July 2, 2016

EDEN 2016: Re-imagining Learning Environments

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Pesti Vigadó, where the conference dinner was held

Pesti Vigadó Concert Hall, where the conference dinner was held

The EDEN conference

I have just attended the annual conference of the European Distance and E-Learning Network in Budapest, Hungary.

EDEN is one of my favourite conferences because it always has a lot of interesting people attending and it is a quick way for me to stay abreast of what is happening in European online and distance learning. I provide here an overall report on the conference, but I will do a couple of other more detailed posts on the sessions I found particularly interesting.

There were just under 300 participants. My overall impression is that online and open learning are well and strong in Europe, and is now widespread. When I first started to come to EDEN conferences in the early 1990s, there were only two or three main players, but this year there were contributions from almost every European country. With the growth of online and open learning, there are many new people each year joining the field, coming from very diverse backgrounds. EDEN provides a pan-European opportunity to enable newcomers to learn about some of the basic principles and prior research and knowledge in the field, as well as allowing for the sharing of experience and networking, and reporting new trends and developments in online and open learning.

I was the opening keynote speaker, and talked about building effective learning environments, based on my chapter in Teaching in a Digital Age. I also gave the wrap-up to the conference, on which this post is based.

A concert at the Liszt Academy of Music

A concert at the Liszt Academy of Music

Policy, planning and management

This year there was a welcome number of contributions that focused on policy and management of online, open and distance learning.

Yves Punie of the European Commission’s Joint Research Centre’s Institute for Prospective Technological Skills reported that 70 million Europeans lacked basic literacy and numeracy skills, 24% had no upper secondary education and 45% have insufficient digital literacy skills, although 90% of jobs in Europe will require some sort of ICT skills. The Institute has developed a list of key digital competencies. He noted that while 21% of universities in Europe are now offering MOOCs, most have no overall strategy for open education.

George Ubachs of the European Association of Distance Teaching Universities in his presentation on The Changing Pedagogical Landscape offered an interesting vision for universities that emphasised:

  • personalized teaching and learning
  • small scale, intensive education
  • rich learning environments
  • open-ness and flexibility
  • networked education and mobility

Leslie Wilson of the European University Association commented that:

MOOCs have forced Vice Chancellors to focus on teaching and learning

This is probably a true if sad statement.

I was particularly impressed by Melissa Highton’s report on the open learning strategy of Edinburgh University. It is a highly ranked, old research university in Scotland that has aligned its approach to open education to the university’s core mission. She said:

Not being open is a risk and not being open costs us money.

Laureate University is a global private, for-profit university with over one million enrolments, and with campuses in Europe as well as North America. The leadership at Laureate has decided that the whole system will move from largely face-to-face teaching to blended learning. Alan Noghiu described the strategy that is being used and the challenges the organization is facing in implementing the strategy.

Finally, Alan Tait reported on a study by the International Council for Distance Education (ICDE) on student success factors, which identified the following as critical to student success:

  • pre-study information, advice, guidance and admission;
  • curriculum or programme design that matches the needs of students;
  • intervention at key points and in response to student need;
  • assessment to support learning as well as to judge achievement;
  • individualised and personalised systems of support to students;
  • information and logistical systems that communicate between all relevant participants in the system;
  • overall managing for student success.

This seems to me to be a list that proponents of MOOCs should bear in mind, as well as those offering more formal qualifications at a distance.

The use of multimedia and emerging technologies

Susan Aldridge of Drexel University presented some very interesting examples of educational uses of virtual reality, augmented reality, serious games and holography, including examples used in forensic investigation, meteorology, and medicine. One of the augmented reality tools she demonstrated, Aurasma, is free.

Danny Arati of Intel mentioned the University of Nottingham’s The Periodic Table of Videos, where each element in the period table has a short video about it.

