Have you ever wondered why universities still educate tomorrow's managers with yesterday's tools? Our contemporary higher education landscape is facing rapid technological advancements and the promises of the web to foster a new mode of knowledge creation and collaborative learning among students around the world. We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. However, the promises of ICT and e-learning have not effectively innovated universities. Little progress has been made and resources invested into ICT adoption are frequently spent without a clear definition of objectives and change strategies. The future of learning is taking place now - and yet courses in universities are stalled in a pedagogical model oftransmitting knowledge rather than constructing solutions, following educational approaches which have been put into place centuries ago and still largely dominate teaching and learning in academia.

1. Prof. Dr. Ulf-Daniel Ehlers
Baden-Wurttemberg Cooperative State University
European Association for Institutes of Higher Education
Changing Cultures in Higher
education
Moving ahead to future learning

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3. © 2007 Dr. Ulf-Daniel Ehlers ::: Reflexion im Netz :::
ulf.ehlers@lernqualitaet.de
Serendipity and the
prepared mind?!
Is higher eductaion
fit for this challenge?

4. Higher education
„Kompetenzen erfassen […] prinzipiell unbegrenzte dispositionelle
Fähigkeiten, selbstorganisiert in eine zieloffene, komplexe,
unbestimmte Zukunft hinein erfolgreich zu handeln.“
Knowing-in-Action
Reflection-in-Action
Reflection on Reflection-in-Action
Higher Education as Reflection-Laboratory
(Schön 1983, 1986)
Implicit Action-Knowledge
Ad-Hoc Strategies
Development of ind. Action Theories
Professionality
Competence Responsibility
Action Adequacy
Abilities Will
Knowledge Apply
Information Connect (Wildt 2006)
(Erpenbeck 2005)

5. Teaching Strategies
Transfer Tutor/in Coach
Facts
(„know-that“)
Procedures
(„know-how“)
Social Practices
(„knowing-in-action“)
Transmission Dialogue Interaction
Knowledge, Remenbering Doing, Problemsolving Reflective Action, innovation
Teaching I Teaching II Teaching III
Steering Enabling
(Baumgartner 2004)
(Reinmann 2005)

6. Changing E-Learning
From Distribution …
Learning Management
Systems
Materials online
PresentationInformation
…to reflection und Collaboration
E-PortfoliosWeblogs
Communikation Collaboration
WiKisCommunities
Rezeption
Entwicklung

7. Do you use Google?
Perpetual Beta =
Co-Produktion of Learning =

8. Time for
8
ChangingPerspective

9. Some picks from current chatter...
The Substitution Model
• Open Education will substitute traditional higher
education
The Enrichment Model
• Open Education is used to enrich traditional
higher education
The Lifelong Learning Model
• Open Education will be used to offer lifelong
learning opportunities

10. From
education
to
learning

11. Anno 1088
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
Exclusively
for the chosen few...

12. Anno 1965
http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
Industrialisation,
Massification,
Standardisation

13. Anno 2004
http://web.mit.edu/jsaa/www/photos/stata.jpg
Postmodern,
Individualised,
Disaggregated

14. The career of an idea in higher
Education ...
Where does that leave us?
• The traditional model: Exclusively for few
chosen.
• The modern (massification) model: Standard
model for masses.
• The post-modern model: Individualised and
diversified HE (Rip and Mix Approach/
Patchwork)

15. Modern
(Massification) Education Model
Postmodern
HIGHER EDUCATION Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge Problem oriented
Academic status, traditions, clothing Individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
CHANGING CULTURES IN
HIGHER EDUCATION

16. Post-Secondary Education STRUCTURE
• Vocational Education and Training
• Higher Education
• Lifelong Learning
• Formal
• Informal

17. What happens if you
open the cages?

18. A Thought Experiment...
A school beginner in September 2016...
• ... finishes 2020 primary school
• ... gradutaes from high school in 2028
• ... receives his bachelor degree in 2031
• ... and his Master in 2033
• ...starts to work...
18

19. Individualised Learning:
Drivers and Larger Context
Modernization of the World of Work
Flexibilisation of the World of Education
Lifelong Learning

20. Modernization of the World of Work
Resolution of system of fixed professions
From lifetime employment to lifetime employability
From employed professionals to entrepreneurial
professionals
1
2
3
(Lisop 1997)
(Beck, Giddens, Lash 1996)
(Voß, Pongratz 1998)

21. Flexibilisation of World of Education
Flexibilisation of Degrees: Recognition of informal and
non-formal education/ learning (EQR, NQR)
Flexibilisation of Curricula and of learning contexts:
Modularisation
Flexibilisation of Contents: Key-Qualifications and
Competence
Flexibilisation of Methods and Learning Design: self-
organised learning
(Gruber 2007)
1
2
3
4

22. Lifelong Learning
Between Emanzipation and Obligation: LLL from option to
necessity
LLL as medium of pleasure in present living
Between Risk-Avoidance and Risk-generation
3 Perspectives on Lifelong Learning
(Kade/ Seitter 1998)
1
2
3

23. Dr. Ulf-Daniel Ehlers ::: European Foundation for
Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 1st Gen
LMS as island

24. Dr. Ulf-Daniel Ehlers ::: European Foundation for
Quality in E-Learning ::: ulf.ehlers@icb.uni-due.de
E-Learning 2nd Gen
LMS as a Gate

25. Digital
What is a convincing digital agenda for eductaional institutions?
http://images.google.de/imgres?imgurl=http://www.dhbw-
vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/

26. Flexible
How does that fit in the educational model ? Con we organise that in our ed-institutions?
http://images.google.de/imgres?imgurl=http://www.dhbw-
vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/

27. Everywhere
What do we do in the classroom?
http://images.google.de/imgres?imgurl=http://www.dhbw-
vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/

28. Learning Community

29. Global

30. Open

31. Shared

32. Learner generated

33. The Digital Myth
With E-Learning and
availability of
(OE)resources
learning will improve!

34. From Resources to Practices
(Initiative from 2010-2012)
A Mindshift in
Adult Learning

35. Open Education Practice

38. Digital Import of Curriculum
38

39. 39
Recoginition of Open Learning?

40. Erweiterte Anerkennungspraxis:
Anerkennung von Angeboten
anderer Hochschulen
40

42. ehlers@dhbw.de
Baden-Wurttemberg Cooperative
State University
www.dhbw.de
Thank you for your attention!