Learning Lives Conference 2014

The Future of Learning is Lifewide, Lifelong and Open

Christine Redecker, PhD

JRC Institute for Prospective Technological Studies

Learning Lives Conference,

London, 26 March 2014

European Commission, Joint Research Centre

Institute for Prospective Technological Studies (IPTS):

Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues

JRC - IPTS

The Future of Learning 2009-2011

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3659




Final Report: "The Future of Learning: Preparing for Change

Demography Globalisation Immigration Technology

Drivers

Labour market trends & demands

Labour Market

Personalisation

Collaboration

Informalisation

Tailormade & targeted Active & constructive Motivating & engaging

Learner-centred

Sociallearning

Lifewidelearning

Peer-learning Sharing & collaborating In communities

Anywhere, anytime Blending virtual & real Combining

sources/providers

Initiative, resilienceResponsibility

Risk-taking, creativity

Social skills

Learning skills

Personal skills

Education & Training New ways of learningNew skills

Managing, organisingMeta-cognitive skills

Failing forward

Team-, networkingEmpathy, compassion

Co-constructing

ICT Trends

Social networks Games Mobiles OER

Augmented Reality Data mining

3D virtual worlds LMS

Electronic tutors

ePortfoliose-books

Learning analytics

?? ?

?

Key Findings

Descriptive VisionWhat will change?

Normative VisionWhat needs to change?

Workshop at eTwinning Conference Feb 2010

Teachers

EC policy makers

Experts & practitioners

Online consultation Apr-May 2010

Expert Workshop May 2010

GCM Vision BuildingJan 2010

Policy WorkshopsSep 2009, May & Nov 2010

IPTS Project on the Future of Learning 2009-2011

A landscape of Future Learning

Personalised, flexible,

interactive learning

Learner in controlStronger focus on job-related learning

Formal education goes

informal

LLL: learning shifts to home,

work, community

Changing pedagogy: people learn differently

Use of facilitators (tools and services)

Assess/validate what people do and can

Globalisation of education

Teacher becomes mentor, coach

Institutions become enablers and connectors

Open education and resources

Use of technology for learning

GCM Methodology: - Collection of insights, clustering, rating- 13 experts; 203 statements → 12 clusters

Lerner control: job-related

learningteachers as mentors



Formal education goes informal

Lifelong Learning: learning shifts to home, work,

community

Changing pedagogy:

people learn

differently


Assessment: Recognise what people do and can


Institutions as enablers & connectors


Use of ICT for learning

Territories of Change




learning

Collection of insights, clustering, rating13 experts; 203 statements → 12 clusters


learningteachers as mentors





community

Changing pedagogy:

people learn

differently







Territories of Change


community

More personalised and job-related learning

Central Place of Lifelong Learning




Importance of technology-enabled learning

Changing roles of institutions, teachers and assessment

Teachers as mentors








learning

Changing pedagogy:

people learn

differently

Collection of insights, clustering, rating13 experts; 203 statements → 12 clusters

How realistic is this picture?

4.06

3.21 3.15

3.91

Importance FeasibilityExpert ratings on....

Personalised, flexible, interactive learning





Recognise what people do and can



Teacher becomes also mentor, coach



LLL: learning shifts to home, work, community




LLL: learning shifts to home, work, community









ICT: feasible priority







LLL: learning shifts to home, work, community LLL: learning shifts to home, work, community

















4.06

3.21 3.15

3.91


Lifewide learning as a key priority

Individual & social nature of learning

Individual and social nature of learning






















4.06

3.21 3.15

3.91


High priority areas, which are more difficult to realise
























4.06

3.21 3.15

3.91


16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years

I’m bored. Why can’t I go to uni already?

School? Forget it! I’m not going back there!

Pedagogy remains important, teachers need to learn from one another

Why don’t they teach you at uni what you need to find a job?

I would like to open my own business...

I am highly qualified – but my job has become obsolete...

I need to improve my soft skills, but I don’t want them to know...

How do I qualify for a new job with my poor CV?

How will E&T meet future learning needs?

How can demand & supply of skills be matched?

I don’t understand a word. I want to go home.

Envisaging Future Learning Biographies

2. PersonalisationEmma is 16 and a good student who generally enjoys learning. However, school bores her. There are so many things she wants to know, to say and to do and no room to express herself. She can’t wait to get to university where she hopes to be finally treated like an adult.

Please rate the following statements (1=strongly disagree - 5=strongly agree):

4 online surveys, April-June 2010

“Open discussion”

90-150 responsesto (in total) 90 questionsfrom experts in education and technology

LinkedIn Group with over 600 experts

http://youtu.be/gSkX-5psr3I

Sven: Labour Market Re-integration

Scenario Example



4%

0%

1%

1%

7%

3%

7%

27%

3%

6%

14%

9%

13%

25%

10%

8%

30%

22%

42%

31%

49%

31%

32%

46%

34%

17%

37%

55%

17%

21%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

In 2025, it will be common for citizens to change theirprofessional profiles completely, even repeatedly, over the

course of their life.

People who are out of the workforce for some time will faceeven more difficulties of re-entering in 2025.

In 2025 people will need to become increasingly self-responsible for their own qualifications.

Skills and competences obtained in non-formal ways need tobe better recognised and accepted as formal qualification

criteria.

