the future of learning is lifewide, lifelong and open · 2020-01-24 · the future of learning is...

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

Social learning

Lifewide learning

Peer-learning Sharing & collaborating In communities Anywhere, anytime Blending virtual & real Combining

sources/providers

Initiative, resilience Responsibility

Risk-taking, creativity

Social skills

Learning skills

Personal skills

Education & Training New ways of learning New skills

Managing, organising Meta-cognitive skills

Failing forward

Team-, networking Empathy, compassion

Co-constructing

ICT Trends

Social networks Games Mobiles OER Augmented Reality Data mining 3D virtual worlds LMS

Electronic tutors ePortfolios e-books

Learning analytics ? ? ?

?

Key Findings

Descriptive Vision What will change?

Normative Vision What 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 Building Jan 2010

Policy Workshops Sep 2009, May & Nov 2010

IPTS Project on the Future of Learning 2009-2011

A landscape of Future Learning

Personalised, flexible,

interactive learning

Learner in control Stronger 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

learning teachers 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


community

More personalised and job-related learning

Central Place of Lifelong Learning Use of facilitators (tools and services)



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, rating 13 experts; 203 statements → 12 clusters

How realistic is this picture?

4.06

3.21 3.15

3.91

Importance Feasibility Expert ratings on....

Personalised, flexible, interactive learning



Changing pedagogy: people learn differently


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


Presenter

Presentation Notes

Is confirmed to be both important and feasible

High priority areas, which are more difficult to realise
























4.06

3.21 3.15

3.91


Presenter

Presentation Notes

These are particularly challenging and need probably even more policy attention then the others

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. Personalisation Emma 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 responses to (in total) 90 questions from 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

Targeted & flexible Peer learning Recognition of skills

Prof

essi

onal

de

velo

pmen

t

Distance & mobile Integrated into work

Motivating & engaging

Online courses/modules Flexible time schedules Simulations & games

Professional networks Collaborative working

environments Intergenerational learning

Online networks Tools for collaboration

Instant peer consultation

ePortfolios CBA

Targeted online courses

Disaggregated qualifications Validation of informal skills

External accreditation

Learner-centred Social learning Lifewide learning

Form

al

Educ

atio

n

Individual attention Tailored to needs

Empowering Motivating & engaging

Re-integration into society Intercultural exchange Peer & team learning

Schools as service providers Teachers as guides Flexible curricula

New certification mechanisms

ePortfolios Online educational resources

Continuous monitoring Self & peer assessment

Social networks Collaborative environments

Multiplayer games

Open educational resources Teacher networks School networks

Personalisation Collaboration Informalisation

Opening Up Education COMMUICATION September 2013

From 2011 to 2014 the 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


learning Teachers as mentors





community

Changing pedagogy:

people learn

differently







From 2011 to 2014 the discourse changes




learning

Open Education

IPTS Research on Open Education

Scenarios for Open Education

2030

Framework of institutional strategies for

openness (post-secondary

education)

Higher Education

School Education

Adult Learning

Recognition schemes

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

Certification Se

lect

ion

Today

2030

Assessment

Content

Certification

Guidance

Research

Selection

Edu

cati

on

al I

nst

itu

tio

n

Learner initiated

Externally set

Learning context Guided

Lear

nin

g

goa

ls

§

Self- guided

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Learner initiated

Externally set


Lear

nin

g

goa

ls

§

Self- guided

A global open research arena enables anybody to engage in research

Universities play a key role: → as research hubs

Guided discovery Self-guided discovery

Guided journey Self-guided journey

Networked knowledge

Lab-based research

Distributed knowledge

Open research area

citizen science

Fit for success

Studying towards a degree

My career path Career

development 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

Externally set


Lear

nin

g

goa

ls

§

Self- guided

Networked knowledge

Fit for success

Distributed knowledge

My career path

Certification

Assessment OER/ OCW/ MOOCs

Open data/ publishing

Research

Guidance

Certification

Assessment

OER/ OCW/ MOOCs


Research

Guidance

Certification



Research

Guidance

Certification



Research

Guidance

Fit for success My career path Networked knowledge Distributed knowledge

Course providers Focus on OER/OCW/ MOOCs

Collaboration hubs Focus on linking learners with providers

Learning hubs Focus on guidance

Research hubs Focus on research

Test centres Focus on validating

competences

Certification bodies Focus on awarding

qualifications Certification



Research

Guidance


learning Teachers as mentors




Changing pedagogy:

people learn

differently







Unbundling the Future Learning Landscape




learning

Open Education as enabler for Lifewide Learning

Open courses

Learner empowerment Institutional Unbundling

New focus on pedagogical guidance

New focus on assessment, validation, certification


community

Lifewide Learning learning shifts to home, work,

community

Open Education & Lifewide Learning

• 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 …… http://is.jrc.ec.europa.eu

Newsletters: http://is.jrc.es/pages/newsletter.html Publications: http://is.jrc.ec.europa.eu/pages/Publications.html Contact: [email protected]

the future of learning is lifewide, lifelong and open · 2020-01-24 · the future of learning is...

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