professor jeff haywood, vice principal digital education ...€¦ · 12 the “changing pedagogical...

Professor Jeff Haywood, Vice Principal Digital Education

University of Edinburgh, UK

[email protected]

http://thinking.is.ed.ac.uk/jeffhaywood

The Changing Pedagogical Landscape

1 ET2020 WG Modernisa2on of HE, Brussels May 2016

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“The Changing Pedagogical Landscape” Study

ET2020 WG Modernisa2on of HE, Brussels May 2016

q  Technology has matured / is easy(ish) to use / internet is widespread / ‘computers’ are in everyone’s hands

q  There is social acceptance of technology for ‘everything/anything’

q  MOOCs + online degrees = it’s possible to do HE online, even by high ranked tradi2onal universi2es


The world has changed = higher educa;on must change

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hPp://bologna-‐yerevan2015.ehea.info/files/YerevanCommuniqueFinal.pdf



Enhancing the quality and relevance of learning and teaching is the main mission of the EHEA. We will encourage and support higher education institutions and staff in promoting pedagogical innovation in student-centred learning environments and in fully exploiting the potential benefits of digital technologies for learning and teaching. We will promote a stronger link between teaching, learning and research at all study levels, and provide incentives for institutions, teachers and students to intensify activities that develop creativity, innovation and entrepreneurship. Study programmes should enable students to develop the competences that can best satisfy personal aspirations and societal needs, through effective learning activities. These should be supported by transparent descriptions of learning outcomes and workload, flexible learning paths and appropriate teaching and assessment methods. It is essential to recognize and support quality teaching, and to provide opportunities for enhancing academics’ teaching competences. Moreover, we will actively involve students, as full members of the academic community, as well as other stakeholders, in curriculum design and in quality assurance.


§  Fostering the employability of graduates throughout their working lives

§  Making our systems more inclusive

www.coursera.org/edinburgh

Online courses, degrees &

MOOCs


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Globally-‐recognised metrics of graduate learning


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Private HE providers & competency-‐based HE


ET2020 WG Modernisa2on of HE, Brussels May 2016 10

William G Bowen, Tanner Lecture, Stanford University, October 2012


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The “Changing Pedagogical Landscape” Study

Despite the shi` to student-‐centred learning and developments and opportuni2es in technology-‐enhanced educa2on, the majority of European HEI has made liPle progress in adap2ng course offers accordingly.

The context for European higher educa;on

The overall objec2ve of the study is to examine to what extent government strategies and higher educa2on regulatory and accredita2on, funding, quality assurance, assessment and cer2fica2on frameworks support or hinder new modes of learning and, in par2cular, the increased use of technology in the teaching and learning process.

The overall purpose of the CPL Study


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1.  To iden2fy the implica;ons for pedagogy in HEI of the most significant prac2ces and trends in new modes of teaching and learning,

2.  To complete an overview of what government-‐led strategies, policies and measures exist in a sample of 8 European countries to foster an increased use of ICT and the key aims that are envisaged (Germany, Spain, France, Lithuania, The Netherlands, Norway, Poland, United Kingdom).

3.  To assess where the main barriers and pinch points exist with a par2cular emphasis on accredita;on frameworks, funding, quality assurance, assessment and cer;fica;on.

4.  To formulate recommenda;ons for policy-‐makers at the level of higher educa;on systems on how to promote and harness new modes of teaching and learning to improve quality and relevance and how formal frameworks can empower and incen2vise HEI to exploit their full poten2al.

Our specific objec;ves


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Methodology -‐ 18 months Delphi survey of experts in online educa2on Desk research and literature overview – na2onal studies Case studies in 8 European countries by na2onal experts: -‐ Two universi2es/HEI’s -‐ At least one intermediate organisa2on (eg ‘QA’, ‘ICT for HE’) -‐ The government (eg ‘Ministry for HE’) Peer review seminar Report published August 2015 URL = hPp://www.changingpedagogicallandscapes.eu/ Or Google it!!


Delphi -‐ to agree with our wide pool of experts, statements that define:

q  What HE would look like if technology were really embedded and

pedagogies had changed (futures)

q  Why we might wish to embed technology in teaching & learning

(outcomes)

q  What metrics might be observed over 2me to measure progress in

embedding and change (measures)

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CPL -‐ Delphi

Where do we want to go? = a vision of the future

Educa2on that is

on-‐demand

self-‐paced

loca2on-‐flexible

relevant to life/career now & in future

global and local

personalised to learning place/style/speed

affordable

high value-‐added and in a wide range of subjects!


