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ICT for Education 2030: Deep Dive and Transformation
教育信息化助力2030教育议程：
深耕与转型
Fengchun Miao Chief, Unit for ICT in Education Education Sector, UNESCO HQs
Leveraging digital innovations to achieve SDGs
Sustainable Development Goal 4 (SDG4): Education 2030
“Ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all.”
网络化
数字化
个性化
终身化
被动环境
主动教育使命
中国教育信息化亦进入深水区，不创新、不转型，难以突破教育信息化的“中等收入陷阱”
Miao’s Model on ICT Transforming Education 信息化助力教育转型的苗氏模型
School devices & connection per students 1:1
Universal broadband & Personal devices
(BYOT)
Public internet connection
Govt. or institutional (open)educational
resources
Teacher/student generated
resources (BYOC)
Public open educational
resources
ICT enhanced classroom based
lectures
Extended lessons or online courses (e.g. OER MOOCs)
Coached U-learning & project
based learning
Subject knowledge acquisition in fixed
time & space
ICT enhanced knowledge/value
deepening
Knowledge creation & personalized life
long learning
School Public Personal
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Openness of schools or learning environments
Inp
uts
Ou
tpu
ts
Fengchun Miao ([email protected])
Pro
cesse
s
Miao’s Model on ICT Transforming Education 信息化助力教育转型的苗氏模型
Fengchun Miao ([email protected])
School devices & connection per students 1:1
Universal broadband & Personal devices
(BYOT)
Public internet connection
Govt. or institutional (open)educational
resources
Teacher/student generated
resources (BYOC)
Public open educational
resources
ICT enhanced classroom based
lectures
Extended lessons or online courses (e.g. OER MOOCs)
Coached U-learning & project
based learning
Subject knowledge acquisition in fixed
time & space
ICT enhanced knowledge/value
deepening
Knowledge creation & personalized life
long learning
School Public Personal
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Openness of schools or learning environments
Inp
uts
Ou
tpu
ts P
roce
sses
Anywhere eLearning environment: individual+collaborative+social Anytime learning opportunities: learning + life +work Accessible for anybody: openness + relevance + credibility
Le
arn
-ce
ntr
ic c
ou
rse
des
ign
Pers
on
aliz
ed t
each
ers
’ co
ach
ing
Sc
ho
ol-
bas
ed s
up
po
rts
ICT in education in low-income countries: Deficiency in resources and institutional establishments
School devices & connection per students 1:1
Govt. or institutional (open)educational
resources
ICT enhanced classroom based
lectures
Subject knowledge acquisition in fixed
time & space
School Public Personal/Family
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Inp
uts
Ou
tpu
ts
Funnel Effect: Investment in ICT in education is being diluted by low e-readiness of the society
Per capita GDP <1500USD
ICT in education in middle-income countries: Middle-income trap
School devices & connection per students 1:1
Public internet connection Universal broadband
Household or personal devices (BYOT)
Govt. or institutional (open)educational
resources
Public open educational resources
Teacher/student generated resources
ICT enhanced classroom based
lectures
Extended lessons or online courses (e.g. OER MOOCs)
Coached U-learning & project based learning
Subject knowledge acquisition in fixed
time & space
ICT enhanced knowledge deepening
Knowledge creation and life long learning
School Public Personal/Family
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Inp
uts
Ou
tpu
ts
Per capita GDP 10000USD
Overinvestment in devices for already advantageous groups Excess production capacity in low-end
use of ICT, slow growth in outputs Shortage of high-end Apps & courses,
education consumers of developed countries
ICT in education in China
The supply side reform is needed as well 中国教育信息化也需要供给侧改革 -去产能：低端产能，防止信息化“地产”泡沫 -调产业结构：课程、教学、学习、评价转型的深度需要技术创新组合
-改政能：教育信息化管理机制改革 -强创能：强化“关键技术”的研发与突破 -扶缺能：面向残障人士、流动和老龄人口教育的“缺失技术”
-回教能：学校和教师的休养生息 -正研能：独立于商业目的服务于教学一线的研究能力
School devices & connection per students 1:1
Public internet connection
Universal broadband
Household or personal devices
(BYOT)
Govt. or institutional (open)educational
resources
Public open educational
resources
Teacher/student generated resources
ICT enhanced classroom based
lectures
Extended lessons or online courses (e.g. OER MOOCs)
Coached U-learning & project
based learning
Subject knowledge acquisition in fixed
time & space
ICT enhanced knowledge deepening
Knowledge creation and life
