1. Social challenges in distance and e-learning Dr András Szücs Secretary General European Distance and E-Learning Network (EDEN)

2. About e-learning concepts E-learning as distance education  E-learning as education accessible on the web: a kind of electronic correspondance education E-learning as learning management software  course management systems (Moodle, BlackBoard)  Online course delivery, learning administration and organisation, electronic tests, evaluation  Mostly used in higher education E-learning as electronically mediated learning  focusing on the courseware, less on the delivery  products, services and applications: integrated course packages  interactive, electronically delivered learning E-learning and and learning innovation E-learning advances primarily through successful implementation of pedagogical innovation The ‘ideal place’ for e-Learning is where new knowledge is developed, where innovation can be shared in a participative way.

3. E-learning myths e-learning will save money e-learning is a replacement for classroom teaching Distance education will disappear e-learning is one kind of delivery mode e-learning replaces teachers e-learning is impersonal Tony Bates www.tonybates.ca

4. Complexity and the „e-learning territories” The complexity of e-Learning has been considerably growing: not one single phenomenon Different technology solutions, applied in a variety of education and learning settings, result a high number of implementation scenarios and different e-Learning “territories”. HELIOS - Horizontal E-Learning Integrated Observation System EU eLearning Programme – Transversal actions

6. Contextual factors affecting elearning Education in the era of massification, digitalisation and commercialisation H uman elements in the forefront - technology is easier accessable and affordable, it becomes natural commodity Accelerated migration of ‘knowledge construction’ away from traditional educational institutions. Broader and deeper cultural and mental assimilation of ICTs by citizens Widening of the gap between citizens’ culture/competencies and the established educational systems Daniel Georges Apollon:The shape of things to come in learning and e-learning

7. Tensions around e-learning Austerity and performance pressure at universities at same time, Strong competition for their „social space” Enormous changes in user habits and expectations Strengthening of spontaneous on-line informal and non-formal (e)-learning  Policies give priority to introducing ICT in formal education, less attention and resource for lifelong learning, and adult education  Most of technology enhanced learning concentrates on reproducing formal teaching environments in a technology supported way.

8. E-Learning – persisting problems Spontaneous, massive penetration of new technology and social web - in fragmented, often not institutionalised forms Slow advancement in professional consolidation, because of: –Rapid technological progress, –Increased economic pressures, –Inconsistent government policy measures ♦Activities mosaic-like, missing critical mass and coherent functioning. Most work at small scale on pilot level ♦Climate of discontinuity and uncertainity present - is eLearning a consolidated phenomenon ? ♦Staff and students: –Resistance of teachers, culture of innovation and service- awareness needed. Missing reward of efforts. –Digital competence problem: gap between students’ and teachers’ approach „E-learning adaptation has often rather reinforced than disrupted conventional educational practices” (Conole, 2012)

9. E-learning at universities: Access, inclusion Access, exclusion ? –The application of e-learning is rather deepening than widening –Does not really reach groups endangered by exclusion: –Most users are coming from circles of already well educated –Age gap problem increasing: (“digital natives” vs. „digital immigrants”) Key issue: do students have access to the technology? –In most developed economies and for middle class: yes –but not for the poor... Teachers and managers are inadequately prepared for quality technology based distance education Goal: cost-effectiveness and quality assurance Added value of professional distance and e-learning: –clear academic goals –instructional design –project management –accurate budgeting –evaluation and maintenance

10. Distance and e-learning: distinctive European elements Avoiding social exlusion, support equal access, fight against digital gap(s) Stressing the importance of pedagogy, educational methodology, instructional design Critical and responsible application of technology (ICT) Linguistic and cultural diversity, Remarkable differences in (e)-maturity across member states

11. Keywords for Education Economic growth Employability Accountability Enterpreneurship Innovation Openness Competences Change towards excellence, flexibility and adaptability... Did something really change in pedagogy...?

