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Challenges for Higher Education in the European context

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Challenges for Higher Education in the European context ... Honours tracks for excellent students. Skills certificate. Policy (4): BaMa towards 2010 ... – PowerPoint PPT presentation

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Title: Challenges for Higher Education in the European context


1
Challenges for Higher Education in the European
context
Dr. Stanley J. Portier (s.j.portier_at_utwente.nl) 1s
t European Sakai Day (Lübeck, D) September 7, 2006
2
Content
  • Introduction
  • History
  • Our next virtual learning environment
  • Educational issues
  • Technical issues
  • Can we meet the challenge?
  • Policy issues
  • Our target group the NET generation
  • Campus Blend using Sakai (CBUS)

3
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4
University of Twente Campus
5
Profile of the university
  • Founded in 1961
  • Research University
  • Entrepreneurial Research University
  • First (and only) Dutch campus university
  • Focus on technological developments and their
    management in the knowledge society

6
Education
  • 5 Faculties
  • 23 Bachelor programmes
  • 31 Master programmes
  • Bachelor Master students 7357
  • PhDs 703
  • International students 344
  • International PhDs 285

7
Personnel in numbers
8
Research
  • 11 research institutes, of which 6 spearhead
    institutes
  • Institute for Biomedical Technology (BMTI)
  • Centre for Telematics and Information Technology
    (CTIT)
  • Institute for Nanotechnology (Mesa)
  • Institute of Mechanics, Processes and
    Control-Twente (IMPACT)
  • Institute for Governance Studies (IGS)
  • Institute for Behavioral Research (IBR)

9
Commercial spin-offs
10
Results
  • Since 1984 over 600 start-up companies
  • More than 5,000 new jobs
  • 5 year survival average 70
  • Quite a few successful companies, on a Dutch
    scale - so not Google-size -)

11
Budget development
12
Campus Facilities
  • High speed network (UT)
  • Wifi on whole campus (largest hotspot in Europe
    gt 650 APs on site 14 APs in Enschede City)
  • Labs
  • High pressure
  • Virtual Reality
  • Cleanroom
  • Multifunctional Education facilities
  • Etc.

13
History need for a nextgen VLE?
aTutor, ANGEL, .LRN, LAMS
Sakai, Croquet, WebCT
  • Blackboard, eCollege, Moodle, N_at_tschool

14
What was going on? (1)
  • 1997 Initial development of TeleTOP in
    Department of Educational Technology
  • 2000-now large-scale use of TeleTOP in all
    departments
  • Incl. new, richer releases
  • 2003 commercial spin-off TeleTOP BV
  • 2003 first student portal (developed by
    students!)

15
A little bit of history (2)
  • 2004 lots of activities
  • open standards (IMS) are emerging, as well as the
    SCORM we deliver a discussion paper
  • we move more and more to J2EE for webapps
  • students complaints grow and grow (lack of
    integration, information is out-of-date,
    inreliable and sometimes not findable)
  • UT Policy Campus Blend all programmes will
    have f2f and online components (in different
    mixes)

16
A little bit of history (3)
  • 2005 advisory committee that reports directly to
    the Executive Board
  • Projectteam investigates
  • Which changes in education do we expect in near
    future (4-6 y) ?
  • Which (tech) trends are here to stay ?
  • How does this translate to our current VLE ?

17
Changes in education
18
Education
  • More flexibility
  • Time and place
  • Blended programmes
  • Didactical models
  • Start end dates of programmes
  • Assessments
  • Domain orientation
  • Serve increasingly heterogenous student
    population
  • Balance between study, work and social activities
  • Shared responsibility

19
ICT issues
  • Features like
  • Personal profile
  • Course catalogue (across organizations)
  • Delivery through PDA, cell phone etc.
  • Notifications (all types)
  • Virtual project space (that should be easy to
    start and use)
  • Current websites portal
  • Lack of integration, insufficient
    interoperability
  • Missing, inaccurate, even unreliable information

20
Tech trends
  • Open standards
  • IMS Learning Design, Content Packaging
  • But also RSS, CalDAV, JSR168 etc
  • Components, SOA
  • Open source
  • Web 2.0 (tagging, social software, flickr,
    friendster, Hyves, etc.)

21
Requirements nextgen VLE
  • Student-driven
  • Integration, but not all-in-one
  • Standards-compliant
  • Robust architecture
  • Strong features for collaboration, groupwork

22
Possible answers
  • Stay with TeleTOP?
  • Proven technology
  • Install base throughout the University
  • Easy to use
  • Unlikely that all requirements will be
    implemented (in time)
  • Isolated -gt Technical integration and Strategic
    Position in (Dutch) HE
  • Sakai Why?
  • For and by education (community)
  • Architecture
  • Features (more to come hopefully)
  • However, educational, technical financial
    implications need to be further investigated
  • Pilots projects have to deliver proof whether it
    can meet the educational challenges we have to
    deal with
  • Not Blackboard or Moodle
  • All-in-one
  • Architecture is aging (scalability)
  • Step aside instead of step ahead

23
Beyond the UT…
  • Can we meet the challenge?
  • Policy
  • Education
  • Our (future) customer The NET generation

24
Policy
  • The Lisbon agenda
  • 2010 EU as 'the most dynamic and competitive
    knowledge based economy in the world capable of
    sustainable economic growth with more and better
    jobs and greater social cohesion, and respect for
    the environment'
  • Central role for use of ICT
  • But will we manage?

