1 politicas de uso de nuevas tecnologias en la educacion superior bogota, colombia, agosto 2005 la...
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Politicas de Uso de Nuevas Tecnologias en la Educacion Superior
Bogota, Colombia, Agosto 2005
La educación virtual y el futuro delas universidades
Tom Schuller Head, Centro para la Investigación y la Innovación,
OECD
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EconomicsDepartment
StatisticsDirectorate
DevelopmentCo-operationDirectorate
TradeDirectorate
Directorate For Financial
Fiscal andEnterprise Affairs
Directorate for ScienceTechnology
and Industry
Directorate for Education
Directorate forEmploymentLabour and
Social Affairs
Directorate for Food Agriculture
and Fisheries
Directorate for Public Management
and Territorial Development
Centre for
EducationalResearch
and Innovation(CERI)
COMMITTEES
SECRETARIAT
COUNCIL
EnvironmentDirectorate
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IMHE/PEB
Education andTraining Policy
Division
Indicators andAnalysisDivision
Centre forEducation
Research andInnovation
Directoratefor
Education
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What CERI does:
Carries out studies of key educational issues, using a combination of our own staff and outside experts from around the world.
Develops tools, indicators and frameworks for international analyses of education systems and practices.
Promotes research and policy debate through publications, electronic discussion and conferences.
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E-Learning in Tertiary Education (2005) OECD/CERI study: 19 institutions in 13 countries
Key issues: - Institutional strategy- Platforms and infrastructure- Students’ access- Teaching and learning- Students and markets- Staff and materials- Funding and governance- Organisational change
Observatory on Borderless Higher Education: 122 institutions in 12 countries
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E-Learning: The Partnership Challenge (2001)
Key issues:
Software not keeping pace with technology Professional development: too little, too basic, too generic Content:
- quality level- cultural bias: low transferability from US context
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Distance learning has ‘room to grow’type of learning engaged in in previous 4 weeks – EU avg 2000
0
10
20
30
40
50
60
70
Source: EU Labour Force Survey
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Definition:The use of ICT to enhance and/or
support learning in tertiary education
Levels of online presence: None/trivial Web-supplemented Web-dependent Mixed-mode Fully online
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Adoption, enrolments, strategies Growing but still small-scale: ‘high’ online
presence still <5% in most institutions Modules rather than programmes Most institutions now have an e-learning
strategy, with mixed mode delivery appearing as the main target
The impact of e-learning has mainly be administrative so far: far reaching novel ways of teaching and learning facilitated by ICT remain nascent or still to be invented
Strategies exist, but not to shift to fully online: main rationales are to increase flexibility and enhance pedagogy
Little interest in international markets or in cost reduction
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Measuring outcomes
Some scepticism following earlier hype Lack of developed cost-benefit
frameworks.
However: Improvement in quality of offer Development of in-house software and
open source software Learning objects and redesign of materials Relaxation of time/space constraints
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Challenges/issues
Staffing:- Engaging and developing existing staff- Division of labour/new functions, eg
instructional designers
Reward systems
IPR
Scaling up and mainstreaming
Partnership issues
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Policy agenda
Evaluation and dissemination of experience Support appropriate staff development R&D on learnng objects and other pedagogic
innovations Clarify IPR issues Promote dialogue between institutions and
IT providers
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Recent OECD publication on cross-border education (2004)
Internationalisation and Trade in Higher Education
Quality and Recognition in Higher Education: the Cross-Border Challenge
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University Futures: Purpose of the project
Develop a set of trend analyses and long-term scenarios to help policymakers and stakeholders make strategic choices regarding the future
Engage stakeholders in discussion and give common tools to think on the future (NOT predicting the future)
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Methodology
Identifying the functions performed by higher education
Identifying trends and driving forces and prioritising them
Exploring the interrelationships between them
Imagining their significance and likely impact in the future
Identifying key dimensions to structure the scenarios
Selecting meaningful scenarios (among thousands)
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Some driving forces
Demographic changes (ageing population in
OECD)
Internationalisation and high demand in
emerging economies
Technology
Rise of market forces (research & education)
New forms of governance
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Causality?
More international studentsMore adult learning
Smaller system returning to the elitist model
Drop in public funding(going increasingly tohealthcare)
Status quo (academics retireas young cohorts decline)
Demography(Ageing society)?
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Key dimensions of CERI futures scenarios
Degrees delivered by a restricted number of institutions
Degrees delivered by a large range of institutions
Lifelong learning
Initial tertiary education
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Preliminary set of scenarios
Degrees delivered by a restricted number of institutions
Degrees delivered by a large range of institutions
Lifelong learning
Initial tertiary education
3Free market
2Entrepreneuri
al
4Open & Lifelong
1Tradition
5Network
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Disappearance