The Periodic Table of Videos, University of Nottingham

The Periodic Table of Videos, University of Nottingham

MOOCs and online learning

I was surprised at how much importance European institutions are still giving to MOOCs. There were by far more papers on MOOCs than on credit-based online learning or even blended learning. Even the Oxford debate this year was on the following motion:

We Should Focus in the Short Term More on MOOCs than on OER

I was relieved when the motion was resoundingly defeated, although I am still a little disheartened that open education is still mainly focused on MOOCs and OERs, rather than on the broader concept of open textbooks, open research, and open data. It was noted that MOOCs are a product while open education is a movement, and it is important not to lose the idea that open education is as much about social justice and equity as it is about technology, as was pointed out by one of the participants, Ronald McIntyre.

Learning analytics

There was an excellent workshop organised by Sally Reynolds and Dai Griffiths from the European Commission funded LACE project: Learning Analytics Community Exchange. The workshop focused on privacy and ethics issues that arise from the use of learning analytics.

This is such an important topic that I will do a full blog post on it later. In the meantime, if you are interested in this topic, see the LACE report: Is Privacy a Show-stopper for Learning Analytics? A Review of Current Issues and their Solutions.

The foyer of the Gresham Hotel

The foyer of the Gresham Hotel

Bits and Pieces

There were several other interesting activities at the conference that are worth reporting:

Pre-conference workshop for young scholars. This was an interesting forum where editors of three of the journals in the field discussed with young (or more accurately, new) scholars how to get published.

Book and wine session This informal late evening session provided an opportunity for participants to share their reviews of interesting books. This is an event that could be expanded to cover both ‘classics’ in the field, as well as books on new developments.

Posters There were about a dozen posters. Again, I would like to see more posters at conferences such as this. A well designed poster can be read in a couple of minutes and impart as much if not more information than a 20 minute oral presentation, and can be seen by everyone at the conference, unlike a presentation at a parallel session, some of which, such as the horrible ‘speed-dating’ sessions, resembled having a fire hose of information turned on you – or am I just a visual learner?

Given that so many new people are moving into online and open learning all the time, much more needs to be done at conferences such as this to encourage sessions where prior knowledge and best practices are brought to the attention of new participants.

Conclusions

Overall, this was another excellent conference from EDEN in a wonderful location (it is the first time I have been immersed into Turkish baths). The next one will be next year in Jönköping, southern Sweden.

Art Nouveau stained glass windows at the Hotel Gellert

Art Nouveau stained glass windows at the Hotel Gellert

All photos: Tony Bates

A full day of experiential learning in action

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Marie Bountrogianni, Dean of Chang School, opening the ChangSchoolTalks, 2016

Marie Bountrogianni, Dean of the Chang School of Continuing Education, Ryerson, opening the ChangSchoolTalks, 2016

On Wednesday, February 17, the Chang School of Continuing Studies, Ryerson University, Toronto, put on an impressive one day conference, called ChangSchoolTalks, focused on experiential learning.

The day was organized into the following activities:

  • opening keynote
  • main ‘stage’ talks, of 10-15 minutes in length
  • master classes of 45 minutes length
  • brain dates: one-on-one mentoring on specific topics
  • exhibition.

Opening keynote

Don Tapscott was the opening keynote speaker, who talked about rethinking learning for the networked age. For those who know Tapscott’s work, he covered familiar ground, claiming that higher education must respond to four key leadership challenges/ strategies:

  • the technology revolution, in particular the power of networks and distributed knowledge (‘global intelligence’)
  • the Net Generation, who are ‘wired to think differently’
  • the economic revolution, the move from an industrial to a knowledge-based society
  • the social revolution, including an increasingly unequal distribution of wealth.

He referred in passing to his forthcoming book, ‘The Blockchain Revolution, How the Technology Behind Bitcoin is Changing Money, Business and the World‘, but did not really tie it in to the world of higher education during his talk.

Although I don’t disagree with many of the points he was making about the need for universities to change, I didn’t really leave with anything that I didn’t know already, although others may have found it new and refreshing.

