Moving from technology based innovation into skills based innovation
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Transcript of 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.
References• Chris Sparshott. (2008, April 1). University 2.0. Business & Mgmt. Retrieved from
http://www.slideshare.net/sparkbouy/university-20-331006• France Houdard. (2010, November 4). China 2020: What Will China Look Like in the Future? Technology.
Retrieved from http://www.slideshare.net/Exolus/china-2010-2020-v58slideshare• GrahamAttwell. (2007, May 7). Personal Learning Environments. Technology. Retrieved from
http://www.slideshare.net/GrahamAttwell/personal-learning-environments-46423• Gsiemens. (2012, January 13). Social Networked Learning. Education. Retrieved from
http://www.slideshare.net/gsiemens/social-networked-learning• Guillermo Ramirez. (2010, October 25). The 5 big mistakes in virtual education. Education. Retrieved from
http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation• Jean-François Dechamp. (2011, November 10). Open Access in Europe. Technology. Retrieved from
http://www.slideshare.net/OpenAccessEC/open-access-in-europe• Steve Wheeler. (2011, February 4). The Future of Learning. Retrieved from
http://www.slideshare.net/timbuckteeth/the-future-of-learning-6809148• United Nations BiH. (2013, March 14). Human Development Report 2013 - The Rise of the South: Human
Progre... Retrieved from http://www.slideshare.net/2enw4unb/human-development-report-2013-the-rise-of-the-south-human-progress-in-a-diverse-world
• United Nations Educational, S., & Organization, C. (2009). Global education digest 2009: Comparing education statistics across the world. UNESCO Institute for Statistics Montreal. http://www.uis.unesco.org/Education/GED%20Documents%20C/ged-2009-final-4-err-en.pdf