Virtual School Meanderings

April 10, 2021

Co-designing the next normal of European institutions of higher education – Ulf-Daniel Ehlers and Laura Eigbrecht

An item from our European colleagues.

April 2021 

“Co-designing the next normal of European institutions of higher education –
what do students hope, fear and wish for?”

EDEN recommends the newest blog post of EDEN EC member Ulf-Daniel Ehlers and Laura Eigbrecht. 

Almost 20 years ago I had my first presence at an EDEN event and presented research which – at that time as a young researcher – was fascinating me enormously: Exploring the students’ views to find out how learning should be. Now, 20 years down the road it appears that this perspective seems to have gained importance again. The Covid 19 shutdown has challenged students, as well as higher education institutions across Europe, to quickly adapt to a new learning and teaching situation at home, one that is characterized by digitization and distance learning. In this process, new teaching and learning methods have been introduced and tried out. While the teachers’ situation was immediately addressed by support measures, the difficulties faced by students were not initially considered.

In this situation, we wanted to give students a voice: to be heard in Germany, to be able to talk about their situation of studying at home, and to be heard in Europe while staying in shutdown. Two podcast series were born in an instant and started live, immediately two weeks after closing the universities. The goal of our podcast series “Studium im Shutdown” and “NextNormal” has been to engage in direct conversation with students. This is in line with student-centred research and teaching that we are – still today, 20 years after “Quality from a learner’s perspective” – conducting in the NextEducation group.

In “Studium im Shutdown”, we’ve talked to students from Germany about their personal study situation from the very beginning of the shutdown, and we’ve taken a more European and even more future-oriented perspective with “NextNormal”, talking to students from all over Europe about their vision for the future of higher education. How do students actually perceive the current situation and their studies? And above all: Do students feel they have their say at all, and are their problems heard and sufficiently addressed? Where do they need concrete support by higher education institutions? Through this dialogue with students, we have found that the experiences and demands articulated by the students can be used in order to draw conclusions about future-proof university teaching.

Read more

ULF-DANIEL EHLERS

Professor for Educational Management and Lifelong Learning, Baden-Wuerttemberg Cooperative State University, Germany.
Ulf will be a keynote at the EDEN 2021 Virtual Annual Conference on 21-24 June, hosted by the National Distance Education University UNED, Madrid.
To find out about his books (“Future Skills: Lernen der Zukunft – Hochschule der Zukunft” pictured and more) please click here.

EDEN 30th Anniversary – Three decades of serving modernisation in education
Like us on Facebook Like us on Facebook
Follow us on Twitter Follow us on Twitter
Visit our website Visit our website
EDEN is supported by the ERASMUS+ Programme of the European Union. The publication reflects the authors’ view, the EACEA and the European Commission are not responsible for any use that may be made of the information it contains.
The European Distance and E-Learning Network is co-operating with EDEN Digital Learning Europe MTÜ (Estonia), in order to sustain the legacy of the EDEN Association brand after the United Kingdom having left the EU, to ensure continuity of services and activities for the benefit of the European academic and professional community in open, distance and online learning.

Contact:
Tel: +36 1 4631628
E-mail: secretariat@eden-online.org
http://www.eden-online.org

April 6, 2021

EDEN NAP webinar – 7 April 17.00 CEST

Another webinar – this one tomorrow – that may be of interest to folks.

Dear Colleague,

We kindly inform you that the next EDEN NAP webinar ‘What do I do as an educator with learning analytics?’ will take place on Wednesday, 7 April 2021, 17:00 CEST. Type of session: presentations with discussion. You will get the joining instructions in an e-mail after the registration.

Register for the webinar
Add to Calendar
Registered webinar participants will be awarded by EDEN open badges.

