moving from technology based innovation into skills based innovation

Moving from technology based innovation into skills based innovation

Cristobal Cobo, Oxford Internet Institute

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

Human Development Report 2013

From Hollywood to Bollywood

Purchasing Power

[From Apple to Samsung]

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

Is only the size what matters?

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

xMOOC

Face-to-face education : a privilege for a fewMass-produced (K) education for disadvantages

Personalised Learning?

Coursera: 80% graduates

Élite (0-15%) Masas (16-50%) Universal (más de 50%)1. Funciones de la educación superior

Forjar la mente y el carácter de la clase dirigente; preparación para funciones de élite

Trasmisión de habilidades; preparación para un más amplio rango de funciones económicas y técnicas de élite

Adaptación de ‘toda la población’ a los rápidos cambios sociales y tecnológicos

2. Actitudes frente al acceso

Un privilegio de cuna o talento Un derecho de quienes tienen ciertas calificaciones

Una obligación para las clases altas y medias (quién no lo logra se avergüenza)

3. Acceso y selección

Privilegio familiar. Luego, logro meritocrático basado en el desempeño escolar

Meritocrático con ‘programas compensatorios’ para ofrecer igualdad de oportunidades

‘Abierto’, énfasis en ‘logro grupal igualitario’ (promoción, clase, étnico)

4. Curriculum y formas de instrucción

Altamente estructurado en término de concepciones del saber académico o profesional

Secuencia de cursos modular, flexible y semi-estructurado

Descomposición de fronteras y secuencias; difuminación de la distinción entre estudio y vida

5. La ´carrera´ estudiantil

“Subsidiado” luego de la escuela secundaria; estudios a tiempo completo hasta lograr el grado (título)

Ingreso “diferido” en números crecientes; más deserción

Ingreso pospuesto a menudo; se suavizan los límites entre educación formal y otros aspectos de la vida: trabajo y estudio.

6. Estándares académicos

Ampliamente compartidos y relativamente altos (en la fase meritocrática)

Variable; sistema/institución es ‘holding de muy diferentes tipos de emprendimientos académicos’

El criterio se desplaza de ‘estándares’ a ‘valor agregado’

7. Características institucionales

Homogéneas con estándares altos y comunes.Comunidades académicas (residenciales) pequeñas

Fronteras claras e impenetrables

Comprensiva con estándares más diversos

“Ciudades del intelecto” con población mixta residencial y “cama afuera”

Fronteras borrosas y permeables

Gran diversidad sin estándares comunes

Network: agregado de población matriculada parte de la cual viene raramente o nunca al campusFronteras débiles o no-existentes

8. Locus del poder y toma de decisiones

La ‘Academia’ : grupo pequeño de élite con valores y supuestos comunes

Procesos políticos ordinarios de intereses de grupo y programas partidarios

Cuestionamiento de ‘las masas’ de los privilegios e inmunidades de la academia

9. Forma de administración académica

Académicos ‘part time’ que son ‘administradores amateurs’

Ex académicos hoy dedicados full time a la administración; mayor y creciente burocracia

Administradores full time más especializados.Técnicas de administración importadas de fuera de la academia

10. Gobierno interno

Profesores senior Profesores y personal junior con creciente influencia de los estudiantes

Descomposición del consenso vuelve insoluble la gobernanza institucional; la toma de decisiones pasa a manos de la autoridad política

Pearson: 5 university models: elite institution, mass university, niche institute, local Uni. or educating mature studentsTrow, M., “Problems in the Transition from Elite to Mass Higher Education” (Paris: OECD, 1974)

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

McKinsey : “Education to Employment: Designing a System that Works”

4,500 youth-2,700 employers, 900 education providers

Brazil, Germany, India, Mexico, Morocco, Saudi Arabia, Turkey, the United Kingdom, and the United States.

Average GPA over the time period 1930-2006 as a function of school type. Grey dots represent individual data points. Colored squared represent the mean GPA for each school type over time. Suslow (1976) shown for comparison.

Variability in Grading, US 1920-2006

Digital badges:Recognize skills and achievements. A 'gamified' achievement based mechanism (visbility and flexibility).

http://dougbelshaw.com/presentations/2012/eskills/index.html#/

www.vizify.com

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

What changed?

Source: L.Dempsey, Ariadne, issue 46[28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]

What is Open Access (OA)? “Open access is, simply, the idea that research articles

should be freely, immediately and permanently available online to anyone, rather than locked away in subscription journals….” Zoe Corbyn, THES

Gold Open Access article is made freely available online upon publication

after payment of an APC. Green Open Access

deposit of the Author Accepted Manuscript (AAM ) in an institutional or subject repository.

Gratis OA =

free access

Libre OA = free

access and

unlimited reuse

[28.02.13Vicky Gardner, Open Access Publisher, Taylor & Francis / Routledge]

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

1. Monopoly of credentialization.2. Monopoly of knowledge

dissemination.3. The technology before pedagogy.4. Too focused on contents (not in

‘hows’).5. Lack of multi context learning

recognition.6. Recognition (only) of traditional

knowledge generation.7. Tenure limited to restrictive

products (17th c.).8. Under estimation of students’ as

a static consumer.9. Consistent repetition of these

mistakes.

• Liquid times• Higher Education Inflation• Des and re intermediation• Credential Inflation• Radical decentralization• Key drawbacks• Areas to explore

9 ‘risky’ trends to keep in mind

1. The free knowledge is the energy of the 21st century

2. Change the way we understand processing information.

3. Move on from the idea of university as an information aggregator into a curator.

License Some rights reserved by killrbeez www.flickr.com/photos/steventom/87568944/sizes/z/

License Some rights reserved by callie callie jump jump www.flickr.com/photos/erinnsimon/4552289435/sizes/z/

4. Re-think the pedagogical practices (just in time+ create technology)5. Face the idea that most learning is unaccredited6. Enhanced learning: recognize other context, skills & experience.7. Forget the “e-” (of e-learning) or the “digital” (of “digital skills”) prefix.8. Understand multidisciplinary, collaboration and creativity as 21st literacies 9. Develop translation skills to turn problems into solutions (in changing contexts)

38

@cristobalcobohttp://tiny.cc/ppts

Oxford Internet Institute Research Fellow.

heutagogyLearners manage/negotiate/control their own learning (self-efficacy)Learners go beyond problem solving (apply own experience in new context)Learn how to learn (tacit, creative)Teacher as a facilitator

[Greek for Self]

Veletsianos, G. (2010). Emerging Technologies in Distance Education. Athabasca University Press.

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