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Innovative Approaches to Teaching and Learning in Innovative Approaches to Teaching and Learning in Higher Education: The Role of Digital technologies in Higher Education: The Role of Digital technologies in Preparing Students for Lifelong Learning and Preparing Students for Lifelong Learning and Successful Careers Successful Careers

Mariana Pãtru, UNESCO Mariana Pãtru, UNESCO Evgueni Khvilon, MSPU, Russia Evgueni Khvilon, MSPU, Russia

Qu Quality ality o

• f Ed

Education and ation and Challenges in allenges in a a Digitally Digitally Ne Netw twor

• rked W

d World, 30-3 rld, 30-31 Oct October ber, 20 2014, , Sofia, Bulgaria Sofia, Bulgaria

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“Toda

day’s kno y’s knowledge socie ledge societies require talent ies require talented, ed, skilled and compe skilled and competitiv itive w e workf

• rkforces. This calls f
• rces. This calls for

r robust but also f robust but also flexible education syst ible education systems, including ems, including higher education, capable of adjusting t higher education, capable of adjusting to mee meet ne new w expectations and t pectations and to promo promote learning that is e learning that is rele relevant, accessible and inno nt, accessible and innovativ tive.” .”

Irina Bok Irina Bokova, Direct , Director-General of UNESCO,

• r-General of UNESCO, Visions for

Visions for education in the ne education in the new digital er w digital era

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UNESCO: Mission and R UNESCO: Mission and Rele levance in the 2 nce in the 21st

st centur

century Global T Global Trends and Challenges ends and Challenges The F The Future of Education A ture of Education Agenda enda Access, Equity and Quality in Higher Education Access, Equity and Quality in Higher Education

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UNESCO’s Roadmap UNESCO’s Roadmap 2014-2021 2014-2021

• Serving as a

Serving as a laboratory of ideas and laboratory of ideas and generating innovative generating innovative proposals and policy advice proposals and policy advice

• Developing and

Developing and reinforcing the global agenda through reinforcing the global agenda through policy analysis, monitoring and policy analysis, monitoring and benchmarking benchmarking

• Setting norms and standards and supporting and

Setting norms and standards and supporting and monitoring their implementation monitoring their implementation

• Strengthening international and regional

Strengthening international and regional cooperation and cooperation and fostering alliances, intellectual cooperation, knowledge fostering alliances, intellectual cooperation, knowledge sharing and operational partnerships sharing and operational partnerships

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Global T Global Trends and Challenges ends and Challenges in the Digital A in the Digital Age

Drivers of Change Drivers of Change

• Democratization of knowledge and access will drive a

Democratization of knowledge and access will drive a global ‘education revolution’ global ‘education revolution’

• Increased global competition for domestic and

Increased global competition for domestic and international student markets international student markets

• Digital technologies

Digital technologies

• Global mobility

Global mobility

• Integration with industry

Integration with industry

(University of the University of the Future: Future: http://www.ey.c http://www.ey.com/Pub

• m/Publication/vwLU

lication/vwLUAssets/University_of_the_future/ Assets/University_of_the_future/ $FILE/University_of_the_future_2012.pdf $FILE/University_of_the_future_2012.pdf)

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Policy Level Exchange and Dialogue Policy Level Exchange and Dialogue

• n ICT in Education
• n ICT in Education
• Fostering institutional change

Fostering institutional change with with policy interventions policy interventions

• Scaling up teachers’ professional

Scaling up teachers’ professional development to support students’ development to support students’ 21 21st

st century skills

century skills

• Promoting exchanges among

Promoting exchanges among different education stakeholders different education stakeholders at at all levels for up-scaling all levels for up-scaling

• Mainstreaming school innovations

Mainstreaming school innovations

• Continue to think beyond

Continue to think beyond borders borders

The World of Higher Education Is Changing The World of Higher Education Is Changing Quickly Quickly and Dramatically and Dramatically

• Institutions are courting

Institutions are courting new student populations new student populations

• Creative financing is

Creative financing is needed to needed to balance balance shrin shrinking budgets ing budgets

• Online learning is the new

Online learning is the new frontier frontier

http://www.economistin http://www.economistinsights.com/sites/d sights.com/sites/def efa ult/files/EIU_AcademicPartns_WEBr1.pdf ult/files/EIU_AcademicPartns_WEBr1.pdf

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2014 Horizon Report: Higher Education 2014 Horizon Report: Higher Education

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Impor Important De ant Developments in Educational T lopments in Educational Technology nology for Higher Education r Higher Education

One y One year or ar or less less Tw Two t to t three ye years Fo Four to to f five ye years

Flipped Classr Flipped Classroom

• om

Learning An Learning Analytics alytics 3D Printing 3D Printing Games Games and Gami and Gamification cation Quantif Quantified Self Self Vir Virtual Assistants ual Assistants

Significant Challenges Significant Challenges

• Low digital fluency

Low digital fluency of faculty

• f faculty
• Relative lack of

Relative lack of rewards for teaching rewards for teaching

• Competition from new models of education

Competition from new models of education (MOOCs) (MOOCs)

