challenges for higher education in the european context dr. stanley j. portier...
TRANSCRIPT
Challenges for Higher Education in the European context
Dr. Stanley J. Portier ([email protected])1st European Sakai Day (Lübeck, D)September 7, 2006
Content
• Introduction• History
– Our next virtual learning environment• Educational issues• Technical issues
• Can we meet the challenge?– Policy issues– Our target group: the NET generation
• Campus Blend using Sakai (CBUS)
University of Twente Campus
Profile of the university
• Founded in 1961• Research University• Entrepreneurial Research University• First (and only) Dutch campus university• Focus on technological developments
and their management in the knowledge society
Education• 5 Faculties• 23 Bachelor programmes• 31 Master programmes
• Bachelor & Master students: 7357• PhD’s: 703• International students: 344• International PhD’s: 285
Personnel in numbers
1319 1337
1405
1324
1424
1281
1477
1241
1511
1218
800
1000
1200
1400
1600
2000 2001 2002 2003 2004
ScientificPersonnel
Non-ScientificPersonnel
Campus Facilities • High speed network (UT)
– Wifi on whole campus (largest hotspot in Europe; > 650 AP’s on site + 14 AP’s in Enschede City)
• Labs– High pressure– Virtual Reality– Cleanroom
• MultifunctionalEducation facilities
• Etc.
History: need for a nextgen VLE?
Blackboard, eCollege, Moodle, N@tschool
aTutor, ANGEL, .LRN,
LAMS
Sakai, Croquet, W
ebCT
Changes in education
*
Supply driven
Demand driven
Very diverse student ppulationHomogenio
us stude
nt population
Scenario 1Quality at home
Scenario 3Shifting responsibility
Scenario 2More quality and supply
through collaboration
Scenario 4The entrepeneurial
student*
**
*
* *
**
Education• More flexibility
– Time and place– Blended programmes– Didactical models– Start & end dates of programmes– Assessments– Domain orientation– Serve increasingly heterogenous student
population– Balance between study, work and social activities– Shared responsibility
ICT issues
• Features like– Personal profile– Course catalogue (across organizations)
• Delivery through PDA, cell phone etc.
– Notifications (all types)– Virtual project space (that should be easy to start
and use)
• Current websites & portal– Lack of integration, insufficient interoperability– Missing, inaccurate, even unreliable information
Requirements nextgen VLE
• Student-driven
• Integration, but not all-in-one
• Standards-compliant
• Robust architecture
• Strong features for collaboration, groupwork
Possible answers• Stay with TeleTOP?
– Proven technology– Install base throughout the University– Easy to use– Unlikely that all requirements will be implemented (in time)– Isolated -> Technical integration and Strategic Position in (Dutch) HE
• Sakai: Why?– For and by education (community)– Architecture– Features (more to come hopefully)– However, educational, technical & financial implications need to be further investigated– Pilots projects have to deliver proof whether it can meet the educational challenges we
have to deal with
• Not: Blackboard or Moodle– All-in-one– Architecture is aging (scalability)– Step aside instead of step ahead
Beyond the UT…
• Can we meet the challenge?– Policy– Education– Our (future)
customer: The NET generation
Policy
• The Lisbon agenda– 2010: EU as 'the most dynamic and
competitive knowledge based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion, and respect for the environment'
– Central role for use of ICT– But: will we manage?