Panelists

Prof Bart Rienties
Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme, Institute of Educational Technology, Open University, UK 

Anna GillespieAssociate Lecturer, Open University, UKy

Ed FosterHead of Student Engagement & Analytics, Nottingham Trent University (NTU), UK

Dr Dirk TempelaarAssociate Professor,
Maastricht University School of Business and Economics, Netherlands

Dr Robert BodilySenior Data Scientist and Researcher, Zappee LLC, US

Description

In this interactive webinar for EDEN, we will share lived experiences of how four organisations in six countries are using learning analytics on a daily basis. Some of these organisations have implemented learning analytics at an institutional scale, while others have created more specific and bespoke applications and practices. At least two of these organisations provide rich learning analytics data directly to students, while all four also provide rich and aggregate data to educators. For example, at Nottingham Trent University students can easily access their own data about how engaged they are with their studies. At Maastricht University in one course students are given their own data about their learning dispositions and engagement data, which they use for learning statistics and afterwards use to reflect on their practice. In other institutions like the Open University over 3000 teachers are given weekly data about their students via interactive dashboards, and whether (or not) the predictive learning analytics system predicts whether a student will pass the next assignment. At Mountain Heights Academy, an online high school in the US, teachers are using an Action Dashboard (or data-driven to-do list) to spend more time reaching out to their students rather than clicking through disparate systems to find the data they need to intervene with struggling students. In this webinar we specifically will focus on the role of the educator, and how you could use learning analytics in your own classroom. Each of the five speakers will provide practical examples of their practice, and you will be able to work with real-examples of how to consider applying learning analytics.

#EDENChat

The webinar will be followed by #EDENChat.

Please join us on Twitter using the hashtag #EDENChat!

#EDENChat is an online discussion event on Twitter initiated by Steering Committee of the EDEN Network of Academics and Professionals (NAP). It is mediated by members of the NAP community and runs for approximately 1 hour. Anyone can join in and contribute to the discussion which is presented in a Question and Answer format and focuses on current issues in distance, open and e-learning. All sessions start at 18:00 CET.

Previous #EDENChats are listed on the EDEN website according to topics.

Add to Calendar
Register for the webinar
Save the date and see you
Wednesday, 7 April 2021,
17:00 CEST
EDEN 30th Anniversary – Three decades of serving modernisation in education
EDEN is supported by the ERASMUS+ Programme of the European Union.​
The European Distance and E-Learning Network is co-operating with EDEN Digital Learning Europe MTÜ (Estonia), in order to sustain the legacy of the EDEN Association brand after the United Kingdom having left the EU, to ensure continuity of services and activities for the benefit of the European academic and professional community in open, distance and online learning.
EDEN – European Distance and E-Learning Network Secretariat
Tel: +36 1 463 1628, 463 2537 Fax: +36 1 463 1858
E-mail: secretariat@eden-online.org
EDEN Website
EDEN Website
EDEN Facebook
EDEN Facebook
EDEN Twitter
EDEN Twitter
EDEN YouTube
EDEN YouTube
EDEN – European Distance and E-Learning Network Secretariat · Budapest University of Technology and Economics · Egry J. u. 1. · Budapest, Budapest H-1111 · Hungary

March 29, 2021

Newsflash 2021 March

Note this European-focused virtual conference.

March 2021 
EDEN 2021 Virtual Annual Conference – UNED-Madrid
First submission deadline approaching!
You are kindly reminded that the first submission deadline, 31 March for the EDEN 2021 Virtual Annual Conference, hosted by the National Distance Education University UNED on 21-24 June is drawing close. Due to the upcoming Easter festive period, however, submissions arriving through April are still welcome. Submissions arriving by 31 March will be evaluated within two weeks. 2021 marks EDEN’s 30th Anniversary year, therefore the Madrid Conference will be special to all of us in many regards. Please read more of the special Conference sessions below.
CONFERENCE CALL
Special Conference sessions
  • The new Digital Europe Action Plan and the Experience of the EU Education and Training DELTA working group
  • The Madrid EDEN Microcredential Declaration preparation workshop
  • EDEN Network of Academics and Professionals – new trajectories with the fresh Steering Committee
  • The EDEN European Journal – EURODL: with new Chief Editor, new online platform and services in 2021
  • EDEN 30th anniversary – lessons from the past and perspectives for the future
  • After the Brexit – the EDEN Future: Digital Learning Europe Association
  • The EDEN Fellows Council: advice and advocacy from our awarded members
  • R4C – Reflecting4Change: the use of self-reflection tools as vehicles to support innovation and systemic change in schools to become digitally mature and open

