agregador de noticias

Ball State Students as Developers: Not Just Technology Users

Campus Technology - 26 Mayo, 2015 - 15:00
Ball State University is known for offering its students not only the experience of using the latest technologies, but also the chance to develop them. CT spoke with Ball State University's Senior Software Engineer for Developing Technologies, Kyle Parker.

How IT and the Role of the CIO is Changing in the Era of Networked Organizations

OLDaily - 26 Mayo, 2015 - 11:23
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Dion Hinchcliffe, On Digital Strategy, May 26, 2015

I know that this is the way we want to go. But I also know it's really difficult. If I need a product built, say, how do I get that large cluster of self-managing units to do it? If I need email to function on the weekends, what motivation does the SaaS provider to do that? If I need to connect my laptop to the network, why would IT security enable that? A network structure does away with command and control, but to work it has to replace that with mechanisms that motivate mutually supportive practices. And these are hard to design.

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Categorías: General

Working Out Loud 101 | Some Thoughts

OLDaily - 25 Mayo, 2015 - 23:23
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Sahana Chattopadhyay, ID and Other Reflections, May 25, 2015

This post is a good overview of the concept of "working out loud", something we've visited in these pages from time to time. Here's John Stepper: "Working Out Loud starts with making your work visible in such a way that it might help others. When you do that – when you work in a more open, connected way – you can build a purposeful network that makes you more effective and provides access to more opportunities."

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The 75 (or so) most cited living philosophers with public Google Scholar pages

OLDaily - 25 Mayo, 2015 - 23:23


Brian Leiter, Leiter Reports, May 25, 2015

I don't always compare myself to the list of most cited living philosophers. But when I do,  I use Google Scholar, which would put me at 36th on the list, if I were listed.

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A Licence With Limited Value: Copyright Board Delivers Devastating Defeat to Access Copyright

OLDaily - 25 Mayo, 2015 - 23:23


Michael Geist, May 25, 2015

The Copyright Board of Canada delivered what Michael Geist calls a devastating defeat to Access Copyright on Friday. Access Copyright is the organization that putatively collects royalties for the copying of books and articles at universities and public institutions. Basically, every one of their claims was rejected (Geist provides an handy-dandy table). The Board pointed out that Access Copyright only has agreements covering 0.005% of the copied works and that its incredibly narrow notion of 'fair dealing' is not accurate. The fact that Access Copyright does not actually own the right it's selling licenses for is to me the telling blow.

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Hitting a little too close to home

OLDaily - 25 Mayo, 2015 - 23:23


Toby Morris, The Wireless, May 25, 2015

This is why education alone does not repair social and economic inequality. The comments below the cartoon are also worth reading. See also this item, from Buzzfeed. And this.

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Categorías: General

The OU is closing doors

OLDaily - 25 Mayo, 2015 - 23:23


Unattributed, Times Higher Education, May 25, 2015

According to this letter in the Times Higher Education supplement, the Open University is closing regional offices in places like Leeds, Gateshead, Manchester, Oxford, Bristol, Birmingham and Nottingham. The author writes, "It seems to be odd timing when the political direction is to devolve power to English cities, with the university in an enviable position to take advantage of the possibilities that such devolution could bring." But the model of one central office with a bunch of branch offices isn't the same as decentralized. So what would a proper model look like? Each city and town with its own office, locally managed, with access provided to a variety of institutions, including OU, but also any other institution. Back in the 90s I called this 'the Triad Model' (I did not coin the term, but it fits perfectly).

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Categorías: General

Meet Learner 2.0

Learning with 'e's - 25 Mayo, 2015 - 21:48
I'm presenting a keynote speech in Brisbane for EduTech next week, and the theme for my talk is 'Meet Learner 2.0'. I want my audience of mainly higher education teachers to think about the cohort of students that is now coming through the doors of universities. Generally they are young people who have no memory of the last century (the one we were all brought up and educated in), and have been immersed in technology their entire lives. They are younger than the Internet and mobile phones, and they don't recall a time when there was no Google or Facebook. They are residents in the digital age and they carry their connection with them wherever they go. This results in a number of repercussions for education.

