wellbeing, inclusion or requirements for professional performance, lifelong continuous learning is no longer a choice but a necessity. At the 2011 Davos World Economic Forum it was already stated that the lack of adequately educated people not only limits personal fulfilment but will also hinder prosperity and economic growth in the near future. Since the learning needs and learning possibilities today differ fundamentally from the 20th century the question is how to unlock the learning potential of people in a situation where mainstream education still heavily relies on traditional institutionalized closed formats.
Since more than a decade the Open Educational Resources (abbreviated as OER) movement provides new ideas on how to generate and share educational resources for educational use (within and outside formal institutional, open education) by large audiences for a variety of learning purposes. The vision of developing and sharing OER resources for Open Education (OpenED/OE) is interesting in this context for its great potential to substantially help solving existing educational problems. Open education based on sharing (OER) open resources for education enables people across continents and organizations to transform their talents into professional competences and grow by removing existing (economic) barriers and invent new strategies to open up education. To date though the OER/OpenED vision materializes primarily in activities organized as dedicated sponsored projects.
Crucial for a sustainable future of this appealing approach and the capability to bridge existing “education gaps” is our capacity to translate the OER/OpenED vision and existing commitment into appropriate, sustainable business models for OER/OpenED.
Sustainability is a key requirement for the OER business model. Education in the 21st century has the character of life long education, so the question is not so much whether a specific OER project can be funded adequately but whether we can create an underlying business model foundation able to serve as a flight deck from which necessary OER based learning activities can be launched, as part of completely open educational offerings or embedded in hybrid educational constellations, across organizations and countries.
After sketching the scene in the introduction, we move to describing how the application of the OER paradigm radically changes not only learning itself but from a business perspective also the interactions and relationships between learners, “teachers”, creators and users of educational resources as well as relations between educational institutions, designers and service providers of both formal and non-formal learning offerings. In paragraph 3 we draw conclusions from these changing relationships, which leads to a new perspective on sustainable business models for, OER based, (open) education. Next in paragraph 4 we describe our ideas on the essential components of the proposed business model to become a viable sustainable living reality. Based on heuristics from research on learning networks, open innovation and collaboration we describe methods to frame OER/OpenED activities to lay the groundwork for sustainable learning ecologies. We end with concluding remarks and suggestions for future work.