EDEN NAP webinar – 7 April

The next EDEN NAP webinar ‘What do I do as an educator with learning analytics?’ will take place on Wednesday, 7 April 2021, 17:00 CEST. Type of session: presentations with discussion. You will get the joining instructions in an e-mail after the registration.
Register for the webinar
Add to Calendar

Panelists

Anna Gillespie

Associate Lecturer, Open University, UK

Ed Foster

Head of Student Engagement & Analytics, Nottingham Trent University (NTU), UK

Dr Dirk Tempelaar

Associate Professor, Maastricht University School of Business and Economics, Netherlands

Dr Robert Bodily

Senior Data Scientist and Researcher, Zappee LLC, US

Prof Bart Rienties

Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme, Institute of Educational Technology, Open University, UK

Description

In this interactive webinar for EDEN, we will share lived experiences of how four organisations in six countries are using learning analytics on a daily basis. Some of these organisations have implemented learning analytics at an institutional scale, while others have created more specific and bespoke applications and practices.  analytics. Read more HERE.

30 years of serving and supporting education – shaping education for a post Covid era

In 2021 EDEN is celebrating the 30th Anniversary of its establishment. We look forward to share the pleasure of this special year with our members, partners and friends. Please read the blog post of EDEN President Sandra Kučina Softić reflecting on this special occasion. Read HERE.
We also invite all of you to send, upload, share your memories, experience, memorable moments and of course your reflections, advices to EDEN throughout the anniversary year on the newly introduced EDEN30 site.

EURODL ONLINE EDITORIAL SYSTEM RENEWED

The European Journal of Open, Distance and E-Learning – EURODL – has moved to Editorial Manager (EM), an online manuscript managing system developed by Aries Systems and used by over 5000 journals. The new platform provides the authors, reviewers and our editorial team with transparent and user-friendly tools. The evaluation and publication process support ensures our journal’s quality standards and contributes to enhanced visibility. Your article can be submitted HERE.

Community Update

One year into COVID: Prioritizing education recovery to avoid a generational catastrophe – UNESCO Ministerial on-line event on 29 March

Monday 29 March, 14:00 CET, a high-level Ministerial on-line event

As the world enters a second year living with the COVID-19 pandemic, UNESCO will convene a high-level ministerial event on 29 March to take stock of lessons learnt, the greatest risks facing education and strategies to leave no learner behind, building on the actions of the Global Education Coalition (GEC) established in March 2020 that marks its first anniversary. The meeting will provide the global education community with a space for policy dialogue to assess lessons learnt and the most pressing current challenges, informed by the presentation of key data sets. Main participants will be Ministers of Education, high-level representatives of partners within the GEC and of sister agencies. The debate will be framed around three key topics related to:

  • Keeping schools open, prioritizing and supporting teachers
  • School and university drop out & learning loss
  • Digital transformation and the future of education

The link will be posted on http://on.unesco.org/2NpK3G2

PLEIADE project website is available!

The project website of PLEIADE (PLayful Environment for Inclusive leArning Design in Europe) is now public. The first three Intellectual Outputs of the project, to be released soon:

  • Blended Teachers’ Professional Development (TPD) pathway.
  • Hybrid I4Ts game is a tangible/digital game aimed to support teachers in designing collaborative and inclusion-oriented learning activities.
  • Gamified platform for the Blended Training Activities (BTAs), hosting and supporting the online component of the PLEIADE Training Activities.

The key contributions of the four partner schools in Bulgaria, Cyprus, Greece and Italy will ensure that these tools resonate with end-users’ needs and requirements. For more information, subscribe to the project news here.

European Commission Corner

Europe’s Digital Decade: Commission sets the course towards a digitally empowered Europe by 2030

Today the Commission presents a vision, targets and avenues for a successful digital transformation of Europe by 2030. This is also critical to achieve the transition towards a climate neutral, circular and resilient economy. The EU’s ambition is to be digitally sovereign in an open and interconnected world, and to pursue digital policies that empower people and businesses to seize a human centred, sustainable and more prosperous digital future. This includes addressing vulnerabilities and dependencies as well as accelerating investment. Read more here.

