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Politicas de Uso de Nuevas Tecnologias en la Educacion Superior

Bogota, Colombia, Agosto 2005

La educación virtual y el futuro delas universidades

Tom Schuller Head, Centro para la Investigación y la Innovación,

OECD

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EconomicsDepartment

StatisticsDirectorate

DevelopmentCo-operationDirectorate

TradeDirectorate

Directorate For Financial

Fiscal andEnterprise Affairs

Directorate for ScienceTechnology

and Industry

Directorate for Education

Directorate forEmploymentLabour and

Social Affairs

Directorate for Food Agriculture

and Fisheries

Directorate for Public Management

and Territorial Development

Centre for

EducationalResearch

and Innovation(CERI)

COMMITTEES

SECRETARIAT

COUNCIL

EnvironmentDirectorate

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IMHE/PEB

Education andTraining Policy

Division

Indicators andAnalysisDivision

Centre forEducation

Research andInnovation

Directoratefor

Education

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What CERI does: Carries out studies of key educational issues,

using a combination of our own staff and outside experts from around the world.

Develops tools, indicators and frameworks for international analyses of education systems and practices.

Promotes research and policy debate through publications, electronic discussion and conferences.

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E-Learning in Tertiary Education (2005) OECD/CERI study: 19 institutions in 13 countries

Key issues: - Institutional strategy- Platforms and infrastructure- Students’ access- Teaching and learning- Students and markets- Staff and materials- Funding and governance- Organisational change

Observatory on Borderless Higher Education: 122 institutions in 12 countries

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E-Learning: The Partnership Challenge (2001)

Key issues:

Software not keeping pace with technology Professional development: too little, too basic, too generic Content:

- quality level- cultural bias: low transferability from US context

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Distance learning has ‘room to grow’type of learning engaged in in previous 4 weeks – EU avg 2000

010203040506070

Source: EU Labour Force Survey

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Definition:The use of ICT to enhance and/or

support learning in tertiary education

Levels of online presence: None/trivial Web-supplemented Web-dependent Mixed-mode Fully online

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Adoption, enrolments, strategies Growing but still small-scale: ‘high’ online

presence still <5% in most institutions Modules rather than programmes Most institutions now have an e-learning

strategy, with mixed mode delivery appearing as the main target

The impact of e-learning has mainly be administrative so far: far reaching novel ways of teaching and learning facilitated by ICT remain nascent or still to be invented

Strategies exist, but not to shift to fully online: main rationales are to increase flexibility and enhance pedagogy

Little interest in international markets or in cost reduction

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Measuring outcomes

Some scepticism following earlier hype Lack of developed cost-benefit

frameworks.

However: Improvement in quality of offer Development of in-house software and

open source software Learning objects and redesign of materials Relaxation of time/space constraints

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Challenges/issues

Staffing:- Engaging and developing existing staff- Division of labour/new functions, eg

instructional designers

Reward systems

IPR

Scaling up and mainstreaming

Partnership issues

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Policy agenda

Evaluation and dissemination of experience Support appropriate staff development R&D on learnng objects and other pedagogic

innovations Clarify IPR issues Promote dialogue between institutions and

IT providers

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Recent OECD publication on cross-border education (2004)

Internationalisation and Trade in Higher Education

Quality and Recognition in Higher Education: the Cross-Border Challenge

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University Futures: Purpose of the project

Develop a set of trend analyses and long-term scenarios to help policymakers and stakeholders make strategic choices regarding the future

Engage stakeholders in discussion and give common tools to think on the future (NOT predicting the future)

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Methodology Identifying the functions performed by higher

education Identifying trends and driving forces and

prioritising them Exploring the interrelationships between them Imagining their significance and likely impact

in the future Identifying key dimensions to structure the

scenarios Selecting meaningful scenarios (among

thousands)

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Some driving forces

Demographic changes (ageing population in OECD)

Internationalisation and high demand in emerging economies

Technology Rise of market forces (research & education) New forms of governance

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Causality?

More international studentsMore adult learning

Smaller system returning to the elitist model

Drop in public funding(going increasingly tohealthcare)

Status quo (academics retireas young cohorts decline)

Demography(Ageing society)?

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Key dimensions of CERI futures scenarios

Degrees delivered by a restricted number of institutions

Degrees delivered by a large range of institutions

Lifelong learning

Initial tertiary education

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Preliminary set of scenarios

Degrees delivered by a restricted number of institutions

Degrees delivered by a large range of institutions

Lifelong learning

Initial tertiary education

3Free market

2Entrepreneuri

al

4Open & Lifelong

1Tradition

5Network

6Disappearance

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Thanks

Tom.schuller@oecd.org

www.oecd.org/edu/ceri