future of Education
Major changes will take place by 2030 if school education is based on the active participation of the students themselves; the enthusiasm and engagement of digital natives constitute the new milestone for our educative systems.
The OpenCourseWare Consortium (OCWC) and the International Council for Open and Distance Education (ICDE) signed on 8 May, 2013 a Memorandum of Understanding between the two global associations.
The signature took place during a ceremony at the OpenCourseWare Consortium (OCWC) Global Conference 2013 at Bali, Indonesia.
With this agreement, ICDE and OCWC enter into closer cooperation in recognition of their mutual interest in expanded access to high quality higher education through open and distance education.
Both parties undertake to explore opportunities in the following areas:
- Mutual promotion of activities.
- Joint regional conference.
- Explore a joint initiative to support policy discussion and development facilitating open and distance education at governmental and institutional levels.
- Joint membership services.
- Opportunities to have synergy in projects, for example in giving attention to and promote "flagship projects".
This article was originally published by F.H.T. de Langen and M.E. Bitter-Rijkema on the online Journal The European Journal of Open, Distance and E-Learning – EURODL, issue 1, 2012.
The enabling power of technology, especially information technology and social software, prompts a radical shift in economic and social interactions in societies around the globe. Existing traditional school based, formalized learning formats are unable to accommodate specific new learning needs. Hence, customized to the respective purposes of personal wellbeing, inclusion or requirements for professional performance, lifelong continuous learning is no longer a choice but a necessity. At the 2011 Davos World Economic Forum it was already stated that the lack of adequately educated people not only limits personal fulfilment but will also hinder prosperity and economic growth in the near future. Since the learning needs and learning possibilities today differ fundamentally from the 20th century the question is how to unlock the learning potential of people in a situation where mainstream education still heavily relies on traditional institutionalized closed formats.
Since more than a decade the Open Educational Resources (abbreviated as OER) movement provides new ideas on how to generate and share educational resources for educational use (within and outside formal institutional, open education) by large audiences for a variety of learning purposes. The vision of developing and sharing OER resources for Open Education (OpenED/OE) is interesting in this context for its great potential to substantially help solving existing educational problems. Open education based on sharing (OER) open resources for education enables people across continents and organizations to transform their talents into professional competences and grow by removing existing (economic) barriers and invent new strategies to open up education. To date though the OER/OpenED vision materializes primarily in activities organized as dedicated sponsored projects.
Crucial for a sustainable future of this appealing approach and the capability to bridge existing “education gaps” is our capacity to translate the OER/OpenED vision and existing commitment into appropriate, sustainable business models for OER/OpenED.
Sustainability is a key requirement for the OER business model. Education in the 21st century has the character of life long education, so the question is not so much whether a specific OER project can be funded adequately but whether we can create an underlying business model foundation able to serve as a flight deck from which necessary OER based learning activities can be launched, as part of completely open educational offerings or embedded in hybrid educational constellations, across organizations and countries.
After sketching the scene in the introduction, we move to describing how the application of the OER paradigm radically changes not only learning itself but from a business perspective also the interactions and relationships between learners, “teachers”, creators and users of educational resources as well as relations between educational institutions, designers and service providers of both formal and non-formal learning offerings. In paragraph 3 we draw conclusions from these changing relationships, which leads to a new perspective on sustainable business models for, OER based, (open) education. Next in paragraph 4 we describe our ideas on the essential components of the proposed business model to become a viable sustainable living reality. Based on heuristics from research on learning networks, open innovation and collaboration we describe methods to frame OER/OpenED activities to lay the groundwork for sustainable learning ecologies. We end with concluding remarks and suggestions for future work.
Am 30. November 2012 veranstalten wir in München ein SpeedLab zu Open Educational Resources (OER). Die Bundeszentrale für politische Bildung und werkstatt.bpb.de freuen sich auf die Diskussion mit allen Interessierten aus dem Bildungsbereich. Die Agenda für das SpeedLab folgt demnächst.
J. Boye Conferences are all about by combining presentations, demos, intense discussions with ample opportunity to have real conversations with smart people in a social, informal campus-style atmosphere.
This year's higher education track is intended as a complete 1-day conference in itself, covering the key challenges facing higher education web professionals while enabling participants to network with peers from around the world.
Experts Meeting in Education Networking is an annual event organised by European Schoolnet.
A key part of European Schoolnet’s mission is to work with its 30 supporting Ministries of Education in order to assist them with developing and taking forward reform processes in compulsory and upper secondary education.
EMINENT 2012 will take place in Genoa on 14 and 15 November 2012.
The idea is to explore how current trends in education and potential scenarios for the future classroom are likely to impact on the educational reform process. This year’s conference will particularly reference and draw on:
- The findings of the ‘Survey of Schools: ICT and Education’, a major benchmarking study of the use of ICT in schools in 31 countries funded by the European Commission, and the first Europe-wide survey of schools’ ICT for six years, following Europe 2020 and EU2005 surveys.
- Emerging results from the €9.45 million iTEC project that is developing future classroom scenarios and evaluating these in >1,000 classrooms in 15 countries, the largest pan-European validation yet undertaken.
Please register until October, 19th.
Conference Theme: "The Impact of Innovation: Technology and You"
Technology is all around us. Long gone are the days when we could just walk into a classroom with a handful of papers and a piece of chalk. Even if we are in an environment that is lacking resources, our students with mobile phones, internet café, and social networking, are exposed to technology daily. And new uses of technology are being introduced daily. These new uses show how innovation and creativity go hand-in-hand. We invite language educators, administrators, policy makers, and others to join us at ECTC 2013 as we examine technology’s impact upon our classrooms, share what innovations we are currently implementing, and look to the future imagining the role technology will play in education.
ECTC 2013 will attract a diverse group of teachers, researchers, practitioners and scholars who are engaged in the singular goal of meeting students' educational needs, as students can learn about crucial issues and become familiar with web-based learning and other information technology tools. The use of technology in the classroom represents a significant departure from traditional teaching methods, conducting research, assessing student performance and assurance of learning. Moreover, it creates a user friendly and economically viable environment conducive to learning in any corner in the world where access to technology exists.