Readings

Internationalization and international academic mobility post-Covid-19
#ACATHINKS

In the spring and summer of 2020, ACA (Academic Cooperation Association) published a series of Think Pieces about the longer-term impact of the pandemic on international education and mobility. Since then, the situation has evolved and the discussion has continued, within ACA and in the wider international education community. An ACA Thematic Peer Group on the topic has met (online) monthly since March 2020. It may now be the time to condense these discussions into some preliminary reflections. By ULRICH GROTHUS, president of ACA. Read here.

Self-directed multimodal learning in higher education

Volume editor: Jako Olivier, the book is available as pdf, free download.
Synopsis: This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. Read more here.

Post-Pandemic Lesson 3. We know how to do quality online and blended learning, but we can also learn from emergency online learning – Tony Bates

There was a lot of head shaking about emergency online learning, with many experts trying to “distance” quality online learning from emergency online learning. The main criticism is using Zoom to deliver lectures is not the most effective way to teach online. These criticisms are based on more than 20 years’ experience in identifying what works well — and what doesn’t — in online learning. However, I’d like to make two important points. Read more here.

Digitally enhanced learning and teaching in European higher education institutions – Survey report

In Europe today, almost every higher education institution uses digitally enhanced learning and teaching. Since EUA began exploring this topic in 2013, digitally enhanced learning and teaching has been further embraced by higher education institutions across Europe, with general acceptance growing and institutions widely acknowledging the benefits it brings to the student experience. By Michael Gaebel, Thérèse Zhang, Henriette Stoeber and Alison Morrisroe. Read more here.
Like us on Facebook Like us on Facebook
Follow us on Twitter Follow us on Twitter
Visit our website Visit our website
EDEN is supported by the ERASMUS+ Programme of the European Union. The publication reflects the authors’ view, the EACEA and the European Commission are not responsible for any use that may be made of the information it contains.
The European Distance and E-Learning Network is co-operating with EDEN Digital Learning Europe MTÜ (Estonia), in order to sustain the legacy of the EDEN Association brand after the United Kingdom having left the EU, to ensure continuity of services and activities for the benefit of the European academic and professional community in open, distance and online learning.
EDEN 2021
You are receiving this Newsflash as member of the EDEN Network of Academics and Professionals. To read about the benefits and services of the EDEN Membership, visit this link.

EDEN Members are kindly encouraged to send relevant brief news for the next issue of the Newsflash.

The archive of previous Newsflash issues can be found at the EDEN NAP Members’ Area, further you have free electronic access to the latest EDEN conference proceedings.


Contact:
Tel: +36 1 4631628
E-mail: secretariat@eden-online.org
http://www.eden-online.org

March 23, 2021

Madrid Conference submission deadline – 7 April NAP webinar

Note the up-coming deadline for this European-based conference.

EDEN 2021 Virtual Annual Conference – UNED-Madrid
First submission deadline approaching!
“Lessons from a pandemic for the future of education”
Conference Call
Dear Members, Partners and Friends,

We kindly remind you that the first submission deadline, 31 March for the EDEN 2021 Virtual Annual Conference, hosted by the National Distance Education University UNED on 22-25 June is drawing close. Due to the upcoming Easter festive period, however, submissions arriving through April are still welcome. Submissions arriving by 31 March will be evaluated within two weeks, after that the evaluation process may take longer. 2021 marks EDEN’s 30th Anniversary year, therefore the Madrid Conference will be special to all of us in many regards. Hence a special debate of EDEN Presidents entitled “Session on Lessons of Past Milestones and Future Perspectives” will be included in the porgramme as well, dedicated to the 30th Anniversary. Please read more of the special Conference sessions below.

