Across German borders: Current Digital Higher Education initiatives & practices in the EU (Prof. Dr....

Across German borders: Current Digital Higher Education initiatives & practices

in the EU

Prof. Dr. Ulf-Daniel [email protected]

www.ulf-ehlers.net

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Changing landscapes in higher education...

From

education to

learning

Anno 1088

http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/

Exclusivelyfor the chosen few...

Anno 1965

http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg

Industrialisation,Massification,

Standardisation

Anno 2014

http://web.mit.edu/jsaa/www/photos/stata.jpg

Postmodern, Individualised, Disaggregated

The career of an idea... Where does that leave us?

The traditional model: Exclusivity for the chosen few.

The modern (massification) model: Standardised education for masses.

The post-modern model: Individualised and diversified learning (Rip and Mix Approach/ Patchwork)

Changing digital opportunities

Dr. Ulf-Daniel Ehlers ::: European Foundation for Quality in E-Learning ::: [email protected]


E-Learning 1st GenLMS as island


E-Learning 2nd GenLMS as a Gate


Changing Faces of E-LearningFrom Distribution…

Learning Management Systems

Materials online

PresentationInformation

…to Collaboration and Reflection

E-PortfoliosWeblogs

Communication Collaboration

WiKisCommunities

Transmissive LearningExpansive Learning

Broadcasting Learning

E-Learning 1st Gen

E-Learning 2nd Gen

Technology = Islands

Technology = Gates

Tour de Force through Europe...

What is going on?(mainly from:

„New modes of learning and teaching in higher eductaion“, EC, 2014)


Development of digital (ed)policy (elements)


The Opening Up Slovenia: a range of research activities to further develop open and online education. It is building on existing good practice in Slovenia in OERs and online learning.

France: FUN (France Universite Numerique) was launched in October 2013 by the French Ministry of Higher Education and Research as the national platform for supporting online courses and MOOCs. There are currently more than 50 courses being offered from 23 partner higher education institutions. The platform is one of 18 action points of a five-year national plan for the digitisation of learning and teaching.

Ireland: Through the National Forum for the Enhancement of Teaching and Learning, Ireland is developing a national roadmap for building digital capacity in higher education. This will address strategy development, pedagogical and skills requirements, and technological supports. It will be underpinned by a dedicated fund for collaborative initiatives.


Lithuania: The Programme of Lithuanian Virtual University, running from 2007-2016, promoted the development of e-learning across the higher education system and provided funding from state resources and EU structural funds for infrastructure developments.

Norway: The Norwegian Commission on MOOCs, a Government-appointed expert group, reported in June 2014 on the potential of MOOCs for Norwegian higher education. It has made a series of recommendations including a targeted fund, the development of a national MOOC platform, digital competence development for teachers, and greater use of open educational resources. Results today??

The German Forum for Higher Education in the Digital Age, initiated in 2014 and funded by the Federal Ministry, is an independent national platform for the promotion of digital learning and teaching in German universities.


Development of Open Education Frameworks + more and more

Cooperation


UK: FutureLearn was established by the Open University in September 2013 as a UK MOOC platform. In the months since its launch, it has expanded its number of partners to 40 and now includes institutions from countries around the world including South Korea, Australia and Norway.

EU: OpenupEd was launched by the European Association for Distance Teaching Universities in April 2013 as a pan-European platform for MOOCs. It is currently offering a broad range of courses from 11 partner institutions in 12 languages.

Wales: In September 2013, Welsh universities signed an Open Education Declaration of Intent to embed the use of online resources by staff and students across the Welsh higher education system.


Switzerland: Ecole Polytechnique Federale de Lausanne (EPFL) opened a Center for Digital Education in April 2013, which has become the hub for MOOC expertise in the institution. It is driving the development of MOOCs for EPFL and its partners, operating MOOC-based educational programs and carrying out research activities on the use of digital technologies in education and training.

EU: The Open Education Europa portal, established by the European Commission in September 2013, provides a pan-European gateway to free-to-use open educational resources. The materials available on the portal have grown dramatically since its launch and includes learning resources, courses and MOOCs. There are now nearly 600 MOOCs available on the portal, a huge increase from just under 100 a year ago.


Skills frameworks for digital education


International: UNESCO, in partnership with Cisco, Intel, ISTE and Microso , has developed an ICT Competency Framework for Teachers in 2013, detailing the competencies that teachers need to integrate ICT into their practice and professional development. Although this is designed for secondary teachers, it has the potential to be tailored for higher education.

Under discussion: European Academy of teaching and learning Still necessary: staff and teacher training in higher eductaion

focussing on digital media transforming education


Funding models


Scotland: Edinburgh University’s Distance Education Initiative is a cross-university strategy for the development of online distance learning courses. It involves a £5 million (€6 million) investment over five years. To date, 48 Masters and CPD accredited programmes have been developed, involving nearly 2,000 students. The aim is to have equal numbers of online and on-campus postgraduate students in 10 years.

Norway: eCampus is a five year programme, funded by the Norwegian Ministry of Education, focusing on making technology available for the Norwegian higher education sector to make their teaching and research better, more effective and more available across organisational and geographical barriers. One of the areas that eCampus focuses on is lecture capture. The goal is to be able to record 40% of all lectures and make them available online by the end of the programme period (2017).


Switzerland: The Swiss Virtual Campus (SVC) programme was an eight year targeted initiative to promote e-learning at Swiss Higher Education Institutions. E-learning initiatives are now mainstreamed and related costs are integrated in the ordinary budget of HEIs. http://www.virtualcampus.ch/


Quality Assurance


EU: EADTU, in collaboration with ENQA and EFQUEL, has compiled a report on quality in e-learning. The report examines various QA approaches for open and flexible learning. Report published with IPTS.

UK: The University of London (International Programmes) has developed a formal quality assurance process for future MOOC developments. The approval element of the quality assurance process will be considered by the Learning, Teaching and Assessment Sub-Committee.


Recognition of digital learning


Germany: Iversity, a German-based MOOC platform, held its first MOOC exams in January 2014 leading to the award of ECTS credits by the partner HEI.

EU: OpenupEd offers ECTS credit opportunities for more than half of its MOOCs, at the hosting university (for a fee).

There are a number of companies providing open badges, such as Mozilla. Open badges are digital indicators of skills learned inside or outside the classroom, and can be issued by traditional educational institutions, professional bodies, community learning organisations, a er-school programmes, or online initiatives (including MOOCs).


USA: Coursera is partnering with LinkedIn in the development of badges for students who complete MOOC courses. It is intended that these badges will become immediately visible via LinkedIn. Coursera is also offering a fee-based signature track, based on biometric identification, which allows the awarding of certificates to MOOC participants.

USA: Coursera has started to use online proctoring. Students enrolled on five MOOCs sit online exams with live supervision. These MOOCs have been approved for credit recommendation by the American Council on Education (Ace).


The Digital Myth

With online collaboration and availability of (OE)resources

learning will improve!

From Resources to Practices (Initiative from 2010-2012)

A Mindshift in Higher Education

Open Education Practice

Main Statements - Summary

Learning is not digital - but digitalisation is triggering the transformation of learning and questioning institutional paradigms of education

The power lies likewise in the connection and collaboration potential as well as in the personalisation and individualisation

Paradoxically the liberation and availability of digital resources leads to the renaissance of the role of content for learning


Thank you for your attention!!

Ulf-Daniel [email protected]

www.ulf-ehlers.net

Across German borders: Current Digital Higher Education initiatives & practices in the EU (Prof. Dr....

Education

Transcript of Across German borders: Current Digital Higher Education initiatives & practices in the EU (Prof. Dr....