Stage talks

Stage talks were plenary sessions. For me, this was the best part of the day, in terms of what I learned. There were five excellent speakers who used their limited time (10-15 minutes) expertly:

  • Arlene Dickinson, an entrepreneur famous as one of the dragons on the TV program ‘Dragons’ Den’, who talked about leadership
  • James Paul Gee, from Arizona State University, who talked about how participants in multiplayer games collaborated and strategized to solve problems within the games. (I would like to have asked if there was evidence of these problem-solving strategies being successfully transferred outside games, into other kinds of learning environment, but I didn’t get the chance)
  • Steve Gedeon, Associate Professor of Entrepreneurship and Strategy at Ryerson University, who talked about the pedagogy of entrepreneurship. This talk appealed to me the most, because Gedeon argued somewhat convincingly that the pedagogy of entrepreneurship (e.g. Lean Startup approaches to learning) could be applied to many other disciplines
  • Michelle Weise, from the University of Southern New Hampshire, which is one of the fastest growing universities with one of the largest online programs in the USA. She talked about competency-based education. I have mixed feelings myself about competency-based learning, and it was interesting to hear her arguments for it.
  • Marie Bountrogianni, the Dean of the Chang School at Ryerson, was the master of ceremonies, linking all the talks together.

What I liked particularly was the wide range of approaches and topics, with each one well delivered and clearly described in a very short time.

Master Classes

These were two sets of six to seven parallel 45 minute sessions covering the following topics:

  • robot subjugation for beginners (Alex Ferworn)
  • building an effective learning environment (me)
  • building pathways through online competency-based education (Michelle Weise)
  • handling reputation and shame in the social world (Boyd Neil)
  • collaboration and creativity: a challenge in design thinking (Michael Carter)
  • data visualization: what does your business look like? (Michael Martin)
  • big data: a roadmap to be a data scientist (Ayse Bener)
  • a discussion in learning in games (James Paul Gee)
  • the 5Cs of a bustling peer-learning community (Christine Renaud)
  • gamifying learning experiences (Jeremy Friedberg)
  • introductory economics revisited (Eric Kam)
  • ethos as a brand builder and driver for business (Deb Belinsky)
  • if they build it…co-creation as education (Vincent Hui)

As always with parallel sessions, there was always a clash. Because I was giving one, I could go to only one other. However, the list of titles gives some idea of the diversity of ideas and topics covered.

I will say a little bit more about my master class in a separate blog post.

Brain dates

Software made available to the ChangSchoolTalks by the company E-180 enabled participants to book online a one-on-one face-to-face session with a personal mentor, i.e. with anyone attending the conference who had expertise that you would like to access. This was somewhat restricted by a very full agenda for the day, but turned out nevertheless to be very popular.

Exhibition

There was also a small but very interesting set of exhibitors, covering displays of virtual reality, smart materials ,an augmented reality sandbox, a 3D robot labyrinth, 3D printing, and serious gaming.

Comment

The ChangSchoolTalks was a particularly effective showcase for the interests and work being done at Ryerson University.

I came away from the day with my head absolutely buzzing. I was subjected to a torrent of fascinating ideas and developments. What I liked particularly was the diversity of topics, not all of which were specifically educational, but which nevertheless are significant for the future of education.

I would have like a little more time for informal networking, more time for questions and discussion with the ‘stage’ speakers, but there is a lot to be said for the fire hose theory of learning! I learned so much in such a short time, but really need to follow up on most of the topics.

CAUCE-CNIE conference, 2016: Education 3.0

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No, not that Waterloo! Image: Wikipedia Artist: William Sadler

No, not that Waterloo!
Image: Wikipedia
Artist: William Sadler

What: TARGET: EDUCATION 3.0, Possibilities at The Nexus of Pedagogy, Technology and Access

Creative pedagogy coupled with openly shared digital resources are inspiring educators to explore new paths. This conference will spur conversations about current innovations as well as the implications and opportunities for future innovations.

