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Politicas de Uso de Nuevas Tecnologias en la Educacion Superior Bogota, Colombia, Agosto 2005 La educación virtual y el futuro de las universidades Tom Schuller Head, Centro para la Investigación y la Innovación, OECD 1 Directorate for Education Directorate for Employment Labour and Social Affairs COUNCIL Centre for Educational Statistics Research Directorate and Innovation (CERI) Directorate for Science Technology and Industry 2 Directorate For Financial Fiscal and Enterprise Affairs Trade Directorate Economics Department Directorate for Public Management and Territorial Development SECRETARIAT COMMITTEES Environment Directorate Directorate for Food Agriculture and Fisheries Development Co-operation Directorate Education and Training Policy Division Indicators and Analysis Division Directorate for Education Centre for Education Research and Innovation 3 IMHE/PEB What CERI does: 4 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. 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 5 Observatory on Borderless Higher Education: 122 institutions in 12 countries 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 6 Distance learning has ‘room to grow’ type of learning engaged in in previous 4 weeks – EU avg 2000 70 60 50 40 30 20 10 0 t m n ce on ng es i o i e n c t a n m ro rn ta e n n a s s i r i b le D as fe iro l f m l n v C o Se en Co C k or W 7 Source: EU Labour Force Survey 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 8 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 9 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 10 Challenges/issues Staffing: - Engaging and developing existing staff - Division of labour/new functions, eg instructional designers Reward systems IPR Scaling up and mainstreaming 11 Partnership issues Policy agenda 12 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 Recent OECD publication on cross-border education (2004) 13 Internationalisation and Trade in Higher Education Quality and Recognition in Higher Education: the CrossBorder Challenge University Futures: Purpose of the project 14 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) Methodology 15 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) Some driving forces Demographic changes (ageing population in OECD) Internationalisation and high demand in emerging economies 16 Technology Rise of market forces (research & education) New forms of governance Causality? More international students More adult learning Demography (Ageing society) Status quo (academics retire as young cohorts decline) 17 Smaller system returning to the elitist model Drop in public funding (going increasingly to healthcare) Key dimensions of CERI futures scenarios Lifelong learning Degrees delivered by a restricted number of institutions Degrees delivered by a large range of institutions Initial tertiary education 18 Preliminary set of scenarios Lifelong learning 6 Disappearance Degrees delivered by a restricted number of institutions 4 Open & Lifelong 1 Tradition 5 Network 2 Entrepreneurial Initial tertiary education 19 Degrees delivered by a large range of institutions 3 Free market Thanks [email protected] www.oecd.org/edu/ceri 20