Global Trends in Open Education: Implications for Africa
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Transcript of Global Trends in Open Education: Implications for Africa
Global Trends in Open Education:
Implications for Africa
Open Educational Consortium (OEC)
Prof. Dr. Stavros Panagiotis XanthopoylosVice President ABED/Vice Dean FGV-IDE
Nairobi, 3rd July, 2015
www.fgv.br/fgvonline
About Fundação Getulio Vargas - FGV
The New Learning Scenario
Educational perspectives and strategies
FGV’s OEC Experience
Implications for Africa
Final Remarks
TopicsTopics
www.fgv.br/fgvonline
FUNDAÇÃO GETULIO VARGASMISSION: To generate, transfer and apply
knowledge for Brazil’s economic development
www.fgv.br/fgvonline
The Internet’s role – new cyberspaceThe Internet’s role – new cyberspace
The Internet, the icon of this revolution, is a communication means that made possible, for the first time in the history of mankind, “the communication of many among many, at a chosen time, and in global scale,” besides having constructed and unconstructed a new notion of time and space, making the world look infinitely smaller and globally connected, not needing 80 days to go around the world, as this happens in a matter of seconds... (Castells, 2003).
New dimension of communication – Cyberspace
heterogeneous space composed by complex forms of interaction
works as an extension of relations established in the real world
www.fgv.br/fgvonline
Network TechnologyNetwork Technology
“It is not about getting organized in network technology, but the organization of human beings
in networks through thje technology. It is not about of na era of intelligent machines, but of
human beings that, through the networks, can combine their intelligence.” Don Tapscott
Society as a Network
mediated through computers and other ICT’s
establishes new sociabilities built in a space of integrated communication
www.fgv.br/fgvonline
www.fgv.br/fgvonline
What do we practice today?
Continuum Face to Face
Face to Face with ICT’s
Semi-presential
Blended
Tutored Elearning
Elearning
Correspondence courses
Blend of Open, Online and Flexible Education
Education Today
• Some new perspectives in the learning environment
• Connectivism, for example
• Knowledge Management perspective
• Offers freedom and flexibility for the adoption of learning strategies for the individual or, collectively, for groups
Fonte: CTAE/FGV
Impact on Learning
• More involvement by all stakeholders – Teacher (mentor), Student (researcher) and Peer evaluation
• A market of “ideas” is developed
• Knowledge created in a network environment, debated and not necessarily consensual
• More time to collaborate
• Call for a new approach – Digital Citizenship
Impact on Education
Perspectives and Challenges
Educational Model
Digital Citizenship
Professors/Teachers – Learning transformation agent
Students/Learners– Effectiveness in the use of the connectivism environment – new learning culture
Learning networks: informal and formal networks to form knowledge networks – leverage networks of learning that will become networks of research, consolidating knowledge management;
Network technology - access to open sources, web 2.0, etc;
University and school networks: using the networks as supplements, complements, for online or for blended learning;
Learning networks and open education – possibility to use networks to transform learning, research and knowledge from global to universal.
• Communities of Practice and knowledge/research networks are created and developed
• Update and perpetuate the content – economic and strategic value
• Digital citizenship is developed
• Personalized access to knowledge
• Redefinied educational model – form, develop, enable and train
Webs of Knowledge - Outcomes
www.fgv.br/fgvonline
FGV Online & OECFGV Online & OEC
FGV Online is the first Brazilian school to become a member of OEC (2008) 51 courses are available in different knowledge areas 5 of them has a version in Spanish More than 30 million visits to the main courses page
Over 7,5 million students registered
Over 4,6 million students certified since July/2008 Around 20 million visits to the individual course entry page
FGV Online was elected as the most Innovative & Avant-garde institution in the OCW People´s Choice Award 2011 and as the institution that has the Most Engaging Resources in the OCW Peoples Choice Awards of 2012.