Who: (CAUCE) Canadian Association of University Continuing Education and (CNIE) the Canadian Network for Innovation in Education

When: May 30, June 2, 2016

Where: Waterloo, Ontario

How: The call for presentations has been extended to January 11, 2016. Click here for more information.

There is no information to date on the web site about fees, registration, actual conference location or accommodation. (Hence my choice of graphic.)

Comment

I realise that this is a conference primarily for members of CAUCE and CNIE, but it is frankly unrealistic to expect people to commit to a paper or presentation with such little information.

This should be a major national conference for educational technology and online learning in Canada, and consequently I would expect the advance information to be better. There are many other good conferences around the same time, and although the theme for this conference is promising, it might be safer to choose an alternative if for financial reasons you have to make a conference commitment fairly soon.

EDEN conference 2016

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Budapest University of Technology was founded in 1782

Budapest University of Technology was founded in 1782

What: Re-Imagining Learning Environments‘.

We are set a challenge to really understand our learning environments. To create and invent responses that are possibly not even thought of yet.  Perhaps there are new business models, new policies, different ways to understand technological influences, new ways to interpret the collaborative and social-networked society that we live in: the learning environment, in its widest sense.

Click here for the full conference scope.

Networking and interactivity, sharing and discussion will be core aspects of the conference experience, focusing on what you can learn from and with your peers.

Who: EDEN (The European Distance and e-Learning Network) 

When: 14-17 June, 2016

Where: Budapest University of Technology and Economics, Budapest, Hungary

How: The call for contributions is now open.

To find our more on contributing to the conference, click here.

To register and/or submit a contribution, click here.

Comment.

EDEN is usually one of the best conferences on online learning and distance education. I would certainly go if I could.

Contact North to host the next ICDE conference in Toronto in 2017

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Toronto from near Union Station

Toronto from near Union Station.

The International Council for Distance Education (ICDE) announced at the close of this year’s conference in Sun City, South Africa, that its next conference will be held at the Sheraton Centre in Toronto between 17-19 October, 2017. The host will be Contact North/Contact Nord and Maxim Jean-Louis, its President – CEO, will be the President of the Organizing Committee of the 27th World Conference.

ICDE

The International Council for Open and Distance Education (ICDE) is a global membership organization and provides leadership in open education, flexible, online and distance learning, including e-learning. Its members include stakeholders working in educational institutions, school authorities and the commercial sector, as well as individuals. ICDE has a formal consultative status with UNESCO and promotes the core value of UNESCO: the universal right to education for all. To support this ideal, ICDE relies on the unique knowledge and experience of its members around the world, in terms of development and use of new methodologies and emerging technologies.

ICDE was founded in Canada in 1938 as the International Council for Correspondence Education. Today it has worldwide members in more than 60 countries.

The ICDE Permanent Secretariat has been located in Oslo, Norway since 1988. ICDE receives funding from the Ministry of Education and Research of Norway and from membership fees.

For more information about ICDE, please visit the website at www.icde.org.

Contact North

Contact North/Contact North was established in 1986 by the Government of Ontario. A key component of its activities is to provide residents of the province equitable access to postsecondary education and training opportunities through its 112 centers of online learning, often located in remote communities without any post-secondary educational campuses.

Thus Ontario students have the ability to participate through Contact North/Contact Nord in online courses and programs, in French and English, from Ontario’s 24 public colleges, 22 public universities and 250 literacy providers, as well as access basic skills training, without having to leave their community. Contact North/Contact Nord’s headquarters are in Thunder Bay and in Sudbury, Ontario, Canada.

For more information about Contact North/Contact Nord, please visit its websites at teachonline.ca/home and studyonline.ca/

Further information

I first came to Canada in 1982 to attend the ICDE conference in Vancouver. It was at this conference that it changed its name from ‘Correspondence’ to ‘Distance’. These conferences enable one to get a very good oversight of the world of distance education.

I will be providing updates as more information about the conference becomes available.