Overarching recommenda;ons

1.  At European and na2onal/regional levels, all policies and processes (including legisla2on, regula2on, funding, quality assurance, IT infrastructures, pedagogical support for teachers) must be aligned to prevent conflic;ng ac;ons and priori;es. These policies and processes should support and promote innova2on in pedagogies and greater use of technology, and a vision for change should be expressed through na2onal strategies.

2.   A common agenda should be agreed between the stakeholders in higher educa2on that addresses the challenges of the present as well as shaping a roadmap for the future. This agenda should allow sufficient flexibility to develop concrete ac2ons, par2cularly at na2onal and regional levels.


Recommenda;ons about curriculum design and delivery

3.  All countries should put in place measures to support universi;es in their innova;on in pedagogies (including learning design and assessment) and in greater use of technology. Establishing dedicated agencies at na2onal level has proven a powerful means of driving change

4.  Building on the strong exis2ng base of digital educa2on, European and na;onal metrics should be established to record the typologies and extent of online, blended, and open educa2on at ins2tu2onal and na2onal levels, helping universi2es to compare and monitor their progress.

5.  Na2onal governments should consider requiring cer;fica;on of university teaching prac2ce, both ini2al and con2nuing (CPD), and that innova2on in pedagogy and use of technology should be a core part of this cer2fica2on. This raises the profile of teaching.


Recommenda;ons about Quality Assurance

6.  Na2onal governments must review their legisla;ve and regulatory frameworks and prac;ces for quality assurance and accredita;on in higher educa2on (including recogni2on of prior learning) to ensure that they encourage, and do not impede, the provision of more flexible educa2onal formats, including degrees and other ECTS-‐bearing courses that are fully online.

7.  Na2onal QA agencies should develop their own in-‐house exper2se and establish processes that recognise and support new modes of teaching and learning. They should evaluate ins2tu2ons on their ac2ve support of innova2on (or importantly, the lack of it), and its impact on the quality of teaching and learning.

8.  ENQA and other relevant European networks should support the sharing of good prac2ce by na2onal QA agencies in the development of criteria on the recogni;on of new modes of teaching and learning.


Recommenda;ons about higher educa;on funding

9.  Governments should consider priori;sing innova;on in their funding approaches, in order to invest con2nuously in modernising their higher educa2on systems and s2mulate early uptake of innova2on and new pedagogies.

10. To be effec2ve and systemic, this funding should strengthen the enablers of innova;on at the system level, including leadership for ins2tu2onal change, professional development of teachers, and the support of evalua2on and research evidence. Collabora2on should be s2mulated.

11. Governments should s2mulate higher educa;on ins;tu;ons to assess the costs and benefits of blended and online educa;on, in order to maximise their effec2veness in making use of new modes of teaching and learning for degree studies, as well as for con2nuing educa2on and open educa2on.


On-‐campus 33,000 students all courses since ~1990

Off-‐campus 2700 students 60 Masters since ~2005

open

TECHNOLOGY

An educa;onal pordolio with technology: 2015

32 MOOCs 2.2M learners since 2012 ~20 MOOCs

under construc2on

Open studies Extension ~17,000 learners enrolled

LITTLE/NO TECHNOLOGY


On-‐campus AND off-‐campus 40,000 students, all with at least one fully online course

Off-‐campus 10,000 students 100 Masters 10s of PGRs

open

RICH

TECHNOLOGY

An educa;onal pordolio with technology: c2020-‐25

100s MOOCs 1000s OERs 10,000,000 learners since 2012

Open studies Extension ~17,000 learners enrolled

Open


q  Durability of exis;ng pedagogies

q  Faculty skillset / student skillset

q  Less student enthusiasm for radical change than the hype implies

q  Risk of ac2on by individual universi2es is high

q  Lack of incen;ves / actual barriers (financial | legal | regulatory |…)

q  Inter-‐locked curricula

q  Physical estate

q  Lack of burning plarorm

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The Un-‐changing Higher Educa;on Landscape

ALT-‐C 2014, Warwick

professor jeff haywood, vice principal digital education ...€¦ · 12 the “changing pedagogical...

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