Professor Jeff Haywood, Vice Principal Digital Education ... · 9 The “Changing Pedagogical Landscape” Study Despite"the"shic"to"studentcentred"learning"and"developments"and"

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 EU NL2016 conference, Amsterdam March 2016


“The Changing Pedagogical Landscape” Study

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 tradiNonal universiNes

q  The open universiNes of the world have trained countless academic and support staff


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

EU NL2016 conference, Amsterdam March 2016

www.coursera.org/edinburgh

Online courses, degrees &

MOOCs

EU NL2016 conference, Amsterdam March 2016 5

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Globally-‐recognised metrics of graduate learning


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Private HE providers & competency-‐based HE


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


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The “Changing Pedagogical Landscape” Study

Despite the shic to student-‐centred learning and developments and opportuniNes in technology-‐enhanced educaNon, the majority of European HEI has made liRle progress in adapNng course offers accordingly.

The context for European higher educaIon

The overall objecNve of the study is to examine to what extent government strategies and higher educaNon regulatory and accreditaNon, funding, quality assurance, assessment and cerNficaNon frameworks support or hinder new modes of learning and, in parNcular, the increased use of technology in the teaching and learning process.

The overall purpose of the CPL Study


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1.  To idenNfy the implicaIons for pedagogy in HEI of the most significant pracNces 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 parNcular emphasis on accreditaIon frameworks, funding, quality assurance, assessment and cerIficaIon.

4.  To formulate recommendaIons for policy-‐makers at the level of higher educaIon 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 incenNvise HEI to exploit their full potenNal.

Our specific objecIves



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Methodology -‐ 18 months Delphi survey of experts in online educaNon Desk research and literature overview – naNonal studies Case studies in 8 European countries by naNonal experts: -‐ Two universiNes/HEI’s -‐ At least one intermediate organisaNon (eg ‘QA’, ‘ICT for HE’) -‐ The government (eg ‘Ministry for HE’) Peer review seminar Report published August 2015 URL = hRp://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 Nme 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

EducaNon that is

on-‐demand

self-‐paced

locaNon-‐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 recommendaIons

1.  At European and naNonal/regional levels, all policies and processes (including legislaNon, regulaNon, funding, quality assurance, IT infrastructures, pedagogical support for teachers) must be aligned to prevent conflicIng acIons and prioriIes. These policies and processes should support and promote innovaNon in pedagogies and greater use of technology, and a vision for change should be expressed through naNonal strategies.

2.   A common agenda should be agreed between the stakeholders in higher educaNon 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 acNons, parNcularly at naNonal and regional levels.


RecommendaIons about curriculum design and delivery

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

4.  Building on the strong exisNng base of digital educaNon, European and naIonal metrics should be established to record the typologies and extent of online, blended, and open educaNon at insNtuNonal and naNonal levels, helping universiNes to compare and monitor their progress.

5.  NaNonal governments should consider requiring cerIficaIon of university teaching pracNce, both iniNal and conNnuing (CPD), and that innovaNon in pedagogy and use of technology should be a core part of this cerNficaNon. This raises the profile of teaching.


RecommendaIons about Quality Assurance

6.  NaNonal governments must review their legislaIve and regulatory frameworks and pracIces for quality assurance and accreditaIon in higher educaNon (including recogniNon of prior learning) to ensure that they encourage, and do not impede, the provision of more flexible educaNonal formats, including degrees and other ECTS-‐bearing courses that are fully online.

7.  NaNonal QA agencies should develop their own in-‐house experNse and establish processes that recognise and support new modes of teaching and learning. They should evaluate insNtuNons on their acNve support of innovaNon (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 pracNce by naNonal QA agencies in the development of criteria on the recogniIon of new modes of teaching and learning.


RecommendaIons about higher educaIon funding

9.  Governments should consider prioriIsing innovaIon in their funding approaches, in order to invest conNnuously in modernising their higher educaNon systems and sNmulate early uptake of innovaNon and new pedagogies.

10. To be effecNve and systemic, this funding should strengthen the enablers of innovaIon at the system level, including leadership for insNtuNonal change, professional development of teachers, and the support of evaluaNon and research evidence. CollaboraNon should be sNmulated.

11. Governments should sNmulate higher educaIon insItuIons to assess the costs and benefits of blended and online educaIon, in order to maximise their effecNveness in making use of new modes of teaching and learning for degree studies, as well as for conNnuing educaNon and open educaNon.


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

Off-‐campus 2700 students 60 Masters since ~2005

open

TECHNOLOGY

An educaIonal pordolio with technology: 2015

20 MOOCs 1.5M learners since 2012 ~19 MOOCs

under construcNon

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 educaIonal 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 exisNng pedagogies

q  Faculty skillset / student skillset

q  Less student enthusiasm for radical change than the hype implies

q  Risk of acNon by individual universiNes is high

q  Lack of incenNves / 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 EducaIon Landscape

ALT-‐C 2014, Warwick

Zemsky, “Checklist for Change”, 2013

Documents

Professor Jeff Haywood, Vice Principal Digital Education ... · 9 The “Changing Pedagogical Landscape” Study Despite"the"shic"to"studentcentred"learning"and"developments"and"