Missing opportunities of digitalisation for teaching and learning
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The document discusses the role of digitalization in higher education, emphasizing the need to view it as a means to address existing challenges rather than an additional hurdle. It highlights the gap between technological advancements and their implementation in educational settings, noting that many institutions fail to fully leverage digitalization for social innovation. Key themes include the importance of aligning educational practices with digital advancements to enhance flexibility, inclusion, and the overall learning experience.
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market
Demography
Technology
Skills
demands
[ ENVIRONMENT ]
Higher education’s challenges from outside
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![Recognition and
certification of
competencies
and learning
Learning content,
learning support and
didactics
Access to and
delivery of
learning
opportunities
flexibility
openness
Job market
Demography Technology
Skills demands
[ ENVIRONMENT ]
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Higher education’s challenges outside & HE inside](https://image.slidesharecdn.com/20180920newstudentorr-long-180920110156/85/Missing-opportunities-of-digitalisation-for-teaching-and-learning-12-320.jpg)
Missing opportunities of digitalisation for teaching and learning
- 1. Missing opportunities of digitalisation for teaching and learning. Dr. Dominic Orr d.orr@fibs.eu @dominicorr The New Student: Flexible Learning Paths and Future Learning Environments Higher Education Expert Conference 20-21 September 2018, Vienna Picture credits: europeana.eu, id: lnb-zl-12542, 1980, National Library of Latvia: Elektroniskās skaitļošanas tehnika Rīgas Politehniskajā institūtā | Salcēvičs, Romvalds, 1949- 1
- 2. 2 Digitalisation is everywhere! Political poster in Bavaria, 2018 – “Blockchain and brass bands”
- 3. Technology-first: • “Innovation (is ) ... designed asymmetrically. The primarily on technological innovation. Social understood mainly in their functional relationship to positioned as a ‘compensatory counterpart’.” Social innovation: • New combinations or configurations of social • Looking at innovation from the user perspective Andersson, L. F., Alaja, A., Buhr, D., & Stiftung, F. E. (2016). Policies for Innovation in Times of Digitalization. Arena idé , Friedrich Ebert Stiftung, Kalevi Sorsa Foundation. Retrieved from http://arenaide.se/wp- content/uploads/sites/2/2016/09/policies-for-innovation-in-times-of-digitalization-160929.pdf With technology-first approaches we are missing chances Howaldt, J., & Jacobsen, H. (Eds.). (2010). Soziale Innovation: Auf dem Weg zu einem postindustriellen Innovationsparadigma. VS Verlag für Sozialwissenschaften. Rüede, D., & Lurtz, K. (2012). Mapping the various meanings of social innovation: Towards a differentiated understanding of an emerging concept. EBS Business School Research Paper Series, 12, 1–51. https://doi.org/10.2139/ssrn.2091039
- 4. 4 Demand-side vs. supply-side thinking …or why I don’t have an ebike It would be great because… It is easier to travel distances and reach heights, even for less athletic people efficiency access to different terrains access to mountainbiking I don’t use one because… It doesn’t fulfil my needs expensive / unaffordable not easy to repair (especially in the woods) heavy different riding experience
- 5. 5 Digitalisation in higher education – as social innovation “Digitalisation should not be viewed as an additional challenge, but as a powerful means to meet existing challenges for higher education.” (https://bolognadigital.blog/ )
- 6. Nedelkoska, L., & Quintini, G. (2018). Automation, skills use and training (OECD Social, Employment and Migration Working Papers). https://doi.org/10.1787/2e2f4eea-en Three key attributes based on ‘engineering bottlenecks’ Osborne & Frey Social intelligence - the ability to effectively negotiate complex social relationships, to collaborate, to empathize, to recognize cultural sensitivities, to care for others Cognitive intelligence – the ability to problem-solve, complex-reasoning and the ability to be creative, work outside or redefine the ‘rules’ Perception and manipulation – the ability to carry out physical tasks in an unstructured work environment CC BY: Gerd Leonard, author of Technology vs. Humanity: The coming clash between man and machine The debate on skills in the context of automation / digitalisation 6
- 7. Burrus, J., Jackson, T., Xi, N., & Steinberg, J. (2013). Identifying the most important 21st century workforce competencies: an analysis of the occupational information network (o*net). ETS Research Report Series, (2), i- 55. https://doi.org/10.1002/j.2333-8504.2013.tb02328.x 7 The debate on skills in the context of automation / digitalisation Skills increasingly required by jobs
- 8. McKinsey Global Institute (2017): Jobs lost, jobs gained: Workforce transitions in a time of automation Need to switch occupations based on future scenarios 8 • In advanced economies, one third of workers projected to need to change occupation by 2030
- 9. Job market Demography Technology Skills demands [ ENVIRONMENT ] Higher education’s challenges from outside HIGHER EDUCATION
- 10. Masevičiūtė,K.,Šaukeckienė,V.,&Ozolinčiūtė,E.(2018).Combiningstudies andpaidjobs-Thematicreview.UABAraneum.Retrievedfrom http://www.eurostudent.eu/download_files/documents/TR_paid_jobs.pdf 10 e.g. Working students • 51% of students have paid work • 75% of students over 30 years • Currently, this effects the amount of time they spend on studying, especially working >15 hrs/week • But widening participation is likely to increase the number of part-time students • These students bring work experience and competencies to their studies
- 11. Hauschildt, K., Vögtle, E. M., & Gwosć, C. (2018). EUROSTUDENT VI Overview and selected findings. wbv Media. https://doi.org/10.3278/104-274w 11 Problem case:Working students (EUROSTUDENT 2018)
- 12. Recognition and certification of competencies and learning Learning content, learning support and didactics Access to and delivery of learning opportunities flexibility openness Job market Demography Technology Skills demands [ ENVIRONMENT ] [ EDUCATION SYSTEM ] Higher education’s challenges outside & HE inside
- 13. Recognition and certification of competencies and learning Learning content, learning support and didactics Access to and delivery of learning opportunities Higher education provision made up of 3 core processes Digitalisation as facilitator for 2 dimensions • flexibility (organizational openness) • inclusion (social openness of processes) flexibility openness Digitalisation as facilitator…
- 14. Note: n=69 HEIs providing complete responses on OOFAT model. 14 Using this model (OOFAT), we found 6 strategy types Orr,D.,Weller,M.,&Farrow,R.(2018).Modelsforonline,open,flexibleandtechnologyenhancedhigher educationacrosstheglobe–acomparativeanalysis.InternationalCouncilforOpenandDistanceEducation. Retrievedfromhttps://oofat.oerhub.net/OOFAT/wp-content/uploads/2018/04/Models-report-April- 2018_final.pdf Only few (14%) innovate through digitalisation in all areas
- 15. 15 Example – case OERu as cooperation network
- 16. 16 Alignment of model to key Bologna challenges Digitalisation should focus on these 7 issues related to these 3 core processes (https://bolognadigital.blog/ )
- 17. Alignment of model to key Bologna challenges Open badges (https://bolognadigital.blog MOOCs and OER Flipped classrooms Learning analytics Augmented reality Virtual mobility Virtual introductory courses / summer schools Study support / social bots Student networks User statistics as business intelligence
- 18. FiBS, Michaelkirchstr. 17/18, D-10179 Berlin,Germany Tel: +49 (0)30 8471 223-0 · Fax: +49 (0)30 8471223-29 www.fibs.eu ENHANCING LIFELONG LEARNING FOR ALL Research Institute · Consulting · ThinkTank Germany · Europe ·Worldwide 18