We are witnessing a shift in education that is likely to be profound. It is a shift in the roles of teachers and learners, and it is one that will alter the relationships we are familiar with. The shift is occurring in the responsibility that learners are adopting to learn for themselves. Teachers have long been advised to become 'guides on the side' so that learners can take responsibility. From Socrates through to Dewey, far sighted and progressive philosophers and theorists have consistently argued that students learn better when they lead their own discovery. But very few educators ever took up this challenge, preferring instead to remain 'in control' of the process of education, the expert sage taking centre stage. The advent of digital technology challenges this traditional model of education.

A recent post on the Edutopia site contained the following passage:

When a student asked how something was done, we'd play dumb and say, "I don't know. We should probably look it up." The student would look it up, ask another question, and we'd say, "Hmmm. That's interesting. How can we find that out?" Again, the student would go to the book. After enough of those sessions, our students stopped bothering to ask us for the answers -- they already knew all the behaviors that would lead to understanding.

Although this instance is clearly taken from a school context, the same principle applies to all education. If the student has the means to discover for himself, why give him the answer? Hands off teaching does promote metacognition (knowing about knowing). Discovering for yourself tends to deepen the learning experience, and motivates students to go that extra mile, to find out for themselves what the answer is to that question that has been nagging at them. It cultivates curiosity, and curiosity always leads to further questions... and the cycle starts again.

The general behaviours identified by John K. Waters in an article in Education Trends in 2011 seem to be gathering pace, and spawning offshoots: 'New learners' are more self directed, and they are better equipped to capture information with their digital tools. They tend to be more reliant on the feedback from their peers, and they are more inclined to collaborate with each other. In short, they are networked learners. Most significantly, they are more oriented to becoming the nodes of their own production. This means that they produce significantly more content related to their learning than previous generations. The mobile phone in their pocket ensures that this happens, constantly. Because they generate more content and learn from it, they are better placed to drive their own learning. The teacher, acting as a co-learner or co-investigator can scaffold this learning, and acts as a guide rather than an instructor. Working with Learner 2.0 will be quite a challenge for many teachers, particularly those who are ingrained in the old methods of education. But Learner 2.0 is already in your institution, and the opportunities far outweigh the threats.

Photo by JISC


Meet Learner 2.0 by Steve Wheeler was written in Liberec, Czech Republic and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's

Thoughts on reforms in vocational education and training (VET) – Part Three: New emphasis on workplace learning and apprentice training in Finland

Pontydysgu - Bridge to Learning - 25 Mayo, 2015 - 19:41

In the first post of this series I informed of a new debate on the future course of the Finnish educational policy alongside a the ongoing coalition talks of three parties. The focal issue is seemingly the duration of the initial vocational education and training (VET) programs. With my previous post I gave a picture on the educational policy background for the current debate (looking back to the reforms of the 1990s). With this post I try to complete this picture by discussing the role of workplace learning and apprentice training in the Finnish vocational education and training (VET) system.

1. New emphasis on workplace learning in initial VET programs

I my previous post I described how the shaping of initial vocational education (mainly school-based) became part of a larger reform agenda. The duration of the vocational programs played a role in the attempts to create a balance between ‘academic’ and ‘vocational’ options in the upper secondary education. However, it appeared that this balancing approach put the main emphasis on the desired equality of these options as educational choices. By the end of the 1990s the discussion on initial VET gave more emphasis on workplace learning.

Already in the early 1990s several minor initiatives were taken to increase the amount of work experience placements in the school-based vocational education. By the end of 1990s the educational authorities and the Social Partners had agreed to strengthen the emphasis and to enhance the relative importance of workplace learning. In the new curricular frameworks the amount of workplace-based learning was increased to the equivalent of 1 year in full-time education. The educational authorities spoke of the 2+1 model. For this extension new cooperation frameworks were developed for vocational schools and participating enterprises. In this way both parties took responsibilities on the arrangement and monitoring – although the overarching responsibility was kept at the vocational schools.