• Scaling teaching innovations

Scaling teaching innovations

• Expanding access

Expanding access

• Keeping education relevant

Keeping education relevant

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2014 NMC Horizon Report

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EC High Level Task Force EC High Level Task Force

• n the Modernisation of
• n the Modernisation of

Higher Education Higher Education

More information: More information:

http://ec.europa.eu/education/librar http://ec.europa.eu/education/librar y/reports/modernisation- y/reports/modernisation- universities_en.pdf universities_en.pdf

Harnessing new modes of Harnessing new modes of learning and teaching learning and teaching

• The higher education landscape is undergoing significant

The higher education landscape is undergoing significant change as a result of technological innovations change as a result of technological innovations

• These new technologies have the potential to enhance the

These new technologies have the potential to enhance the quality and quality and reach of higher education reach of higher education

• Online technologies provide opportunities to learn

Online technologies provide opportunities to learn anywhere and anywhere and anytime (essential for non-traditional anytime (essential for non-traditional learners, lifelong learning and learners, lifelong learning and continuous professional continuous professional development ) development )

• Digital technologies can underpin national efforts to drive

Digital technologies can underpin national efforts to drive greater collaboration between institutions, combining greater collaboration between institutions, combining expertise and expertise and delivering greater critical mass delivering greater critical mass

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Scaling Up Good Practices Through Partnerships Scaling Up Good Practices Through Partnerships and Networking and Networking

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Priority Africa: Priority Africa: Improving Access, Equity and Improving Access, Equity and Quality of African Education with ICT Quality of African Education with ICT

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OECD: OECD: The State of Higher Education 2013 The State of Higher Education 2013

Higher education is Higher education is increasingly relevant due to increasingly relevant due to the shifting demand in skills the shifting demand in skills

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Enhancing Teachers’ Competencies Enhancing Teachers’ Competencies to Use Digital Technologies to Use Digital Technologies

Supporting countries to Supporting countries to improve the quality and improve the quality and impact of impact of teaching teaching

Building a Building a Digital Age Teaching Digital Age Teaching Profession Profession (http://unesdoc.unesco.org/images/0021/002134/213475E.pdf

http://unesdoc.unesco.org/images/0021/002134/213475E.pdf)

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Canada: Learning and Technology Policy Framework Canada: Learning and Technology Policy Framework

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Canada: Learning and Technology Policy Framework Canada: Learning and Technology Policy Framework

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Highlights Highlights

• Majority of teachers had

Majority of teachers had more than 10 years of more than 10 years of professional experience professional experience

• Majority of teachers had

Majority of teachers had at least 4 at least 4 years’ experience years’ experience using ICT using ICT to support teaching to support teaching

• Half of the participating teachers had used

Half of the participating teachers had used a tablet a tablet in the in the 6 6 months prior to the pilot months prior to the pilot

• Teachers feel confident to use ICT

Teachers feel confident to use ICT for lesson planning for lesson planning and delivery and delivery but but less less so for professional development, so for professional development, lesson follow-up and assessment lesson follow-up and assessment

• Teachers are competent to use the Internet and general

Teachers are competent to use the Internet and general ICT-based applications but ICT-based applications but fewer feel competent in fewer feel competent in the the use of VLEs and use of VLEs and social networking tools social networking tools

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Korea: Smar rea: Smart Education t Education

Singapore: A Teacher Education Model for Singapore: A Teacher Education Model for the 21 the 21st

st Century

Century

(http://www.nie.edu.sg/files/

http://www.nie.edu.sg/files/spcs/TE21_Executive%20Summ spcs/TE21_Executive%20Summ ary_101109.pdf) ary_101109.pdf)

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Br Broadband Comm

• adband Commis

ission f sion for Digital De r Digital Development lopment Working Gr g Group on Educat

• up on Education

24 Februar bruary 20 2013, , UNESCO Headquar UNESCO Headquarters, P , Paris ris

Continuous High Growth of Mobile Broadband Continuous High Growth of Mobile Broadband

• Almost 7 billion mobile cellular subscriptions

Almost 7 billion mobile cellular subscriptions

• Number of

Number of mobile-broadband subscriptions reaches mobile-broadband subscriptions reaches 2.3 billion with 55% of 2.3 billion with 55% of them in developing countries them in developing countries

• Globally, mobile-broadband penetration will reach 32% by end

Globally, mobile-broadband penetration will reach 32% by end 2014 (Africa leads) 2014 (Africa leads)

• Fixed-broadband growth is slowin

Fixed-broadband growth is slowing down in developing countries g down in developing countries

• Almost 3

Almost 3 billion people – billion people – 40% 40% of the world’s population are

• f the world’s population are

using the Internet (but 4 using the Internet (but 4 billion not yet using) billion not yet using)

ITU, ICT Facts and ITU, ICT Facts and Figures 201 Figures 2014

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Half of the world will be online by 2017 Half of the world will be online by 2017

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Fuels sustainable development Enhances learning

• pportunities

Widens access to quality education Facilitates the exchange of information Empowers citizens with knowledge and skills Ameliorates digital and developmental divides Accelerates progress towards MDG & EFA Goals

WHY BR WHY BROADBAND? DBAND?

