Dr Barbara NewlandUniversity of Brighton

European Commission's report identified the core of learning in the future to be:◦ Personalisation◦ Collaboration◦ Informalisation (informal learning)

What changes are required to enable this vision?

The future – 2020 to 2030

Personalised learning plans and tailor-made learning activities

People assuming responsibility for their qualifications and taking the initiative in developing their professional careers

Industry becoming more involved in shaping training and encouraging workers to participate in lifelong learning

Collaboration not only within the classroom, but with the community at large, and with people from other social, cultural or age groups and between experienced and inexperienced workers.

Informally acquired skills need to have greater recognition and mechanisms will have to be put in place that allow people to obtain formal recognition for their experiences and skills

To guide students in identifying and selecting the learning opportunities that best fit their learning styles and objectives

Expected future decreases in the demand for unskilled labour in the EU will aggravate societal inequality

People who need training most, i.e. those with low or irrelevant skills, tend to be those who use training the least

White paper - Students at the Heart of the System

National Student Survey

Key Information Set

Professional Standards Framework

International competition

Has the pedagogy changed?

One Year or Less◦ Mobile Apps

◦ Tablet Computing

Two to Three Years◦ Game-based Learning

◦ Learning Analytics

Four to Five Years◦ Gesture-based

Computing

◦ Internet of Things

People expect to be able to work, learn and study whenever and wherever they want to

The technologies we use are increasingly cloud-based and our notions of IT support are decentralized

The world of work is increasingly collaborative, driving changes in the way student projects are structured

The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators

Education paradigms are shifting to include online learning, hybridlearning and collaborative models

There is a new emphasis in the classroom on more challenge-based and active learning.

http://www.guardian.co.uk/higher-education-network/blog+technology

Photograph: Nick Gregory

Economic pressures and new models of education are bringing unprecedented competition to the traditional models of higher education

Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching

Digital media literacy continues its rise in importance as a key skill in every discipline and profession

Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies

New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities.

Investigate your students' technology needs and preferences and create an action plan to better integrate technology into courses and information systems

Provide professional development opportunities and incentives so instructors can better use the technology they have

Expand or enhance students' involvement in technology planning and decision making

Meet students' expectations for anytime, everywhere, Wi-Fi access on the devices they prefer to use

Nail the basics. Help faculty and administrators support students' use of core productivity software for academic work.

Pedagogies

Assessment strategies

Curricula

Traditional E&T institutions – schools and universities, vocational and adult training providers – will need to reposition themselves in the emerging learning landscape

Education institutions will cease to be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support

Content, teaching and accreditation will becomedisaggregated

Different forms of accreditation should be developed to recognise informal know-how and practice-based competences.

http://www.bbc.co.uk/news/business-18191589

Tougher" O-level style exams in English, maths and the sciences from September 2014. Exams in 2016

Less academic pupils would sit a different "more straightforward" exam, like the old CSE

1 exam board to set exams instead of 6

Education Secretary Michael Gove

1. Identify the learning objectives

2. Look at the curriculum to decide what is best face-to-face and what is best online

3. Consider the integration and relationship between the F2F and eLearning

4. Develop the most appropriate eLearning activities to achieve the learning objectives

5. Decide how will you assess these activities

6. Choose the most appropriate technology

Lecture and self-study elements of a course are reversed

F2F time used more interactively

◦ PollEverywhere using phones

◦ Collaborative presentations using tablets

Potential to focus on increasing understanding rather than covering material

PersonalisationCollaborationInformalisation

Changing pedagogies

assessmentscurricula

institutions

BBC, 2012, Top US universities put their reputations online, http://www.bbc.co.uk/news/business-18191589

BBC, 2012, Plans for O-level-style exams to replace GCSEs, http://www.bbc.co.uk/news/education-18529471

Department for Business Information and Skills, 2011, Higher Education: Students at the Heart of the System, http://bis.gov.uk/assets/biscore/higher-education/docs/h/11-944-higher-education-students-at-heart-of-system.pdf

ECAR National Study of Undergraduate Students and Information Technology Report, 2011, http://www.educause.edu/ecar

Educause Learning Initiative, 2011, 7 Things You Should Know About Flipped Classrooms, http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms

Horizon Report, 2012, http://www.educause.edu/library/resources/2012-horizon-report Garrison, D. R. and Vaughan N. D., 2008, Blended Learning in Higher Education: Framework, Principles and

Guidelines, John Wiley and Sons. JISC, 2007, Student Expectations Study. Available from

http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf JISC, 2009, Higher Education in a Web 2.0 World Available from:

http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf JISC, 2011, Littlejohn, A., Pegler, C., 2007, Preparing for Blended eLearning, Routledge NUS, 2010, Student perspectives on technology - demand, perceptions and training needs Online Learning Task Force, 2011, Collaborate to Compete: Seizing the opportunity for online learning for UK

higher education.

Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., Hoogveld B. ; Editors: Redecker, C. & Punie, Y., 2011, The Future of Learning: Preparing for Change, JRC Scientific & Technical Report. http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html

Redecker, C., 2009), Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe.

Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH

b.a.newland@brighton.ac.uk

www.brighton.ac.uk/clt/www.slideshare.net/barbaranewlandhttp://barbaranewland.wordpress.com/