Altogether, this was a cultural and organisational reorientation and it was introduced via pilot projects that were accompanied by an educational research project led by the University of Jyväskylä (and by Dr Johanna Lasonen as the key researcher). Looking back, the projects gave a positive picture of the enhancement of workplace learning. At the same time they pointed out that the development of appropriate workplace learning opportunities required efforts from all parties involved.

2. New interest in apprentice training

Parallel to the reforms in initial VET the policy makers who were concerned about appropriate solutions for adult learners had been promoting more flexible arrangements for obtaining vocational qualifications. In this strategy the nation-wide network for vocational adult education centres and the combined schemes of preparatory courses and competence-based assessment had played a central role. Without going into details with this policy development it is worthwhile to note that this approach seemed to be more appropriate for advanced vocational learners who were looking for frameworks for continuing professional development.

In the light of my previous blogs and the above mentioned remarks it is more apparent that the new interest in apprentice training has been linked more to adult learning than initial vocational eduction for youth. Given the scenario that the Finnish society is rapidly aging and that the youth cohorts are getting smaller, there has been an increased concern of providing appropriate learning opportunities for adults who are already in working life but lacking formal qualifications. for this clientele a modern apprentice training with tailored vocational subject teaching appeared to be a timely solution.

The modernisation of apprentice training had already been started in the early 1990s and the support organisation was reformed parallel to organisational reforms in VET. Currently apprentice training is managed from intermediate apprenticeship offices that are located in vocational school consortia and function as the brokers between the interested enterprises and the supporting vocational schools.

As has been mentioned above, apprentice training has been taken up more strongly as an option for adult learners but more recently it has been brought into discussion also as an option for young people. In particular in the construction sector there is a strong interest to promote a flexible transition from the earlier 2+1 model to a variant in which the third year would be implemented as apprentice training. However, as we know from different sources, this requires mutual agreement between different parties involved.

I think this is enough to set the issues of workplace learning and apprentice training to the bigger educational policy context. Having said that I think that it is worthwhile to consider, how this Finnish educational policy context fits to broader European group picture – both concerning structural reforms and the role of workplace learning.

More blogs to come …

Thoughts on reforms in vocational education and training (VET) – Part Two: Looking back at the Finnish reforms in 1990s

Pontydysgu - Bridge to Learning - 25 Mayo, 2015 - 17:13

In my previous post I informed of a new debate on the future course of the Finnish educational policy that has emerged as a by-product of the ongoing coalition talks after the parliament election in April. The focal issue is seemingly the duration of the initial vocational education and training (VET) programs. Yet, as the first reactions to the news from the coalition talks indicate, there seems to be much more at stake than a seemingly simple decision. With this blog post I try to give a picture on the educational reforms of the 1990s that gave the Finnish educational policy its core principles and the VET system its current frameworks.

1. What were the issues for the educational reforms in the 1990s?

The reform debates of the early 1990s were introduced by critical assessment of the earlier reforms of the 1970s. These earlier reforms had tried to provide a balance between the general (academic) track and the vocational (professional) track in the upper secondary education. In particular the status differences between different vocational/professional education options were to be reduced and the vocational/professional routes were supposed to become more attractive. After a lengthy implementation period  the reality showed a different picture.

The critical reviews by the educational authorities and independent research groups were summarised in 1990 in the following way:

1) The educational demand was characterised by academic drift: In spite of the efforts to create a new balance between the tracks, the educational demand of young people drifted towards the general/academic track and towards university studies. Given the fact that the Finnish universities have taken their students on the basis of domain-specific entrance examinations, this led to increased queueing of candidates for university studies.

2) The transition to vocational/professional options remained status-oriented: In spite of the efforts to reduce the status differences and to promote vocational progression, the educational demand led towards segmentation. The higher vocational (professional) options were overwhelmed by graduates from the general/academic track whilst graduates from vocational schools remained minority.

