Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and Beyond
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El documento explora la evolución de las oportunidades de aprendizaje en los últimos 25 años, destacando la importancia de la flexibilidad, la personalización y el aprendizaje colaborativo en el contexto educativo. Se presentan desafíos históricos en la educación a distancia, enfatizando la necesidad de un enfoque basado en competencias y la creación de ecologías de aprendizaje que aprovechen tanto los entornos físicos como virtuales. Las conclusiones subrayan que las instituciones educativas deben adaptarse a un modelo más abierto y centrado en el individuo para mejorar la calidad y sostenibilidad del aprendizaje.
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Albert Sangra: Expanding Learning Opportunities for the Last 25 Years... and Beyond
- 1. Expanding Learning Opportunities for the Last 25 years … and Beyond Prof. Albert Sangrà, Ph.D. Academic Director, UNESCO Chair in Education and Technology for Social Change, Universitat Oberta de Catalunya (UOC) Barcelona, 12 June 2015
- 2. • EDEN and UOC in the timeline • Drivers of change • Learning ecologies • Challenges • Final remarks Content
- 4. Forerunners • Paul of Tarsus (5-20 aC – 57- 68 aC) • Seneca (6 bC – 65 aC) • Caleb Phillips (1782) • Sir Isaac Pitman (1843) • University of London (1858) (External Programmes) • Anna Ticknor (1873) (Learning at Home) • International Correspondence School (1888) • University of Chicago (1892) (Satellite Campuses) • Penn State (1922) (Radio courses) • Iowa, Purdue and Kansas State Universities (1938) (TV) • Articulated Instructional Media Project (Wisconsin) (1964) (Integration of technologies) • Stanford Instructional Television Network (1968) • ARPAnet (1969) • Open University UK (1971): other Open Universities followed • World Wide Web (1989)
- 6. Historical challenges of DE: •To reach large numbers of students •To provide a high quality learning experience •To do it at a sustainable cost •Always the same goal: creating opportunities for learning.
- 7. Universitat Oberta de Catalunya (UOC) Universitat Oberta de Catalunya (UOC)
- 10. The importance of having a MODEL The importance of having a MODEL
- 14. Font: http://parentables.howstuffworks.com The importance of method
- 15. • Competency-based approach in which the activity, and all what it needs around to be carried out, is the core Activity-based learning model
- 16. Drivers of evolutionDrivers of evolution
- 19. It is not about distance …
- 21. • Flexibility • Personalisation • Collaboration • Informalisation (Redecker et al., 2011) Main pillars for the future of learning
- 22. Flexibility
- 23. Personalised learning means ensuring that individual differences are acknowledged
- 26. Interaction Teaching and learning process Interaction ... Student-student Student-teacher Student-group Teacher-group Student academic life Interaction ... Student-community Student-institution Institution-community
- 27. Informalisation
- 28. From content-based to activity-based design 0 100 Activity-based approach Content-based approach Self-content materials Subsidiary associated materials
- 29. Superficial learning Deep learning An actual challenge
- 33. “A set of contexts made up of configurations of activities, materials, resources and relations generated in physical or virtual spaces, which provide opportunities for learning” (Barron, 2004) Learning Ecologies
- 37. • Beyond CoP, IG, or learning communities • ICT extend the potential of the learning ecologies • Every individual may develop a personal strategy for professional development and relations Learning Ecologies Cosmovision Reflexive thinking Information Professional environment ExperiencesTechnology Social interactions
- 38. Learning Ecology
- 40. • Teachers & their professional development – Be aware of taking advantage of your whole learning ecology – Improve your professional development more efficiently • Instructional Designers – Create new learning opportunities – Advice new resources • Higher Educaton Institutions – Consider the future will no loner be as it used to be – Become more granular and a quality node Implications
- 43. “If your time to you Is worth savin’ Then your better start swimmin’ Or you’ll sink like a stone For the times they are a-changin’.” Bob Dylan
- 44. Aprendizaje formal, no formal e informal A lo largo ... y a lo ancho de la vida (The LIFE Center, 2007) 18,5% 7,7%
- 46. From economy • Massification of access • Openness • Disruptive business models
- 48. Openness
- 49. Disruptive business models (Christensen, 2011)
- 53. - “My teacher told me I’ve improved my writing since I do my homework with a laser printer …” Quality CostAccess TechnologyTechnology
- 54. “Foodies are reactionaries” “Rinehart criticized people who eat regular food as being “reactionary.” He thinks that his own industrialized food product is going to save the world, and that “new” and “different” are necessarily better.” (http://www.returnofkings.com, June 1, 2013) SOYLENT The need of humanistic competencies for technologists “… if we say that reality is one, we also know that it is complex and if we don’t collaborate between disciplines, from science and art, we will live a partial reality.” (Aymerich, Ara, 7/6/15) Technology should support, but not shape life.
- 55. “I will set up the University XXXXXXXX, but I want to be able to extend the University to people outside the University through the latest technologies.” “Between conventional university and learning at a distance, they need not be competition or they need to be polarised, each has its own place and each can fulfil its own mission to the advantage of both.”
- 56. “I will set up the University of Chicago, but I want to be able to extend the University to people outside the University through the latest technologies.” “Between conventional university and learning at a distance, they need not be competition or they need to be polarised, each has its own place and each can fulfil its own mission to the advantage of both.” William Rainy Harper (1896) President, University of Chicago
- 58. • Distance and online education should keep going increasing learning opportunities based on sustainability and quality criteria. • This goes beyond technology. Pedagogical and organizational issues have to be primarily considered. • Decision making is being moved towards the individual. Institutions have to realize they should soften the control they use to have. Relationship between institutions and individuals is yet to change.
- 59. • Data on interactions (opportunities provided for a good learning experience) • Guarantee of well-trained and competent group of teachers in online education • Resources for learning available to the students • Basic and applied research, particularly in online education methods and the results achieved by the students (student performance)
- 60. “It is not because things are difficult we don’t try them ... It is because we don’t try them they become difficult” Seneca (4 bC - 65 aC)
- 61. I M P E G N O
- 62. Thank you very much [email protected] http://edulab.uoc.edu/ twitter: albert_sangra http://unescochair.blogs.uoc.edu/blog/