THE POLICY AGENDA

Countries increasingly recognize broadband Countries increasingly recognize broadband and ICT and ICT as ha as having ving educational educational value. lue. HO HOWEVER, WEVER, more initiativ more initiatives and s and policy directiv policy directives are es are needed needed to indicat indicate ho how education syst w education systems ems can best can best le leverage rage technology nology. .

3 out of 4 countries have education policies that mention broadband internet as a means

• f improving

teaching and learning.

KEY AREAS KEY AREAS TO ADDRESS: ADDRESS:

• Reconcile infrastructural def

concile infrastructural deficits cits

• Train t

ain teacher achers t to use ne use new t w technologies t chnologies to fur further student her student learning learning

• Promot

Promote the use broadband t e the use broadband to accelerat accelerate and impro and improve e teac acher training her training

• De

Develop and share of lop and share of educational cont educational content with learner ent with learners and and educat educator

• rs
• Le

Leverage t rage technology t chnology to impro improve educational planning and e educational planning and management management

• Ev

Evaluat aluate and impro and improve the ef e the effectiv ctiveness of eness of ICT use in ICT use in educational settings educational settings

KEY AREAS KEY AREAS TO ADDRESS: ADDRESS:

• Reconcile infrastructural def

concile infrastructural deficits cits

• Train t

ain teacher achers t to use ne use new t w technologies t chnologies to fur further student her student learning learning

• Promot

Promote the use broadband t e the use broadband to accelerat accelerate and impro and improve e teac acher training her training

• De

Develop and share of lop and share of educational cont educational content with learner ent with learners and and educat educator

• rs
• Le

Leverage t rage technology t chnology to impro improve educational planning and e educational planning and management management

• Ev

Evaluat aluate and impro and improve the ef e the effectiv ctiveness of eness of ICT use in ICT use in educational settings educational settings

LOOKING AHEAD OOKING AHEAD

1. 1. Increase access t Increase access to t technology and broadband nology and broadband 2. 2. Incor Incorporat

• rate t

e technology and broadband nology and broadband int into job job training and continuing education training and continuing education 3. 3. Teac ach ICT skills and digital lit h ICT skills and digital literacy t eracy to all educat all educator

• rs

s and learner and learners 4. 4. Promot Promote mobile learning and OERs e mobile learning and OERs 5. 5. Suppor Support the de the development of cont lopment of content adapt ent adapted d to local cont local contexts and languages ts and languages 6. 6. Work t rk to bridge bridge the t the technological divide between nological divide between countries countries

Mobile technology as a Mobile technology as a promising vehicle promising vehicle

Mobile Learning W Mobile Learning Week 20 eek 2015 15

Natural Sciences 35% Social and Human Sciences 22% Education 25% Culture 13% Communicatio n&Information 5%

Natural Science Education Social & Human Science Culture

Communicatio n & Information * By numbers * By percentage

UNITWIN/UNESCO Chairs Programme Programme

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POST POST-20

• 2015 EDUCA

5 EDUCATION A ION AGEND ENDA: ENSURING EQUIT ENSURING EQUITABLE QU ABLE QUALIT ALITY Y EDUCA EDUCATION ION AND AND LIFEL LIFELONG LEARNING NG LEARNING FOR ALL B R ALL BY 2030 2030

(UNESC UNESCO, Position Paper on Education Pos , Position Paper on Education Post-20

• 2015 –

– http://unesdoc.unesco.org/im http://unesdoc.unesco.org/images/0022/0022 ages/0022/002273/22 3/227336E.pdf 7336E.pdf)

ARE UNIVERSITIES PREPARING STUDENTS ARE UNIVERSITIES PREPARING STUDENTS FOR FOR THE JOBS OF THE JOBS OF THE THE FUTURE? FUTURE?

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Jobs before 2020 Jobs before 2020

• Augmented reality engineers

Augmented reality engineers

• Alternative currency bankers

Alternative currency bankers

• Global system architects

Global system architects

• Waste data managers

Waste data managers

• Urban agriculturalists

Urban agriculturalists

• 3D printing engineers

3D printing engineers

• Book-to-app converters

Book-to-app converters

• Social education specialists

Social education specialists

(http://www.futur http://www.futuristspeaker stspeaker.com/ com/2011/11/55-jobs-of-the-future 2011/11/55-jobs-of-the-future)

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“THE ONL HE ONLY CONST CONSTANT NT THING THING IS IS CHANGE” CHANGE” Heraclitus of Ephesus, Greek Heraclitus of Ephesus, Greek philosopher philosopher (535-4 (535-475 B.C.) 75 B.C.)

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THANK Y THANK YOU! U! БЛАГОДАРЯ!

m.patru@unesco.or m.patru@unesco.org