3) The use of lower vocational education options as transit stations: Parallel to the above mentioned tendencies there was an increase in the enrollment of graduates from the general/academic track to lower vocational education programs. Here, the interest was not necessarily to obtain an additional qualification but, instead, to obtain a domain-speficic transit station (to prepare for entrance examinations of universities or higher vocational education). Due to this increased demand the vocational schools started to develop special options for graduates from the general/academic track. In this way the vocational schools tried to encourage such learners to complete their programs instead of using them as transit stations (and drop the programs if they got an access to ‘higher’ option).

2. What were the structural changes and the guiding principles outlined by the reforms?

The reforms that were outlined via high level conferences, public consultations and a pilot period took the following course:

a) Creation of a non-university sector of higher education: The higher vocational (professional) education had already become post-secondary and recruited mainly graduates of academic track. Several domain-specific institutes had already pushed for decisions to upgrade them as colleges of higher education. Now, the reform opted for upgrading such institutes into HE but at the same time creating merged polytechnics that would cater for the constant development of their departments. Via these mergers and a national accreditation process the newly created polytechnics became eligible for the Bologna process. (Later on, the polytechnics started to use the name ‘universities of applied sciences’.)

b) Separation of the secondary vocational education from the higher vocational education: The above mentioned reform led to an institutional separation between the secondary vocational education (that remained in vocational schools) and the higher level (that was upgraded and integrated into the polytechnics). As a compensatory measure, the reform maintained the vocational progression route from secondary vocational education to polytechnics.

c) Flexible curricular cooperation between ‘academic’ and vocational programs in upper secondary education: Another major feature of the reforms of the 1990s was to enable flexible curricular cooperation between upper secondary schools (‘academic track’) and vocational schools. Instead of integrating them into a common institutional and curricular framework, new cooperation options were opened. Firstly, learners of both type of schools got the opportunity to choose courses from the other type of schools. E.g. ‘academic learners’ with interest in economics could choose commercial subjects from vocational schools. And vice versa, ‘vocational learners’ with interest in continuing to higher education could choose general subjects from the upper secondary schools. One step further was the option of obtaining dual qualifications – the Finnish baccalaureate (Abitur) and the vocational qualification – via a mutually adjusted schedule.

Altogether this reform agenda tried to to solve the problems of the earlier periods in the following way:

  • by redirecting the academically oriented educational demand to both universities and to the newly created polytechnics,
  • by maintaining the vocational progression routes (from vocational schools to polytechnics)
  • by encouraging boundary-crossing curricular cooperation and educational choices between the ‘academic’ and ‘vocational programs in upper secondary education.

In this respect the emphasis was mainly on providing new opportunities for Higher Education, but at the same time trying to enhance the attractiveness of vocational education as well. From this point of view it was important that the vocational programs had the same duration as the general/academic programs.

I think this is enough of the educational reforms and of structural changes of the 1990s. With this quick recollection I tried to reconstruct the political and cultural background of the current debates. However, there is a need to have a closer look at the role of workplace learning and apprentice training in the Finnish VET system as well.

More blogs to come …

 

 

PhD: is the doctoral thesis obsolete?

OLDaily - 24 Mayo, 2015 - 23:23
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Paul Jump, Times Higher Education, May 24, 2015

If it were not for the requirement of a doctoral thesis, I would have a doctorate (that is literally what "All but Dissertation" means). So, yeah, I think it's obsolete. But maybe I'm a bit biased. Sure, I could have finished, I suppose, but I couldn't justify spending a year of my life writing something that would be read by four people. As Jeremy Farrar says, "An awful lot is going unused and unread. Is this really appropriate for the modern world? Communication within the science world and with the public is becoming shorter and snappier, yet our PhDs still seem to be stuck in the 1960s." Or maybe the 1860s.