Special Conference Sessions
  • The new Digital Europe Action Plan and the Experience of the EU Education and Training DELTA working group
  • The Madrid EDEN Microcredential Declaration preparation workshop
  • EDEN Network of Academics and Professionals – new trajectories with the fresh Steering Committee
  • The EDEN European Journal – EURODL: with new Chief Editor, new online platform and services in 2021
  • EDEN 30th anniversary – lessons from the past and perspectives for the future
  • After the Brexit – the EDEN Future: Digital Learning Europe Association
  • The EDEN Fellows Council: advice and advocacy from our awarded members
  • R4C – Reflecting4Change: Advanced Support Framework and policy recommendations to schools to uptake of sustainable innovation, interconnecting with the SELFIE tool
Main Topics of the Conference
  • The evolution of online and distance learning (ODL, ODeL, blended, hybrid, hyflex)
  • The transformation of face-to-face teaching, through online, to blended learning
  • Guidance for navigating “the new normal”.
  • Best practices for transitioning from emergency remote teaching to online learning
  • Digital preparedness, digital literacy, and digital citizenship
  • Ongoing developments in the continued adoption of Artificial Intelligence
  • Methodological advances (genius hour, bite-sized learning, social-emotional learning, gamification, experiential learning)
  • Potentiating health and wellness in online education
  • Non-traditional assessment solutions
  • Topics related to the EU Digital Education Action Plan (2021-2027). Resetting education and training for the digital age:
  • Application of micro-credentials and alternative digital credentials in higher education
  • Reflections on the resilience of the education community during the pandemic – well being of teachers and students in online environment

Read the full topic list here.

The full list of the keynotes can be read HERE.
EDEN 2021 Conference Contact Information: madrid2021@eden-online.org
Dear Colleague,

We kindly inform you that the next EDEN NAP webinar ‘What do I do as an educator with learning analytics?’ will take place on Wednesday, 7 April 2021, 17:00 CEST. Type of session: presentations with discussion. You will get the joining instructions in an e-mail after the registration.

Register for the webinar
Add to Calendar
Panelists

.

Prof Bart Rienties

Professor of Learning Analytics and programme lead of the learning analytics and learning design research programme, Institute of Educational Technology, Open University, UK 

Anna Gillespie

Associate Lecturer, Open University, UK 

Ed Foster

Head of Student Engagement & Analytics, Nottingham Trent University (NTU), UK 

Dr Dirk Tempelaar

Associate Professor, Maastricht University School of Business and Economics, Netherlands 

Dr Robert Bodily

Senior Data Scientist and Researcher, Zappee LLC, US 

Description
In this interactive webinar for EDEN, we will share lived experiences of how four organisations in six countries are using learning analytics on a daily basis. Some of these organisations have implemented learning analytics at an institutional scale, while others have created more specific and bespoke applications and practices. At least two of these organisations provide rich learning analytics data directly to students, while all four also provide rich and aggregate data to educators. For example, at Nottingham Trent University students can easily access their own data about how engaged they are with their studies. At Maastricht University in one course students are given their own data about their learning dispositions and engagement data, which they use for learning statistics and afterwards use to reflect on their practice. In other institutions like the Open University over 3000 teachers are given weekly data about their students via interactive dashboards, and whether (or not) the predictive learning analytics system predicts whether a student will pass the next assignment. At Mountain Heights Academy, an online high school in the US, teachers are using an Action Dashboard (or data-driven to-do list) to spend more time reaching out to their students rather than clicking through disparate systems to find the data they need to intervene with struggling students. In this webinar we specifically will focus on the role of the educator, and how you could use learning analytics in your own classroom. Each of the five speakers will provide practical examples of their practice, and you will be able to work with real-examples of how to consider applying learning analytics.

EDEN 30th Anniversary – Three decades of serving modernisation
in education

The 30th EDEN Annual Conference is the initiative of EDEN supported by the ERASMUS+ Programme of the European Union
The European Distance and E-Learning Network is co-operating with EDEN Digital Learning Europe MTÜ (Estonia), in order to sustain the legacy of the EDEN Association brand after the United Kingdom having left the EU, to ensure continuity of services and activities for the benefit of the European academic and professional community in open, distance and online learning.
EDEN – European Distance and E-Learning Network Secretariat
Tel: +36 1 463 1628, 463 2537 Fax: +36 1 463 1858
E-mail: madrid2021@eden-online.org
https://www.eden-online.org
EDEN website
EDEN website
EDEN Facebook
EDEN Facebook
EDEN Twitter
EDEN Twitter
EDEN YouTube
EDEN YouTube
Conference Website
Conference Website
EDEN – European Distance and E-Learning Network Secretariat · Budapest University of Technology and Economics · Egry J. u. 1. · Budapest, Budapest H-1111 · Hungary

March 13, 2021

From Contact North: On the Future of Learning – EDEN 2021: New Keynotes

An item that may be of interest to readers.