12. WHAT NEXT?

13. Bibliographic analysis of distance and e-learning research Levels of research: –Macro level: distance education systems and theories, –Meso level: management, organization, and technology, –Micro level: teaching and learning in distance education Research dominated by the micro perspective Where is the more and new research needed? Macro level: Systemic and social roles of education in society. Role of culture, intercultural communication Comparative research on learning systems Meso level: Quality assurance L eadership in distance education and e-learning Management of change and diversity Economics of e-learning Change of users’ habits Faculty support, teachers’ professional development Olaf Zawacki-Richter in: International Review of Research in Open Distance Learning (2009)

14. Where are new distance learning developments and projects needed? EU advice... Innovative pedagogical approaches that embrace social networking –Complementing and reinforcing formal learning, providing valuable social-emotional support –Bridging the worlds of work, education and training –to develop learners’ autonomy, digital and media competences New assessment methods that recognise the value of collaboration and peer learning –Recognising learners’ contribution to group work –Supporting self-assessment, peer reviews and group assessment Tackling the socio-economic digital divide –Supporting groups at risk of exclusion –Sharing good practice, –developing foresight scenarios and recommendations Brian Holmes (EACEA) at: EDEN 2010 Annual Conference, Valencia

15. EDEN Fellows advice on important themes to researchers, PhD students Democratization of learning Social inclusion and transformation Role of state and scale of educational interventions Change management and organizational development Sustainability, scaling & transferability of projects, initiatives Digital identity, legacy & heritage Go beyond learner’s cognition into motivation, emotions, attitudes, values, social & societal context Multilevel perspectives: learning individuals, learning groups & communities, learning societies and their interactions

16. „Rhizomatic learning” Proliferating informal and non-formal learning contexts, situations, with the help of ICT Practice of learning which is diversifying spontaneously without co-ordination, Nodes, able to grow independently, no center, no boundaries (cf. blogs, wikis) Strength and weakness at the same time: the content and competence is legitimated by the networked co-operation. A botanical metaphor, offering flexible conception of knowledge for the information age: the rhizome. A rhizomatic plant has no center and no defined boundary; rather, it is made up of a number of semi-independent nodes, each of which is capable of growing and spreading on its own, bounded only by the limits of its habitat.rhizome http://davecormier.com/edblog/2008/06/03

17. Complexity is the new reality Social and participatory media networked, distributed, peer reviewed and open, complex, dynamic and evolving, Your network and who you connect with defines you extraordinary behavourial diversity New approaches to openness – beyond Open Educational Resources Prof. Gráinne Conole, University of Leicester

18. The underlying inequality of Massive Online Open Courses (MOOCs) In educational headlines: „benefits of MOOCs, enabling global access to high quality education, are the biggest thing to shake up education anyone with Internet connection „has access to higher education ?” “MOOCs = access”: a concept that needs to be questioned Participation in MOOCs requires resources + infrastructure. –reliable electricity, safe and comfortable space in which to learn, secure, unrestricted Internet connection, a device capable playing video and sound online Barriers to overcome –self-motivation –Learning skills and foundational knowledge: many universities suspend their online courses due to high failure rates –Learn how to learn: basic level of education and ability to study. –Lack of time - long working hours, multiple jobs, travel time to/from work –caring for children & dependants limit the chance to dedicate time to learning, especially women By Alicia Mitchell

19. MOOCs (contd) Factors that limit access to MOOCs are mostly the same as those that also exclude disadvantaged groups from traditional educational models NB: not just in the developing world, even within OECD countries are disadvantaged by the ‘digital divide’ (elderly, rural communities, those living on low incomes, or with disabilities) Students face many more problems in education than lack of access Discussion on MOOCs to-date has occurred mainly in mainstream media and trade publications, Available research is limited - lack of peer reviewed literature. The vast research available in online and distance education has been largely ignored. Need for evidence-based decisions in favor of educational reform. George Siemens, Athabasca University

20. Flexibility paradigm –Flexibilization rhetoric „The adaptability of the citizens to the new market conditions only can be achieved by making them more flexible and mobile” New market conditions can be met by increasing the mental and cultural flexibility of citizens. Marketing a culture of flexibility is a method to achieve the goal. –NB: personal project, self-directed learning, learner autonomy, learner-centeredness and self-management... Educational policy makers deal with learning as a bridging method used to ‘flexibilize’ individuals and bring them in adequacy with the need of the market... thus delegating large share of the responsibility to learners from the formal education system... Daniel Georges Apollon: The shape of things to come in learning and e-learning

21. Examples for quality implications and development challenges User generated content quality Peer assessment and social media in education Authentic and credible evaluation and assessment of learners in online systems – fairness, format, test variations, media use, games... Recognising value of collaboration: learners’ contribution to group work Self-assessment, peer reviews and group assessment

22. Assessment: the next big thing to come Knowledge delivery by ICT is „not a problem” large scale reliable online assessment is increasingly is a challenge – in a huge diversity of settings, topics, environments. New methods, technologies, solutions mushrooming, with the increasing capacity, performance of IT tools.

23. Thank you ! www.eden-online.org