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My website in a Dropbox

OLDaily - 24 Mayo, 2015 - 23:23


Dave Winer, Liveblog, May 24, 2015

I'm not sure how this works exactly, but I've long been an aficionado of personal websites for everybody, so this idea - using some node.js code to create your own website on Dropbox - is a natural. Dave Winer writes, "The server is called PagePark. Of all my latest tools, it's my favorite. I love tweaking it, adding little shortcuts. Things that make it work really well for the kind of content I serve." See also.

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Worth Considering: Students can have their own perspectives on edtech initiatives

e-Literate - 24 Mayo, 2015 - 23:06

By Phil HillMore Posts (317)

Triggered by Friday’s article on e-Literate TV, there have been some very interesting conversations both in the Chronicle comment thread and on the e-Literate TV site. The most, um, intense conversations have centered on the application of self-regulated learning (SRL) in combination with adaptive software (ALEKS) to redesign a remedial math course at Essex County College. Michael has been wading in very deep waters in the comment threads, trying emphasize variations of the following point.

But that debate should be in the context of what’s actually happening in real classrooms with real students, what the educational results are, and what the teachers and students involved think of their experiences.

Right now, the “sides” are having a fight–it’s not really a debate because the sides aren’t really talking to each other–in near total absence of any rational, educator-evaluated, evidence-based conversation about what these approaches are good for. One side says they will “fix” a “broken” education system, while the other side says they will “destroy” the education system. Well, what are the students saying?

One key theme coming through from comments at the Chronicle is what I perceive as an unhealthy cyncism that prevents many people from listening to students and faculty on the front lines (the ones taking redesigned courses) on their own merits. Michael called out this situation in the same comment:

What bothers me is the seemingly complete lack of interest among the commenters in this thread about actually hearing what these teachers and students have to say, and the disregard for the value of their perspectives. It is possible to raise legitimate concerns about techno-solutionism, anti-labor practices, and other serious abuses while simultaneously acknowledging that so-called “personalized learning” approaches can have real educational value when properly applied in the appropriate context by competent and concerned educators and serious students.

One of our primary goals for e-Literate TV is to give additional access to those on the front lines, thus allowing debates and conversations about the role of ed tech and personalized learning approaches. However, it is important to recognize that students can have their own perspectives and are not just robots who are told what to say and do. Consider the following panels discussion with students. To me, the students are quite well-spoken and have real insights.

Sade: A typical day is, like, you basically come in—you go and you log on and you do your ALEKS. You do it at your own pace. Every individual works at their own pace. That’s why I like it. Because some people are ahead, and if you’re in a typical, a regular class, then you have to go with the pace of everybody else. Even if you don’t understand, you have to be—you have to try to catch up. Here, you work at your own pace.

Viviane: It’s been a very good experience for basically the same reasons. Where you just sit and you work and if you can solve 10 problems in one hour, it’s better for you if you keep working at your own pace.

And there’s also—the professor that helps you, or you can even bother one of your classmates and say, “Hey, can you help me out over here with this problem?” or something like that. I mean it’s—I feel as if it’s a very interactive and open classroom.

As per other classes, I don’t think that a regular math class would be able—I mean you wouldn’t be able to sit and ask another classmate for help or anything like that. You would have to just wait for your professor.

Most students we talked to appreciated the self-paced nature of the lab portion (working on the computers emporium style with faculty roaming the room for one-on-one support), but it is very clear that the technology itself was one component of the solution. Students are reflecting back that it is the combination of self-paced design along with interactive support that is critical to success. Not only that, but note how students value the ability for peer support – students helping students. That design element of courses is often overlooked.

In another segment, students explored this concept in more depth with an additional element of ownership of the learning process.

Phil: Most of the students we talked to seem to have internalized the lessons of self-regulated learning and feel empowered to learn.

Sade: It’s really good because, for example, say I’m doing a topic, and I’m stalling. Vivian is faster than I am. I could work by my own pace and then it’s a professor there that I could raise my hand. “Excuse me. I don’t understand this. Could you help me with it?”—because everybody learns at their own pace. Everybody learns at their own pace.