March 2021 
Dear EDEN Members,

March 1st was World Futures Day – part of the ongoing work of a variety of organizations to encourage organizations and leaders to imagine the future. UNESCO are also engaged in a futures literacy project Education 2050 – Learning to Become, encouraging everyone to imagine a sustainable future. The OECD is also exploring futures thinking with their work on Education and Skills 2030. Others are teaching graduate level programs aiming at future leaders in education and their futures literacy skills. In seeking to make a contribution to this future focused thinking, Contact North | Contact Nord released this set of reflections on The Future of Learning in Universities and Colleges (read below). Contact North | Contact Nord has been offering future focused webinars and insights through short articles and papers. We also have explored futures thinking in a variety of posts in Online Learning News, which is now read by over 45,000 faculty, administrators, instructional designers and policy makers all over the world. Of course, as Niels Bohr, the Nobel prize winning physicist once observed, “prediction is very difficult, especially if it involves the future”. Our reflections present a particular view of a possible future, but there are others, as a recent book which many EDEN members contributed, demonstrates. The aim of such writing and activities is to stimulate an inspired conversation about possible, probable and preferred futures.

Maxim Jean Louis
Eden Fellow President
Chief Executive Officer, Contact North | Contact Nord

Reflections by Contact Nord on the Future of
Learning in Colleges and Universities

March 1st was World Futures Day.
This is the eighth year that futurists and the general public are conducting round-the-world conversation on the future on March 1st.
The Millennium Project, a global foresight participatory think tank, hosts this conversation on the future in collaboration with the Association of Professional Futurists (APF), Humanity+UNESCO’s Global Futures Literacy Network, the World Academy of Art and Science (WAAS), and the World Futures Studies Federation (WFSF).
Here are some reflections by Contact North I Contact Nord on the Future of Learning in Colleges and Universities.
They are speculative and offered to generate an open dialogue.
“The future is rarely a straight line from the past.”
As we celebrate World Futures Day on March 1st, let us pause a moment and ask: what futures are possible and what future would we prefer when it comes to post-secondary education and training?
We will not return to college or university in Fall 2021 as if nothing happened in 2020-2021. The pandemic is one of those rare moments when we all recognize the world changed and we cannot go back to pre-pandemic times.
As the novelist, Karen Slaughter observed, “Forever never lasts as long as we had hoped”.

THE FUTURE IS WHEN THE PAST CHANGES
During the last year, 10 cracks in social and economic structures were exposed, including (not listed in any particular order):

  1. Inequality is deeper and much more significant in its impact on certain groups within our communities in terms of access, success and supports for learning.
  2. Racism and the lack of diversity in many areas of life have a profound impact on our communities and on what we study and how.
  3. Social trust, especially in sources of information and understanding of science, is a challenge. We now question sources of truth and knowledge more than ever before.
  4. Far more people have limited or no access to affordable broadband than we realized.
  5. Some do not have access to appropriate technologies for learning or must compete with others in the family for the use of devices. Some do not have a suitable space at home to study.
  6. Some colleges and universities are so dependent on international students that their non-appearance could threaten their financial futures.
  7. While some individuals can thrive in these difficult times, many found them challenging to the point their mental health was significantly impacted.
  8. Many jobs we thought were attractive and secure, no longer are and the idea of “career” is changing, especially in hospitality and tourism.
  9. Many jobs that seemed mundane are essential to our well-being and many occupations that previously could be delivered without risk are dangerous in a pandemic world.
  10. Climate change continues to impact all of us, no matter what is happening in terms of our health and well-being – it remains a background challenge even more profound than the pandemic.

So, the future will not be a straight line from the past. Indeed, as the futurist Heike suggested, “the future happens when the past changes”.

IMAGINING A DIFFERENT FUTURE
What kind of future can we imagine for colleges or universities?