SOURCE: FGV Online - February/2014
www.fgv.br/fgvonline
FGV Online & OEC Demographic dataFGV Online & OEC Demographic data
Marital Status
Gender
Age
SINGLE61%
MARRIED34%
OTHERS – 5%DIVORCED – 4%
WIDOWER – 1%
15 to 2530%
25 to 3543% 35 to 45
18% 45 to 55 - 2%
More than 55 - 2%
WOMEN58%
MEN42%
Most students are single, women and age between 15 and 35
SOURCE: FGV Online - February/2014
www.fgv.br/fgvonline
Number of students – States / Brazil
FGV Online & OEC Demographic dataFGV Online & OEC Demographic data
SP37%
RJ11%
MG9%
PR
5%
BA
5%RS
4%
DF4
%PE 3%GO
3%
SC 3%
OTHERS
16%
Number of students – Other Countries
And other 34 countries:CAPE VERDE | BULGARIA | PARAGUAY | ENGLAND | CHILE | URUGUAY SWITZERLAND | CANADA | FRANCE | COLOMBIA | IRELAND | MEXICO NETHERLANDS | AUSTRALIA | EAST TIMOR | VENEZUELA | NORWAY |BOLIVIA | PUERTO RICO | AFEGHANISTAN | SAO TOME AND PRINCIPE | SWEDEN | BOTSWANA | BURUNDI | BURKINA FASO | GUINEA-BISSAU | GREAT BRITAIN | BELGIUM | ECUADOR | UNITED ARAB EMIRATES | DENMARK | COSTA RICA | CHINA | ISRAEL
57% of the students live in the Southeast region of the country. Paraná, in the Southern region, is the fourth most participant state, just a few students ahead of
Bahia, in the Northeast. Over five thousand students come from or access from 45 different countries
ANGOLA
PORTUGAL
MOZAMBIQUE
UNITED STATES
J APAN
BRUNEI
ARGENTINA
GERMANY
PERU
ITALY
SPAIN
815
656
390
372
230
195
106
89
89
89
89
SOURCE: FGV Online - February/2014
www.fgv.br/fgvonline
FGV Online & OEC Professional and Academic DataFGV Online & OEC Professional and Academic Data
ANALYST30%
MANAGER15%
ENTREPRENEUR – 5,5%
DIRECTOR - 4%
MILITARY - 4%
CHAIRMAN - 1%
PROFESSOR14%
COORDINATOR10%
SUPERVISOR8,5%
CONSULTANT7%
OTHERS - 1%
GRADUATED49,5%
HIGH SCHOOL36%
POST GRATUATED - 11,5%
SPECIALIST - 9%MASTER – 1,5%DOCTORATE – 0,5%POST DOCTORATE – 0,5%
OTHERS – 3%FREE DOCENCY – 2,9%UNDERGRADUATE STUDENTS
– 0,1%
Most students are Analysts, followed by Managers and Professors. Almost half of the students are Graduated
SOURCE: FGV Online - February/2014
www.fgv.br/fgvonline
FGV Online & OEC Professional and Academic DataFGV Online & OEC Professional and Academic Data
Areas
Salary
BUSINESSADMINISTRATION
27%
EDUCATION9%
IT7%
LAW7%
COMMUNICATION & MARKETING
5%
OTHERS34%
ENGINEERING4%
FINANCE3%
HEALTH & SCIENCE
3%
TOURISM2%
up to U$ 1,000
from U$ 1,001 to U$ 1,500
from U$ 1,501 to U$ 2,000
from U$ 2,001 to U$ 3,500
more than U$ 3,500
Business Administration is the area with the highest number of students doing open courses followed by Education, IT
& Law. The majority of the students perceive a monthly income of up to US$ 1,000 – 78% and 88% that
access perceive up to US$1,500 monthly
78%
10%
5%
5%
2%
SOURCE: FGV Online - February/2014
88%
www.fgv.br/fgvonline
FGV Online & OEC Satisfaction SurveyFGV Online & OEC Satisfaction Survey
48% of the students did the course to upgrade their education and 27% to get a quick review on the subject, while 25% expect to create new professional possibilities
46% knew about the open courses by searching on the internet and 45% knew about it through friends/other students, the rest by other means
43% of the students would like to do a regular on-line course
61% of the students had never studied on-line before
99% of the students had their expectations met after finishing a free course
All students would recommend an online course and would take another
SOURCE: FGV Online - February/2014
www.fgv.br/fgvonline
High School Content and ENEM (National Entry) Type Questions BankHigh School Content and ENEM (National Entry) Type Questions Bank
Motivation – Enhance quality of students through quality content qualify teachers train students
Lessons Learned through OEC
Project consists of today 670 hours of online courses Over 10,000 ENEM type questions published (goal 50,000 in 2 years)
Launched end of October/2012
Elected as the best High School Content Portal by Segmento Publisher 2013