Khalid: Yeah, we are typically just sitting down on the computer screen, but we’re sitting next to our classmates, so if there’s a problem on it, I could ask my classmate. Like, that’s actually the best thing about ALEKS, is that there’s an explain button right there.

We would do well to listen to students more often, judging input on their own merits.

The post Worth Considering: Students can have their own perspectives on edtech initiatives appeared first on e-Literate.

New Teachers: Designing Learning Environments

Educación flexible y abierta - 24 Mayo, 2015 - 17:11

For new teachers, this resource compilation includes tips and guides on classroom design and layout to help maximize the possibilities of the learning environment.

See it on Scoop.it, via Educación flexible y abierta

Update on online learning in Africa

Tony Bates - 24 Mayo, 2015 - 12:30

One of the AVU’s new distance-learning centres is launched at the University of Education, Winneba in Ghana. Photograph: AVU

Anderson, M. (2015) Out of Africa: e-learning makes further education a reality for tens of thousands The Guardian, May 20

The opening this week of the 10th e-Learning Africa international conference prompted this informative report by the British newspaper, the Guardian, about the state of virtual learning in Africa. I have used this to pull together a number of different strands about online learning developments in Africa.

The e-Learning Africa conference

Only 6% of Africans continue to any form of higher education (compared with a world average of 26%). Thus this year’s e-Learning Africa conference is particularly significant as it is taking place in Addis Ababa, the HQ of the African Union,which has prioritized virtual learning in its long-term development strategy.The conference is also hosted by the government of Ethiopia. Rebecca Stromeyer, one of the driving forces behind e-Learning Africa, has done a tremendous job in using the conference to promote the development of virtual and online learning in Africa.

The African Virtual University

The African Virtual University, a Pan African Intergovernmental Organization established by charter with the mandate of significantly increasing access to quality higher education and training through the innovative use of information communication technologies, is a major force in promoting virtual learning in Africa.

It is still relatively small in terms of student numbers, with a total of 43,000 students since it started in 1997. So far, 19 African countries signed a charter establishing AVU as an intergovernmental organisation. The AVU offered its first MOOC to 1,700 African students in March this year. Perhaps more significantly it is opening 29 new distance learning centres in 21 African countries at a cost of $200,000 each.

The AVU at the moment does not offer its own degrees, but works in partnership with other African universities to deliver online programs across Africa, sometimes in partnership also with foreign universities such as Indiana University in the USA and Laval University in Canada. AVU plans to start offering its own degrees next year.

UNISA

South Africa has been a leader in distance education in Africa for many years, with over 300,000 students a year currently enrolled in UNISA (the University of South Africa), but although it has some programs offered online, it has been somewhat reluctant to invest heavily in online technologies, because as an open university it has been concerned with the high cost and difficulties of access to the Internet for many Africans.

However, the AVU is considering making lectures accessible on mobile phones, which would tap into Africa’s estimated 112-million smartphones, and UNISA will need to move more quickly if it is to stay relevant in South African online and open education..

Fibre optics

Another major factor that is impacting on virtual learning in Africa is the spread of fibre optics. The first map shows the submarine networks and their international links and the second shows the internal, terrestrial fibre optic networks.

African submarine fibre optic networks
Image: © African Politics Portal, 2010 

African terrestrial fibre optic networks
Image: AfTerFibre: https://manypossibilities.net/afterfibre/

The key factor here is capacity. Fibre optics enable much higher Internet speeds and bandwidth than mobile technologies (although of course the two will be used in combination) but the end result will be much cheaper Internet connectivity in Africa in the coming years.

Comment

I hesitate to suggest solutions for Africa – I’m too far away and the best solutions will be African originated. However, here’s my opinion, for what it’s worth.

Those institutions and organisations that are moving now into virtual learning will have a major competitive advantage as Internet access widens and the cost of access drops dramatically. Bakary Diallo, the rector of the AVU, believes that the AVU can drive down the cost of higher education in Africa, without losing quality. Timing will be critical though – too early a move and the large market will not be ready; too late and other providers will have moved in.