  • How will technology-enabled virtual learning change the norms and assumptions about ‘classroom’ and ‘campus’ experience?
  • How will part-time education and flexible programming help more people looking at second careers or a major job change?
  • How will micro-credentials impact or supplement traditional degrees and curriculum structures?
  • How will the increasing financial constraints faced by colleges and universities force us to reconsider funding and offering curricula responsive to what it means to be human in digital life and work environment? What courses and programs should colleges and universities offer in the service of human flourishing and how will these courses and programs be funded?
  • How will education and training respond to an increasingly volatile societal and workforce context with a need for just-in-time competencies, 24x7x365 days?

A great many are writing and exploring these questions. But there is a need to recognize that there are five features of the landscape of the future that will determine the future pathways for these important institutions:

  • Money
    Governments face a time of financial reckoning, as they must navigate their way to a sound fiscal future. Debts and deficits are high, at both the provincial and federal levels, and budgets will need to be adjusted. Health and eldercare will receive priority attention, but it is already the case that some jurisdictions are cutting education budgets in real terms. Further, colleges and universities were increasingly reliant on international students for a key component of their funding. If these students do not return in sufficient numbers in Fall 2021, then some programs, services and courses may be cut.
  • Demand
    There will be a growing number of people seeking to reskill or upskill to secure work. Others will need to rethink their careers and engage in the learning needed for a second career. Short courses, new forms of credentials, assessment on demand for skills and competencies will all be part of the emerging mix.
  • Technology
    Many experienced online and virtual learning for the first time. For some, it was eye-opening. Others found themselves “teetering on the edge of chaos”. But it was game changing. Pedagogy was explored and examined in new ways as was how we assess and evaluate learning. In the emerging future, blended and hybrid forms of learning will be more common, and more programs will be offered through online learning. The question is, how will technology-enabled learning change human resources, pedagogy, assessment, and access to learning?
  • Structures
    Canada has many institutions offering certificates, diplomas, degrees, and other qualifications. Not all will survive. Some may merge or find new public or private partners to continue. Others will seek to restructure the way they work to secure both efficiencies and focus. One university has already reorganized from eighteen faculties to three schools. Other jurisdictions are looking at governance models that are very different from those that existed before the pandemic.
  • Skills
    As the economy begins to build back, governments are signalling that reducing unemployment and getting people back to work is their priority as vaccines are rolled out. This will require a strong focus on skills development and the speed of learning. Two-year diplomas or five-year apprenticeships are not going to meet the demands of the new skills agenda post-COVID-19. What pace and outcomes will be acceptable?

10 FEATURES FOR THE FUTURE OF EDUCATION AND TRAINING
What might be the dominant features of a different future for colleges and universities as they seek to “build back better”? These 10 developments are likely to emerge as shaping the future of learning beyond school.

