Alan Tait: From Distance Learning to Open Education: A Changing Landscape - #EDEN15
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The document discusses the evolution of distance education and its transformation into technology-enhanced learning, highlighting the role of organizations like ICDE and EADTU in promoting innovative approaches in education. It describes the shift from traditional correspondence education to open and distance learning, along with the impact of MOOCs and learning technologies on conventional and open university institutions. Finally, it emphasizes the need for professional associations in the field to reassess their positions and relevance in the changing landscape of technology in education.
Alan Tait: From Distance Learning to Open Education: A Changing Landscape - #EDEN15
- 1. From distance education to technology enhanced learning: challenges for ODEL Professional Associations ICDE Executive Commitee 2014 1 ‘Alles Ständische und stehende verdampft’ ‘All that is solid melts into air’
- 2. ICDE • Founded 1938 by correspondence schools • ‘providing the first forum in the world where distance education institutions and professionals could meet, learn from one another and enter into partnerships’ • Mission 2014: ‘ICDE is the leading global membership organisation for enhancing the quality of open, distance, flexible and online education including e-learning’ ICDE Executive Commitee 2014 2
- 3. Field identifiers • Flexible opportunity for adults • Learning off campus at a distance • Technologies for learning and teaching • Access ICDE Executive Commitee 2014 3
- 4. From correspondence education to distance education 1970-1980’s • From private sector correspondence colleges to open universities • From ICCE to ICDE 1982 • Change of language • Open universities new powerful actors, pushing aside commercial correspondence colleges • New landscape ICDE Executive Commitee 2014 4
- 5. Dominance of Open Universities • EADTU founded 1987 • Core members: Open Universities of Western Europe, 1 per country • Open Universities the paradigm of innovation with technologies for learning • Scale • Access and quality ICDE Executive Commitee 2014 5
- 6. The distribution of innovation: Dual mode institutions • EDEN, founded in 1991 • ‘new Europe’, i.e. East, Central and West • Dual mode and blended institutions • All sectors, not just Higher Education • Innovation seen as distributed • Open Universities major players but not monopolies in ODL ICDE Executive Commitee 2014 6
- 7. Neither distance nor campus, but TEL • Association for Learning Technology • Founded 1993 in UK • Conference; journal; professional certification • ‘Our purpose is to ensure that use of learning technology is effective and efficient, informed by research and practice, and grounded in an understanding of the underlying technologies, their capabilities and the situations into which they are placed’ • Online Educa • Founded 1995 • Education in all sectors; employers; government ‘ONLINE EDUCA BERLIN is the event for learning professionals to discover innovative solutions, absorb new thinking and take action by implementing changes in the field of learning and technology’ ICDE Executive Commitee 2014 7
- 8. From Distance Learning to Open Education • Via Open Learning (major discussion in 1989/1990) • ODL: Open and Distance Learning • E-learning • Web-based learning • Online learning • Mobile learning • Flexible learning • Distributed learning Then move out of ODL institutions post 2000 • TEL: Technology enhanced learning • OER’S, MOOCs, and Open Education ICDE Executive Commitee 2014 8
- 9. From distance education to open education • All campuses have learning management systems • Learning resources available on campus through LMS • Students on campus Email with lecturers • Assignments submitted electronically • MOOCs within modules • Learning decentred from campus • Edinburgh University and postgraduate students: aim for postgraduate teaching parity of numbers of campus and distance in 10 years • c. 100 of 160 UK Universities offer some Masters teaching online ICDE Executive Commitee 2014 9
- 10. MOOCs from 2008: who stole our cheese? • 2012 move out of pilot projects to major phenomenon • Scale innovation from research based universities such as MIT and Stanford • Major MOOC platforms not from open universities • E.g. expertise in University of East Anglia MOOC • Painful for self-image of Open Universities: -- ‘Access, pedagogy and completion are poor! ‘ – and – ‘How dare ‘conventional universities’ lead in innovation in TEL?’ – FutureLearn and European MOOC initiatives now reclaim innovation ICDE Executive Commitee 2014 10
- 11. Prisoners of our identity in ODL? • But do Open Universities lead or follow with TEL? • Campus institutions now focus of innovation in TEL? • Or does digital revolution make divide old-fashioned? • Has widespread ICT changed landscape of innovation in TEL? • Language, power and landscape have changed • Do we risk being prisoners of our identity in ODL? ICDE Executive Commitee 2014 11
- 12. Mobile learning ‘gradually even the term ‘mobile learning’ will fall into disuse as it is increasingly associated with learning in a more holistic rather than a more specialized or peripheral sense’ UNESCO 2013, The future of mobile learning: implications for policy makers and planners, p 71 ICDE Executive Commitee 2014 12
- 13. ICT now ‘normal’ • From divide of ‘ODL’ and ‘Conventional’ institutions • Smart phones, tablets and wifi • Decentering of learning from place of study • Disembedding: living local, national and international lives now the norm • Searching and evaluating: Learning society more possible than ever • Normalisation of digital media and TEL ICDE Executive Commitee 2014 13
- 14. The landscape is changing • Technology enhanced learning now everywhere, on campus as well as in ODL • Lead in TEL not necessarily now in open universities • Field identifiers of ODL not adequate discriminator • Professional associations based on ODL need to rethink place in landscape of TEL ICDE Executive Commitee 2014 14