The key challenges though will be the following:

  • appropriate content: African developed OERs (such as OER Africa’s and the OERu’s) will be an essential component of a low cost, high quality, virtual learning system in Africa; at the same time, actual courses and programs available online will also be critically important and this will need substantial investment, mainly in teachers and instructional designers;
  • political recognition of the integrity and quality of virtual learning: African politicians have been very conservative in the past in recognising the value of online and distance learning. Nigeria, the major economic nation now in Africa, for instance, has almost no publicly funded online learning at a higher education level., because the government won’t recognise such qualifications. It is good that 19 countries have signed on to the AVU and the African Union has made virtual learning a priority. This though now has to be accepted by other African countries, and policies and strategies for virtual learning and above all recognition of qualifications now need rapid implementation by African governments;
  • institutional management. Even in highly developed countries, university administrators have struggled to manage well the development and maintenance of online learning. African universities will struggle even more with this challenge;
  • lack of qualified professionals: Africa has few professional instructional designers, although countries such as Kenya do have very good IT professionals and web designers. However, the private sector can offer much better salaries;
  • lack of funding: there is a high cost of investment in adopting online learning, and it will take political courage to put aside the funds needed at the level of magnitude to drive real change. However, this is no longer impossible for many African countries such as Nigeria, South Africa and Kenya, whose economies are rapidly growing. It is therefore more a question of political will than resources, for at least some African countries, although others will take much longer to catch up;
  • corruption: this has two aspects, open corruption, where government funds for online learning are diverted to individuals (usually politicians, but also sometimes local administrators), but probably much more significant will be the influence of major technology-based multinational corporations, who will lobby for money to be spent on (their) technology rather than on the human resources needed to sustain online learning (i.e. well qualified teachers).

Lastly, the challenge for Africa is to walk two paths at the same time. Online learning should not be used as a replacement for a high quality campus-based higher education system but as an integral part of a comprehensive system of higher education that includes face-to-face teaching, blended learning and fully online learning. Getting that balance right will be a mjor challenge.

Overall, though, I am very optimistic that the future belongs to Africa, and that online learning will be a critical component of that future.

La innovació silenciada

Arran de pupitre - 24 Mayo, 2015 - 08:12
La Rosa i a Sandra, amb els seus alumnes d'Olesa de Bonesvalls, explicant la seva experiènci

Ahir, jornada de reflexió i avui a votar per les municipals. Però també vam reflexionar i força amb l'Emma, el Jose i el Jordi, després de disfrutar de les VII Jornades Espurna. Sí, ja en van 7. I les que vindran. Però no cal que correu als quioscs, crec que a la sala de Convalescència de l'Hospital de Sant Pau no n'hi havia pas cap, de periodista. Tampoc els vam trucar, com altres vegades que sí ho haviem intentat. No haguéssin pas vingut. Per què?  Quatre mestres, pares i alumnes reunits parlant d'educació en dissabte... a qui li interessa? I més després d'una setmana tan farcida de notícies més interessants:  les mateixes eleccions, l'homenatge al Xavi de Barça...

Dues centes persones, bàsicament docents però també pares i alumnes ens vam aplegar a la Casa de Convalescència de l'Hospital de Sant Pau (Barcelona), de l'ICE de la Universitat de Barcelona per parlar d'educació. Després d'una taula rodona sobre l'ús de dispositius mòbils en educació on hi havia des d'en Ferran Ruiz (president del Consell Escolar de Catalunya), professors amb una gran trajectòria innovadora (res de fum, de la de debò), alumnes i pares. Perque a Espurna des de ja fa uns anys, entenem la trobada anual com un lloc on són els mateixos alumnes els que expliquen el que fan a l'aula. Però això no és notícia.