25
Policy (2)
  • The Bologna declaration (1999)
  • Academic grades easy to use and compare
  • 2 cycles the Bachelor-Masters program
  • Accumulation and transfer of credits (ECTS)
  • Mobility of students, teachers and researchers
  • Cooperation on Quality Assurance
  • European dimension of Higher Education
  • 29 European countries

26
Policy (3) BaMa towards 2010
  • Bachelor
  • Extended B-programmes (multidisciplinary)
  • Subject -gt Domain
  • International focus (outside NL, even EU)
  • Major-minor and electives
  • In- or outside UT
  • Prevent risk of delay and gaps in study programme
  • Exchange between 3TU
  • Honours tracks for excellent students
  • Skills certificate

27
Policy (4) BaMa towards 2010
  • Master
  • Flexible master programmes, together with partner
    universities (e.g., 3TU)
  • Standardisation and re-use of components for
    tailor made programmes
  • Active students
  • Take responsibility
  • Know the educational market and make their own
    choice
  • Engaged in composing an individual master
    programme
  • In- and outside UT, NL, EU
  • Need access to their personal information

28
Daily practice
  • Education
  • Is still subject oriented
  • Has a strong internal focus
  • Through E-learning is often limited to logistics
    and management of education
  • Is mainly supply driven
  • Real innovation is limited
  • Time, resources, creativity, ambition
  • Divergence between what is being offered and what
    is required -gt students create their own
    environment.

29
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30
The NET generation
31
Homo Zappiens (Veen, 2000)
  • Plays video games
  • Proactive
  • Problemsolving
  • Communication
  • Variety of social roles
  • Can be international
  • Development of typical language
  • Multiple communication channels (MSN, cellphone)
  • Constructs meaningful knowledge in a non-linear
    way

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35
Homo Zappiens lt-gt Former Generations
  • Twitch speed
  • Multitasking
  • Nonlinear
  • Processing discontinued information
  • Iconic skills
  • Connected
  • Collaborative
  • Active
  • Learning by playing
  • Instant payoff
  • Fantasy
  • Technologies as friend
  • Conventional speed
  • Mono tasking
  • Linear approach
  • Processing single information flows
  • Reading skills
  • Stand alone
  • Competitive
  • Passive
  • Separating learning / playing
  • Patience
  • Reality
  • Technology as foe

Based on Marc Prensky
36
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37
The online learning mall (2020)
  • The learning mall represents distributed
    electronic virtual knowledge centres equipped
    with personalized-learning delivery robots.
    Student, undergraduates, graduates,
    post-graduates and other experts will have access
    to these future distributed online libraries
    where just in time, just enough and just for
    you learning objects can be retrieved. (Veen,
    2005)

38
Campus Blend using Sakai (CBUS)
  • Definition phase (feb.06 aug 06 1716 hrs.)
  • Installation release 2.1.2 and 2.2.0 (July)
  • Sakai OSP
  • Functional analysis
  • Technical analysis
  • Management communication issues
  • Defining future pilot projects
  • Focus on Sakai 2.2.0

39
CBUS (2)
  • Defining pilot projects
  • Innovatium 2006 existing contacts
  • Spontaneous reponse
  • Brainstorm meetings
  • Focus
  • Mutual agreement
  • Subject, time, no. students, required resources,
    etc.
  • Teacher instruction
  • Access through standard ICT-account -gt hands on
    experience
  • Setting up the site

40
CBUS (3)
  • Pilot phase (aug.06 may07 3292 hrs.)
  • Based on release 2.2.0
  • Pilots in realistic educational settings
  • Take account of educational and policy issues
  • Technical issues
  • Emphasis on integration (e.g. LDAP interfacing)
  • When applicable bugfixing of must haves
  • Nice to haves will be added to requirement list
  • Core support team
  • Educational and technical specialists (1 each)
  • F2F support
  • Wiki
  • Mail
  • Evaluation
  • Advice on nextgen VLE, including analysis on TcO

41
CBUS (4)
  • Pilot candidates
  • Internal UT Industrial Design (2x)
  • Starts in sept. 06
  • External 3TU Sustainable Energy Technology
  • Master programme
  • Start is foreseen in jan. 07
  • Possible spin-off to support SET development team
    (instructor)

42
CBUS (5)
  • External TSM MBA programme
  • Students are working professionals
  • Involvement of alumni for specific assignments
    and mentoring
  • Emphasis on distance education
  • Use of mobile technology
  • Start foreseen in oct./nov. 2006
  • Internal UT/Saxion Introduction course for new
    teachers
  • Elective module
  • Discussion Exchange of experiences
  • Starts in dec. 2006
  • International master programme on knowledge
    management
  • Resources
  • Assignments
  • Discussion and Wiki for collaboration
  • Students from abroad
  • Starts on sept. 5, 2006

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47
Sources
  • Bologna Declaration (1999).
  • The Lisbon European Council An agenda of social
    and economic renewal for Europe (2000).
  • www.marcprensky.com
  • Oblinger, D. (2004). Educating the NET
    generation. Presentation at Educause 2004,
    Denver, CO.
  • Veen, W. (2000). Flexible education for new
    student generations (in Dutch). Technical
    University of Delft.
  • Veen, W. (2005). 2020 Vision. Keynote lecture at
    Online Educa 2005, Berlin.

48
… and finally
  • Taking account of dynamics of society and
    innovation are key drivers for improvement, but
    only if we choose to do so.
  • (J.P. Balkenende, Sept 4, 2006)

49
Thanks for listening
  • More info
  • www.utwente.nl/elo
  • s.j.portier_at_utwente.nl
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