Policy (2)
• The Bologna declaration (1999):– Academic grades easy to use and compare– 2 cycles: the Bachelor-Masters program– Accumulation and transfer of credits (ECTS)– Mobility of students, teachers and researchers– Cooperation on Quality Assurance– European dimension of Higher Education
• 29 European countries
Policy (3): BaMa towards 2010
• Bachelor:– Extended B-programmes (multidisciplinary)– Subject -> Domain– International focus (outside NL, even EU)– Major-minor and electives
• In- or outside UT• Prevent risk of delay and gaps in study programme• Exchange between 3TU
– Honours tracks for excellent students– Skills certificate
Policy (4): BaMa towards 2010
• Master:– Flexible master programmes, together with partner
universities (e.g., 3TU)– Standardisation and re-use of components for
tailor made programmes– Active students
• Take responsibility• Know the educational market and make their own choice• Engaged in composing an individual master programme• In- and outside UT, NL, EU• Need access to their personal information
Daily practice• Education
– Is still subject oriented– Has a strong internal focus– Through E-learning is often limited to logistics and
management of education– Is mainly supply driven– Real innovation is limited
• Time, resources, creativity, ambition– Divergence between what is being offered and
what is required -> students create their own ‘environment’.
The NET generation
Homo Zappiens (Veen, 2000)• Plays video games:
– Proactive– Problemsolving– Communication– Variety of social roles– Can be international– Development of typical language
• Multiple communication channels (MSN, cellphone)• Constructs meaningful knowledge in a non-linear way
Homo Zappiens <-> Former Generations• Twitch speed• Multitasking• Nonlinear• Processing discontinued
information• Iconic skills• Connected• Collaborative• Active• Learning by playing• Instant payoff• Fantasy• Technologies as friend
• Conventional speed• Mono tasking• Linear approach• Processing single
information flows• Reading skills• Stand alone• Competitive• Passive• Separating learning / playing• Patience• Reality• Technology as foe
Based on Marc Prensky
Campus Blend using Sakai (CBUS)
• Definition phase (feb.06 – aug 06; 1716 hrs.)– Installation release 2.1.2 and 2.2.0 (July)– Sakai + OSP– Functional analysis– Technical analysis– Management & communication issues– Defining future pilot projects:
• Focus on Sakai 2.2.0
CBUS (2)• Defining pilot projects
– Innovatium 2006 & existing contacts– Spontaneous reponse
• Brainstorm meetings• Focus• Mutual agreement
– Subject, time, no. students, required resources, etc.
– Teacher instruction– Access through standard ICT-account -> hands on
experience– Setting up the site
CBUS (3)• Pilot phase (aug.06 – may07; 3292 hrs.)
– Based on release 2.2.0– Pilots in realistic educational settings– Take account of educational and policy issues– Technical issues
• Emphasis on integration (e.g. LDAP interfacing)• When applicable: bugfixing of ‘must haves’• ‘Nice to haves’ will be added to requirement list
– Core support team• Educational and technical specialists (1 each)• F2F support• Wiki• Mail
– Evaluation– Advice on nextgen VLE, including analysis on TcO
CBUS (4)
• Pilot candidates:– Internal UT: Industrial Design (2x)
• Starts in sept. 06
– External 3TU: Sustainable Energy Technology
• Master programme• Start is foreseen in jan. 07• Possible spin-off to support SET development
team (instructor)
CBUS (5)– External TSM: MBA programme
• Students are working professionals• Involvement of alumni for specific assignments and mentoring• Emphasis on distance education• Use of mobile technology• Start foreseen in oct./nov. 2006
– ‘Internal’ UT/Saxion: Introduction course for new teachers• Elective module• Discussion & Exchange of experiences• Starts in dec. 2006
– International master programme on knowledge management• Resources• Assignments• Discussion and Wiki for collaboration• Students from abroad• Starts on sept. 5, 2006
Sources• Bologna Declaration (1999).• The Lisbon European Council: An agenda of social
and economic renewal for Europe (2000).• www.marcprensky.com • Oblinger, D. (2004). Educating the NET generation.
Presentation at Educause 2004, Denver, CO.• Veen, W. (2000). Flexible education for new student
generations (in Dutch). Technical University of Delft.• Veen, W. (2005). 2020 Vision. Keynote lecture at
Online Educa 2005, Berlin.
… and finally
• “Taking account of dynamics of society and innovation are key drivers for improvement, but only if we choose to do so.”
(J.P. Balkenende, Sept 4, 2006)