No em cansaré de repetir-ho:  L'educació no està de moda, i quan sortim als mitjans normalment és perque hi ha hagut una desgràcia, algun conflicte amb en Wert, algun altre problema... o perque alguna institució (sempre privada) o agrupació d'empreses tecnològiques potents que vesteixen els seus interessos de necessitats i els saben imposar oembolicar-les bé ens venen la moto de torn. Un exemple:  recentment, tant a la premsa com fins i tot a la televisió, s'ha anunciat a tort i a dret que una congregació religiosa determinada, de cop i volta s'ha il·luminat i ha 'modernitzat' la seva xarxa d'escoles tot adoptant unes metodologies concretes. Tots sabem que aquest procés no és un canvi d'un dia per l'altre, però en aquest país tenim el nivell periodístic (per sort hi ha excepcions), que tenim.  Doncs bé, ahir una persona ben coneixedora d'aquesta realitat em va confirmar el que ja m'imaginava: que tot era fum. No era el cas d'ahir. I si no, rescateu el fil de les etiquetes #7espurna o #espurna a Twitter. La diferència?   En el primer cas, qui surten parlant i expliant són 'els de dalt'. A Espurna són 'els de baix'. És a dir, els mateixos nens i els seus mestres.

Una situació similar a la que acabo d'explicar es va produïr aquest mes de febrer passat amb la celebració de 3a edició del World Mobile City Project . Si les jornades d'ahir no van ser notícia, per que ho havien de ser més de 2000 adolescents descobrint simultàniament les seves respectives cuitats (Barcelona, València, Saragossa, Alcoi i Manresa) amb els telèfons mòbils aplicant Realitat Augmentada, eines de geolocalització, codis QR, etc? Molt  probablement, si aquest projecte hagués sorgit d'Apple, Samsung, Telefònica o algunes de les empreses o iniciatives que es pensen que que són la referencia innovadora (ho seran en tecnologia, pero no pasa en educació) avui o demà potser no sortiria als mitjans però demà passat sí,  i segur que ben destacats, o en portada.

No exagero. L'edició del World Mobile City Project d'enguany va sortir sorprenentment publicada al Periódico de Extremadura molt abans que als diaris locals d'alguna de les ciutats on es va desenvolupar (Gràcies Saül). Tot i enviar notes de premsa a tots els mitjans existents.
En la mateixa línia l'any passat va ser només Vilaweb qui se'n va fer ressò. Si us plau, feu una ullada al breu vídeo que ens va fer el Departament, i també al que ens va fer el bon amic Àngel López. No en tinc de la Jornada Espurna d'ahir (llàstima!)... bé, jutgeu vosaltres mateixos.

SI voleu veure el vídeo de l'Àngel,  que hi dóna una altra mirada igualment interessant, cliqueu AQUI.

Als periodistes, dir-los que en aquest país el sistema educatiu serà llastimós, però que hi ha un munt de mestres que tot i així fan coses meravelloses. Son la gent de Webquestcat, de LaceNet, d'Espiral, de Novadors, de 1Entretants, d'ACTE ... aquests són els que fan la  INNOVACIÓ de debò (sí, en majúscules). La innovació silenciada.

Categorías: General

Are you interested in EU MOOCs? Don't miss the 2nd EdDigEra OPEN webinar "EU MOOCs: A challenge for Europe, a benefit for all"

Open Education Europa RSS - 23 Mayo, 2015 - 23:53
Summary: 

The EdDigEra team (part of the Open Education Europa team) is organising the second Digital Era Open Webinar entitled “EU MOOCs: A challenge for Europe, a benefit for all” on May 26th at 18:00 CET-19:00 CET.

 

 

Interest Area:  Schools Higher Education Training & Work Learning & Society

Are you interested in EU MOOCs? Don't miss the 2nd EdDigEra OPEN webinar "EU MOOCs: A challenge for Europe, a benefit for all"

Open Education Europa RSS - 23 Mayo, 2015 - 23:53
Summary: 

The EdDigEra team (part of the Open Education Europa team) is organising the second Digital Era Open Webinar entitled “EU MOOCs: A challenge for Europe, a benefit for all” on May 26th at 18:00 CET-19:00 CET.

 

 

Interest Area:  Schools Higher Education Training & Work Learning & Society

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