long learning
School Public Personal/Family
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Inp
uts
Ou
tpu
ts
Spill-over Effect
ICT in education in middle-income countries: Rethinking the future educaiton
Per capita GDP >20000USD
School devices & connection per students 1:1
Public internet connection
Universal broadband
Household or personal devices
(BYOT)
Govt. or institutional (open)educational
resources
Public open educational
resources
Teacher/student generated resources
ICT enhanced classroom based
lectures
Extended lessons or online courses (e.g. OER MOOCs)
Coached U-learning & project
based learning
Subject knowledge acquisition in fixed
time & space
ICT enhanced knowledge deepening
Knowledge creation and life
long learning
School Public Personal/Family
ICTs
Content
Teaching & Learning
Learning outcomes
Openness of curriculum & assessment
Openness of schools or learning environments
Inp
uts
Ou
tpu
ts Learning/Human-Outcome-Driven Master Plans (Korea, Singapore …)
What Qingdao Declaration informs us: Leveraging ICT to achieve Education 2030
- ensure equitable access and inclusion,
- realize the potential of Open Educational Resources (OERs),
- achieve greater quality learning,
- improve and diversify lifelong learning pathways,
- harness online learning innovations,
- establish quality assurance measures of online learning,
- develop monitoring and evaluation systems on the use and impact of ICT in education, and
- design scalable innovative funding mechanisms.
What is an UN Declaration about?
- Governments’ political commitments
- A set of recognized terminology
- Guidelines for actions to achieve the jointly set targets
Political commitments:
1. We commit to ensure that all girls and boys have access to connected digital devices and a relevant and responsive digital learning environment by 2030, irrespective of their disabilities, social or economic status, or geographic location.
China:87% school connected to Internet, 80% schools with computer labs the hardest-to-reach schools + people with disabilities + children of migrant workers
Women’s eaqual access to, and capability of using, ICT
ICT provides new opportunities to expand access to learning opportunities, particularly for women and girls
UNESCO Prize ICTs in Education 2016
The use of ICTs in education for
disadvantaged groups
Political commitments:
1. We commit to ensure that all girls and boys have access to connected digital devices and a relevant and responsive digital learning environment by 2030, irrespective of their disabilities, social or economic status, or geographic location.
What “relevant” and “responsive” mean?
Relevant and responsive digital learning environment
Context-relevant, pedagogy-driven, school-wide and beyond-school available digital learning environments
E-School 2030
Model
1
Learning outcomes & assessment
2
Teachers’ ICT-pedagogy
competency & incentives
3
E-school strategies
& school leadership
4
Digital textbooks & OER 5
School connected digital devices
and household or personal devices
Equitable and inclusive access
Quality of learning
Anytime anywhere learning
Political commitments:
2. In striving to achieve universal access to basic education and skills development, we recommend that all education stakeholders recognize enrolment in quality-assured online courses as an alternative or complementary mode to face-to-face programmes of study.
The real policy dividends
“充分发挥市场在资源配置中的决定性作用”？《教育信息化“十三五”规划》
Quality-assured online courses
Who to assure the quality?
And how to orientate the structure of online courses towards high-end needs?
Wisdom
Knowledge
Information
Basis data
Blended devices
+ coaching
Teachers’ tablets + Internet
Smart phones + Internet
Feature phones
A pyramid pitfall: From access to quality learning
3. Committed to developing sector-wide strategies and capacity building programmes to fully realize the potential of Open Educational Resources (OERs) to expand access to lifelong learning opportunities and achieve quality education. And fully evaluate the potential of Free and Open Source Software (FOSS) and Open Standards for the development of ICT solutions. Makerspace (创客)
Political commitments:
《教育信息化“十三五”规划》: “加大数字教育
资源的知识产权保护力度，进一步确立通过市场竞争产生优质资源和通过深入应用拓展优质资源的机制”
Protection vs. Openness (保护与开放): what open license should be developed or adopted?
Free sharing & quality (共享与质量): how should OER be quality assured?