  1. Modular, stackable learning – more short courses and partial credit courses dealing with a specific body of knowledge, capability, or competency, including greater ability to “stack” short courses or modules into a 3 or 6 credit bundle. Less distinction between “for credit” and “continuing education” and an emphasis on teaching and learning for skills.
  2. 365 Admission – more courses are available on-demand, accessible anywhere and at any time. Some courses remain with fewer start dates since they require lab or studio time, group work or a high level of student: student interaction or placement. But a great many can be accessed when the student is ready.
  3. Mode Choice – in the emerging hybrid system, students can choose online or face-to-face delivery.
  4. Access to Technology – more locations across the country where students can access high-quality broadband, appropriate technologies (e.g. augmented and virtual reality), quiet spaces and learner supports. National 24×7 help desk for technology and a strong focus on enabling learners to use technology effectively.
  5. Learner mobility – as individuals move within and between provinces to secure employment and livelihoods, they want to take their learning with them and that learning to count towards a credential. Transfer credit, still not comprehensive or instant, will become a key feature of our post-secondary system.
  6. Assessment on-demand – assessment of learning separate from having to take a program or course will become common, building on the success of assessment only credentials elsewhere in the world. An individual will be able to have their knowledge, capabilities and skills assessed and be able to use this assessment towards a certificate, diploma, or degree anywhere. This will also be a way to fast-track the recognition of foreign credentials, work-based learning, and prior learning.
  7. Competency-based learning for skills – apprenticeship and skills-based learning in fields like social care, health care, and technology will be less about courses or supervised practice and more about being able to demonstrate, in legally defensible ways, capabilities and competency. New approaches to skills assessment and validation will dramatically reduce the time it takes to master the skills needed for effective practice.
  8. Collaborative programming – governments, as part of their rationalization of finances and restructuring of systems, will seek to reduce duplication and increase collaboration and co-operation. Collaborative program development, already a part of the post-secondary education system, will dramatically increase. We will also see more public-private partnerships for programs and more private colleges and universities offering certificates, diplomas and degrees readily accepted in the credit transfer system and in post-secondary education generally.
  9. Strong focus on Indigenous education and learning – in building back better, governments will want to see not just greater access to higher education for Indigenous learners, but greater success. This means colleges and universities will need to develop not just better supports and services to enable student success, but also, need to rethink curriculum to reflect Indigenous ways of knowing and working. Strengthening the role of institutions led and controlled by Indigenous communities and programs focused on indigeneity will be a key component of the future.
  10. Enabling the green transition – while the pandemic preoccupied many, our CO2 emissions continued to rise, and extreme weather events became more intense. Responding to climate change and enabling the shift to renewable energy, smart agriculture and smart buildings will all require skill development. Redirecting funds to the green transition will be a part of this new future.

These developments require focused, courageous, and compassionate leadership at all levels in our governments, colleges, and universities.
To build back better requires the spirit of collaboration and a genuine engagement in seeking a different future.
As Gandhi observed, “The future depends on what you do today”.

EDEN 2021 Virtual Annual Conference – UNED-Madrid
CONFERENCE CALL
We are glad to introduce further keynote speakers of the EDEN 2021 Virtual Annual Conference, hosted by the National Distance Education University UNED on 22-25 June. We are thankful for their participation. 2021 marks EDEN’s 30th Anniversary year, therefore the Madrid Conference will be special to all of us in many regards. Hence a special debate of EDEN Presidents entitled “Session on Lessons of Past Milestones and Future Perspectives” will be included in the porgramme as well, dedicated to the 30th Anniversary. This year’s conference is intended as a continuation of the efforts of EDEN to support educators by providing a space to explore the issues and insights that have emerged during the pandemic. As noted in our 2020 webinar series #covid19 #onlinetogether Education in a time of a pandemic and Education in time of a new normal, fully online education on a global scale is unprecedented in the history of education.
Session on Lessons of Past Milestones and Future Perspectives
Debate of EDEN Presidents dedicated to EDEN’s 30th Anniversary year, embracing our traditional values for three decades and discussing the EDEN community’s future endeavours and progressive, new role in the field of distant and e-learning in the post-pandemic “new normal”.
New Keynotes Introduced

Alejandro Tiana Ferrer

Secretary of State for Education in Spain

Antonio Teixeira

EDEN Senior Fellow, Professor of Education and Distance Learning at Universidade Aberta, Portugal

Covadonga Rodrigo

Collaborating Professor at UNED, Spain

Mark Brown

EDEN Executive Committee member, Professor at Dublin City University, Ireland

Mark Nichols

Executive Director, Open Polytechnic of New Zealand, New Zealand

See the full list of keynote speakers HERE.

Contact

EDEN 2021 Conference Contact Information: madrid2021@eden-online.org

Like us on Facebook Like us on Facebook
Follow us on Twitter Follow us on Twitter
Visit our website Visit our website
EDEN is supported by the ERASMUS+ Programme of the European Union. The publication reflects the authors’ view, the EACEA and the European Commission are not responsible for any use that may be made of the information it contains.
The European Distance and E-Learning Network is co-operating with EDEN Digital Learning Europe MTÜ (Estonia), in order to sustain the legacy of the EDEN Association brand after the United Kingdom having left the EU, to ensure continuity of services and activities for the benefit of the European academic and professional community in open, distance and online learning.

Contact:
Tel: +36 1 4631628
E-mail: secretariat@eden-online.org
http://www.eden-online.org

Next Page »

Blog at WordPress.com.