Obligatory (online) courses with official qualifications to makesure he can setup his business.

Practical skill training without degrees or qualifications, e.g. onthe job training combined with a variety of autodidactic training

programs simulating real job situations.

strongly disagree disagree not inclined either way agree strongly agree

1. Labour market in 2025

2. Future Skills and Competences

3. What will Sven need to do to make his dream come true?

Career changes will be normal

Self-responsibility

Recognition of informally acquired skills

Focus on practical, targeted on the job training

Lifelong Learning


16 years 8 years 14 years 23 years 42 years 59 years 55 years 75 years 32 years

"How can demand & supply of skills be matched?"® Lifelong learning and on the job training

® Flexibility, change and self-responsibility for learning & career paths

® Certification/validation of informally acquired skills

Key Insights

Targeted & flexible Peer learning Recognition of skills

Pro

fess

ion

al

dev

elo

pm

ent

Distance & mobile Integrated into work

Motivating & engaging

Online courses/modulesFlexible time schedulesSimulations & games

Professional networksCollaborative working

environmentsIntergenerational learning

Online networksTools for collaboration

Instant peer consultation

ePortfoliosCBA

Targeted online courses

Disaggregated qualificationsValidation of informal skills

External accreditation

Learner-centred Social learning Lifewide learning

Fo

rmal

E

du

cati

on

Individual attentionTailored to needs

Empowering Motivating & engaging

Re-integration into societyIntercultural exchange Peer & team learning

Schools as service providersTeachers as guides

Flexible curriculaNew certification mechanisms

ePortfoliosOnline educational resources

Continuous monitoringSelf & peer assessment

Social networks Collaborative environments

Multiplayer games

Open educational resourcesTeacher networksSchool networks

Personalisation Collaboration Informalisation

Opening Up Education COMMUICATION September 2013

From 2011 to 2014the discourse changes Open Education

The MOOC hype cycle

A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-slow-tsunami/

We are here

In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)

Installation period

& technological revolutions

Bubble

Collapse

Deployment period


learningTeachers as mentors





community

Changing pedagogy:

people learn

differently







From 2011 to 2014the discourse changes




learning

Open Education

IPTS Research onOpen Education

Scenarios for Open Education

2030

Framework of institutional strategies for

openness (post-secondary

education)

Higher Education

School Education

Adult Learning

Recognitionschemes

Business models

Guidelines for HE institutions

Empirical evidence on

learning with MOOCs

(learner survey)

2013 2014

http://blogs.ec.europa.eu/openeducation2030/

Research

Content

Guidance

Assessment

CertificationSe

lecti

on

Today

2030

Assessment

Content

Certification

Guidance

Research

Selection

Ed

ucati

on

al In

sti

tuti

on

Self-guided discovery

Learner initiated

Externallyset

Learning contextGuided

Learn

ing

goals

§

Self-guided

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided



Higher Education

Networked knowledge

Lab-based research

Fit for successStudying towards a

degreeHigher Education

My career pathCareer

developmentHigher Education

Higher Education

Distributed knowledge

Open research area citizen science

Higher Education

Networked knowledge

Lab-based research





Higher Education



Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided

A global open research arena enables anybody to engage in research

Universities play a key role: → as research hubs



Universities play a key role:→ As educational content

providers→ For certification and

accreditation

Universities play a key role:→ As professional training

providers→ As educational content

providers

Higher Education

Networked knowledge

Lab-based research





Higher Education



Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided

A global open research arena enables anybody to engage in research

Universities play a key role: → as research hubs



Universities play a key role:→ As educational content

providers→ For certification and

accreditation

Universities play a key role:→ As professional training

providers→ As educational content

providers

MOOCs MOOCs

Learner initiated

Externallyset


Learn

ing

goals

§

Self-guided

Networked knowledge

Fit for success


My career path

Certification

AssessmentOER/OCW/MOOCs

Open data/publishing

Research

Guidance

Certification

Assessment

OER/OCW/MOOCs


Research

Guidance

Certification



Research

Guidance

Certification



Research

Guidance

Fit for successMy career pathNetworked knowledgeDistributed knowledge

Certification



Research

Guidance

Fit for successMy career pathNetworked knowledgeDistributed knowledge

Course providersFocus on OER/OCW/ MOOCs

Collaboration hubsFocus on linking learners with providers

Learning hubsFocus on guidance

Research hubsFocus on research

Test centresFocus on validating

competences

Certification bodiesFocus on awarding

qualifications






Changing pedagogy:

people learn

differently







Update of the Future Learning Landscape




learning


community

Open Education & Lifewide Learning






Changing pedagogy:

people learn

differently











learningOpen courses

Learner empowermentInstitutional Unbundling

New focus on pedagogical guidance

New focus on assessment, validation, certification


community







Changing pedagogy:

people learn

differently











learning

Open Education as enabler for Lifewide Learning

Open courses

Learner empowermentInstitutional Unbundling

New focus on pedagogical guidance

New focus on assessment, validation, certification

Lifewide Learning learning shifts to home, work,

community


• Thank you very much for your attention!

• Christine Redecker

• [email protected]

• http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html• http://blogs.ec.europa.eu/openeducation2030/

further information ……

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Learning Lives Conference 2014

Education

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