Changing landscapes of higher education -

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This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies. This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP). http://www.enqa.eu/ More information: @cristobalcobo

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

Changing landscapes of higher education -

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-Pareciera que la innovación está sólo en los gadgets y herramientas digitales. Sin embargo, uno de los cambios más profundos está en la (re) conceptualización del conocimiento. -Mientras seguimos explorando las mejores pedagogías para aprender con tecnología, vemos que las (verdaderamente) nuevas tecnologías (inteligencia artificial) están empezando a desarrollar capacidades de aprender. -¿Por qué la disrupción aún no llega al aula (si ya llegó la tecnología)? ¿Qué habilidades serán desplazadas si empiezan a surgir más sistemas autómatas (máquinas que aprenden)? ¿Si innovamos en las tecnologías por qué no lo hacemos en las formas de evaluar y reconocer el conocimiento?. La charla: La innovación pendiente: Nuevas formas de evaluar y reconocer el conocimiento en la era digital, se dictó en BETT LATAM en Ciudad de México en Octubre de 2016. Más información: innovacionpendiente.com

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In this presentation are identified some of the new knowledge landscape trends (i.e. artificial intelligence, automated skills recognition tools, increasing demand for HE). The current knowledge recognition strategies implemented in the context of MOOCs open the landscape to explore more flexible ways of application and recognition of knowledge, regardless if it developed in formal or informal settings. Name of the event: International MOOC Colloquium - 2nd Edition - The MOOC Identity #MOOCidentity organized by Federica Web Learning - Università degli Studi di Napoli Federico II More information: @cristobalcobo

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This study focusses on the role of highly active participants in online learning communities on Facebook. These people, often known as “power users” in the literature on social computing, are a common feature of a wide range of online learning groups, and are responsible not only for creating most of the content but also for getting discussion going and providing a basis for other’s participation. We test whether similar dynamics hold true in the context of online learning. Based on a transactional dataset of almost 10,000 interactions with an online community of 32 postgraduate students who were following the same online course, we find evidence that power users also exist in the context of online learning. However, whilst they do create a lot of content, we find that they are not fundamental to keeping the group together, and in fact are less adept at creating content which generates responses than other “normal” users. This suggests that online learning communities may have different dynamics to other types of electronic community: it also suggests that design efforts should not be focused solely on attracting a small core of “power learners”. Rather, diverse types of users are needed for online learning communities to survive and prosper. Authors: Cristóbal Cobo, Center for Research - Ceibal Foundation, Uruguay Monica Bulger, Data & Society Research Institute, United States Jonathan Bright, Oxford Internet Institute, United Kingdom Ryan den Rooijen, Oxford Internet Institute, United Kingdom Presented at the LINC Conference (MIT, 2016) Digital Inclusion: Transforming Education through Technology.

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The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education. By Cobo, Brovetto, Gago

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El Plan Ceibal se ha convertido en una poderosa plataforma para extender y ampliar las oportunidades de enseñanza y aprendizaje de los estudiantes de educación pública en Uruguay. El uso tanto de los dispositivos (tablets y laptops) como de la infraestructura (red y softwares) registra volúmenes de demanda sin precedentes. Por otra parte, los datos que Plan Ceibal administra integran fuentes de información relacionadas con la gestión escolar, la administración de las plataformas tecnológicas así como la utilización de numerosas herramientas y aplicaciones educativas. Este tsunami de datos es una cantera de valiosísima información para apoyar la educación. Pensando en el grado de uso de las plataformas educativas que ofrece Plan Ceibal, es posible crear un indicador de “participación en línea” (engagement) como resultado del nivel de actividad e interacción de los propios estudiantes en dos plataformas: PAM (plataforma adaptativa de matemáticas) y CREA2 (learning management system). ¿Cuáles son los perfiles de “participación” de los sujetos? ¿Estos perfiles responden algún patrón de clasificación socio-económica o geográfica? ¿Cuál es el perfil de participación de los docentes en cada una de estas plataformas? ¿Se identifica consistencia en el tipo de uso de estas plataformas? ¿En qué medida es posible encontrar correlaciones entre el grado de “participación en línea” de los estudiantes y su participación (asistencia) en clases presenciales? Estas y otras interrogantes serán analizadas durante la presentación. Más información: http://fundacionceibal.edu.uy/ @cristobalcobo

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El Instituto Internacional de Planeamiento de la Educación de la UNESCO Sede Regional Buenos Aires inicia en 2015 una nueva propuesta de formación en línea. El ciclo de cursos cortos virtuales (CCV) sobre Política TIC en Educación incluye tres líneas temáticas: 1. Cultura digital y educación. 2. Aprendizaje y contenidos digitales. 3. Las TIC y la formación docente. La expansión de los modelos 1 a 1 en la región más el incremento del consumo de otros dispositivos móviles como tabletas y celulares configuran una nueva forma de presencialidad en la vida cotidiana que desafía las categorías modernas de tiempo y espacio. Esta realidad supone un desafío para repensar nociones como “conocimiento” y “aprendizaje” y, en consecuencia, los formatos institucionales y las nuevas formas de producción y circulación de los contenidos educativos. Algunos interrogantes para pensar la temática: ¿Hasta qué punto los nuevos recursos y sus dispositivos configuran nuevas formas de diseñar procesos pedagógicos? ¿Cómo se definen los procesos m-learning y cuáles son los aportes a los procesos formativos? ¿Existe una nueva ecología de las instituciones? ¿qué aportan las licencias de libre circulación a las instituciones educativas? ¿Cómo lograr la construcción de una red sustentable de colaboración entre todos los actores para favorecer el uso de las herramientas tecnológicas y la durabilidad necesaria? http://www.buenosaires.iipe.unesco.org

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Incluye las peores prácticas sobre TIC en la educación: 1. Lanza hardware con la esperanza que suceda magia suceda. 2. Implementa en cualquier contexto las recomendaciones de la OCDE, WB, UNESCO. 3. Piensa en contenidos educativos sólo después de lanzar hardware. 4. Supón que sólo debes importar contenidos de otro sitio. 5. Haz una apuesta por tecnologías no probada (especialmente estándares cerrados/privativos) o con un único proveedor. 6. No consideres (ni reconozcas) el costo total de la inversión (licencias, soporte, capacitación, actualización). 7. Piensa que son suficientes para resolver problemas de desigualdad (inequidad). 8. No formes a los profesores (ni directores). Worst practice in ICT use in education Traducido de Michael Trucano http://blogs.worldbank.org/edutech/worst-practice

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