Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and Beyond
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Transcript of Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and Beyond
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Expanding Learning Opportunities for the Last 25 years … and Beyond
Prof. Albert Sangrà, Ph.D.Academic Director, UNESCO Chair in Education and Technology for Social Change, Universitat Oberta de Catalunya (UOC)
Barcelona, 12 June 2015
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• EDEN and UOC in the timeline• Drivers of change• Learning ecologies• Challenges• Final remarks
Content
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Forerunners• Paul of Tarsus (5-20 aC – 57-
68 aC)• Seneca (6 bC – 65 aC)• Caleb Phillips (1782)• Sir Isaac Pitman (1843)• University of London (1858)
(External Programmes)• Anna Ticknor (1873) (Learning
at Home)• International Correspondence
School (1888)• University of Chicago (1892)
(Satellite Campuses)
• Penn State (1922) (Radio courses)
• Iowa, Purdue and Kansas State Universities (1938) (TV)
• Articulated Instructional Media Project (Wisconsin) (1964) (Integration of technologies)
• Stanford Instructional Television Network (1968)
• ARPAnet (1969)• Open University UK (1971):
other Open Universities followed
• World Wide Web (1989)
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EDENFirst conference (Krakow, 1992)
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Historical challenges of DE:
•To reach large numbers of students•To provide a high quality learning experience•To do it at a sustainable cost
•Always the same goal: creating opportunities for learning.
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Universitat Oberta de Catalunya (UOC)
Universitat Oberta de Catalunya (UOC)
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Source: http://allfunnyimages.com
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Educational model
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The importance of having a MODEL
The importance of having a MODEL
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Source: http://blogs.studentlife.utoronto.ca/lifeatuoft/files/2014/06/DSCF3401.jpg
Would be it enough?
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Font: http://digital.library.upenn.edu
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Font: http://wisconsinmontessori.com
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Font: http://parentables.howstuffworks.com
The importance of method
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• Competency-based approach in which the activity, and all what it needs around to be carried out, is the core
Activity-based learning model
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Drivers of evolutionDrivers of evolution
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It is not about distance …
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… but FLEXIBILITY
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• Flexibility• Personalisation• Collaboration• Informalisation
(Redecker et al., 2011)
Main pillars for the future of learning
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Flexibility
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Personalised learning means ensuring that individual
differences are acknowledged
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PersonalisationAge
Gender
Working situation
Family issues
Other personal circumstances
Prior knowledge
Professional experience
Socio-cultural context
Professional interests
Working expectations
Estudiante
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StudentStudent
Student
L
E
N
A
G
N
IR
Student
Collaboration
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Interaction
Teaching and learning process
Interaction ...Student-studentStudent-teacherStudent-groupTeacher-group
Student academic life
Interaction ...Student-communityStudent-institutionInstitution-community
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Informalisation
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From content-based to activity-based design
0
100Activity-based approach
Content-based approach
Self-content materials
Subsidiary associated materials
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Superficial learning
Deep learning
An actual challenge
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Transformation
Wisdom
Knowledge
Information
DataCOMMITTMENT
An actual challenge
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Learning EcologiesLearning Ecologies
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Learning Ecologies
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“A set of contexts made up of configurations of activities, materials, resources and relations generated in physical or virtual spaces, which provide opportunities for learning”
(Barron, 2004)
Learning Ecologies
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• Beyond CoP, IG, or learning communities
• ICT extend the potential of the learning ecologies
• Every individual may develop a personal strategy for professional development and relations
Learning Ecologies
Cosmovision
Reflexive thinking
Information
Professional environment
ExperiencesTechnology
Social interactions
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Learning Ecology
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Learning Ecology
(both physical and virtual)
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• Teachers & their professional development– Be aware of taking advantage of your whole learning ecology
– Improve your professional development more efficiently
• Instructional Designers– Create new learning opportunities
– Advice new resources
• Higher Educaton Institutions– Consider the future will no loner be as it used to be
– Become more granular and a quality node
Implications
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ChallengesChallenges
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Learningis changing
http://www.slideshare.net/courosa/why-social-networks-matter
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“If your time to youIs worth savin’Then your better start swimmin’Or you’ll sink like a stoneFor the times they are a-changin’.” Bob Dylan
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Aprendizaje formal, no formal e informal
A lo largo ... y a lo ancho de la vida
(The LIFE Center, 2007)
18,5% 7,7%
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[Son nativos digitales]
http://www.slashgear.com/babys-first-ipad-24121114/
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From economy
• Massification of access
• Openness
• Disruptive business models
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Massification of access
QualityQuality
CostCostAccessAccess
TechnologyTechnology
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Openness
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Disruptive business models
(Christensen, 2011)
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QualityQuality
CostCostAccessAccess
TechnologyTechnology
OpennessOpenness
Recognition
Recognition
Met
hodo
logy
Met
hodo
logy
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Source: www.quotessays.com
Source: www.carpaintrepairinfo.com
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Source: emilianoperezansaldi.com
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- “My teacher told me I’ve improved my writing since I do my homework with a laser printer …”
QualityQuality
CostCostAccessAccess
TechnologyTechnology
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“Foodies are reactionaries”“Rinehart criticized people who eat regular food as being “reactionary.”He thinks that his own industrialized food product is going to save the world, and that “new” and “different” are necessarily better.”
(http://www.returnofkings.com, June 1, 2013)SOYLENT
The need of humanistic competencies for technologists
“… if we say that reality is one, we also know that it is complex and if we don’t collaborate between disciplines, from science and art, we will live a partial reality.” (Aymerich, Ara, 7/6/15)
The need of humanistic competencies for technologists
“… if we say that reality is one, we also know that it is complex and if we don’t collaborate between disciplines, from science and art, we will live a partial reality.” (Aymerich, Ara, 7/6/15)
Technology should support, but not shape life.
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“I will set up the University XXXXXXXX, but I want to be able to extend the University to people
outside the University through the latest technologies.”
“Between conventional university and learning at a distance, they need not be competition or they need to be polarised, each has its own place and
each can fulfil its own mission to the advantage of both.”
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“I will set up the University of Chicago, but I want to be able to extend the University to people
outside the University through the latest technologies.”
“Between conventional university and learning at a distance, they need not be competition or they need to be polarised, each has its own place and
each can fulfil its own mission to the advantage of both.”
William Rainy Harper (1896)
President, University of Chicago
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Final remarksFinal remarks
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• Distance and online education should keep going increasing learning opportunities based on sustainability and quality criteria.
• This goes beyond technology. Pedagogical and organizational issues have to be primarily considered.
• Decision making is being moved towards the individual. Institutions have to realize they should soften the control they use to have. Relationship between institutions and individuals is yet to change.
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• Data on interactions (opportunities provided for a good learning experience)
• Guarantee of well-trained and competent group of teachers in online education
• Resources for learning available to the students
• Basic and applied research, particularly in online education methods and the results achieved by the students (student performance)
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“It is not because things are difficult we don’t try them ... It is because we don’t try them they become difficult”
Seneca(4 bC - 65 aC)
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I MP E GNO
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Thank you very much
[email protected]://edulab.uoc.edu/twitter: albert_sangra
http://unescochair.blogs.uoc.edu/blog/
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