Over 1 million registered users to date
SOURCE: FGV Online - April/2013
Implications for Africa
• Educational gaps and continental size justifies the implementation of integrated online, open and flexible educational models to reduce costs and increase reach to education and learning, use and combine existing resources to gain scale
• Take advantage of the ICT educational solutions and tools to manage and implement new pedagogical models integrated to ICT, neuroscience and necessarily be sustainable – Technopedagogical Approach
• Equity and Access – Social Impact
• Expand beyond degrees – Employability
• Surveys and Research to align local contexts and special needs
Implications for Africa - Challenges
• Infrastructure – Internet and Cloud Computing/Network
• Train teachers, this puts them into the student’s position
• Include a technology statement in the institution’s vision and mission
• Prepare leadership for the new educational scenario• Convince governance of the importance for legal or
public policy frameworks for ICT in education • Support and value teachers to work online• Demand for formal research on how different groups
of learners study online• Pre-qualification courses to improve access• Do not lower standards and guarantee quality• Develop curricula that serve society
Final Remarks
• One the greatest democratic movements in the world – in our day to day life, in education and in the organizations;
• No way back – New dimension of communication
• New Value Chains in education
• A never ending process …
A Quote to enpower us to take leadership
Source: funcrisp.com
www.fgv.br/fgvonline
Prof. Dr. Stavros Panagiotis XanthopoylosVice Dean – FGV-IDE
[email protected]/fgvonline
Education and Knowledge at everyone’s reach, the distance, you define!
Thank YouThank You
Photo Source: DAYWALLPAPER
Asante-sanaAsante-sana
Asociação Brasileira de Educação a Distância – ABED
2011 – 2015
Facts about ABEDScientific Association for the development of Open, Flexible and Distance Education
Free principle for association, through mission identification by the potential associate
Private not for profit legal organization
Founded in 1995 – 20th Anniversary in 2015
ABED
• Mission: Contribute for the development of concepts, methods and skills to promote open, flexible and distance education to improve education as a whole in Brazil
• Goal: ABED’s main goal includes the discussion and deepening the knowledge of distance education by institutions, enterprises, universities and individuals interested in doing so.
Internacional Memberships
ICDE – International Council for Open and Distance Education
OEC – Open Educational Consortium
ABEC: Brazilian Associaton off Scientific Publishers
SBPC – Brazilian Society for the Progress of Science
Internacional Memberships
RBAAD Brazilian Journal of Open and Distance Learning
Both, online and paper edition. Published in Portuguese, English and Spanish. Covers all levels of educational level, both formal and informal. Articles are selected according to ABED’s editorial’s objectives, defined by the editorial committe and specific editorial directives.
CensoEAD.br
CENSUS ABED
• UNIQUE in the whole world
Educação a Distância: The State of Art
2009 2011
ABED Trophy
This award is given by ABED to honour personilities of the DE Community in Brazil as well as the pioneers in the modality
Some of our services
• Website • Reference base• Mediaspace for publications, papers, articles and media• A vast collection of scientific papers made available• Meeting facilities
Events
• CIAED - ABED International Congress of Distance Education
• SENAED – ABED National Seminar of Distance Education
• JOVAED – ABED Virtual Journey of Distance Education
• Cycles of courses and presentations
• Expo-EAD
ABEDVergueiro 875, 12th floorLiberdade São Paulo – SP - [email protected] WWW.abed.org.brTel: + 55 11 3275- 3561