OER and Open-Source Software
UNESCO’s work in OER
- The term OER was coined by UNESCO in 2002 - World Congress on OER was convened in 2012 - Paris OER Declaration adopted in 2012 - Supporting member states to develop OER policies - Publication of case studies on 15 selected - 2nd World Congress on OER will be held in 2017
National Education Strategies
ICT in Education
Policy
OER Policy Options:
Sector-based Inter-sectoral, Sector-wide
Policy Entry Point
Unachieved EFA goals
New vision: Deeper learning under Education 2030
Integrated in education strategies vs. standalone
Well funded vs. empty promise
Institutional coordination
‘Legal Power’ of OER policy
Digital textbooks Teacher training materials Teaching materials Learning materials OER web portal Higher education Library
A holistic approach to adopting OER often results in a sector strategy for digital content
Key elements of OER strategies
Adoption of open licenses: will China develop its own open license?
Operational strategies for quality assurance Strategies to ensure universal access to OER by target
users Build teachers’ and students’ capacities to find, use, and
re-use OER Strategies to sensitize teachers to share self-generated
OERs
4. Commit to developing well-informed long-term policies and strategies to unleash the potential of ICT to achieve greater quality in education and learning. We need to:
redefine learning outcomes and learning organization, and
adapt learning assessments to reflect the impact of use of ICT on learning and on outcomes.
Political commitments:
“强化教育信息化对教学改革，尤其是课程改
革的服务与支撑，强化将教学改革尤其是课程改革放在信息时代背景下来设计和推进”
——《教育信息化“十三五”规划》
Deep Dive & Transformation: Curriculum Reform & ICT in Education in China
Undelivered promise of using ICT to improve quality of teaching and learning
What is the missed lever?
Missed targets: problem solving skills…
ICT in Education
Policy Platform
UNESCO’s Tools and capacity building activities
UNESCO ICT in Education Toolkit (www.ictinedtoolkit.org)
A global ICT in Education Policy Platform in cooperation with Intel: www.ictedupolicy.org
30+ national workshops and 10+ sub-regional workshop; directly trained 1000+ policymakers of more than 50 countries.
Lessons learned on ICT in education policy development: A butterfly model
Sector Ownership
National Capacities
Participatory Approach
Approval & Budget
Review & Update
1. ICT in Ed sector policy is needed
3. By national teams, not by external consultants
5. All schools & teachers should be sensitized
9.Monitoring & evaluation
2. Cross-sector national agency or committee 4. Policy and
Master plan aligned with national priorities
6. Partners and stakeholders should be consulted and engaged d
7. Legal power & institutional strategy
8. Budget commitment
10.Review & update
5. ICT should be used to deliver life and work skills training, including TVET, in both formal and non-formal settings, at all times and in all places, to diversify learning pathways, improve quality, and further reach vulnerable and underserved groups including rural adults, women & girls, out-of-school youth, and people with disabilities.
People on the move: 250 M in China
Job mobility
Political commitments:
Mainstreaming ICT innovations to achieve SDGs: A cross-UN-agencies initiative
“all students, teachers, health workers, midwives,
nurses, farmers, agriculture extension workers, entrepreneurs, pregnant women, people living with chronic diseases, people with special needs, etc. at the Bottom of the Pyramid (BOP) have affordable
and broadband access through smart devices to key potential game-changing information and services
critical for realizing sustainable development for their livelihood and wellbeing and that of their
communities.”
UNESCO Mobile Learning Week 2016
Mobile Learning for Displaced People
Goal: Enhancing basic literacy & numeracy skills of 4,000 migrant children through teacher-led and locally driven mobile learning solutions. Main Activities •Transform classrooms with ICT devices (tablets, satellite TV and internet) •ICT capacity building for teachers •Develop multiple language app in Thai, Burmese and Karen and open over 1,000 contents •Create peer learning and lifelong learning habits
Main Achievements •Learning outcomes of 1,440 learners have increased •40 teachers trained and are confident to use ICT devices
Mobile Literacy for Out-of-School Children in Thailand
6.Harness the potential of ‘big data’ to enhance online learning in order to inform our understanding of students’ behavior and learning, and to improve the design and organization of online courses. Governments must develop policies and systems to ensure secure, appropriate and ethical use of data, including safeguarding the privacy and confidentiality of students’ personally identifiable information.
Learning analytics
Political commitments:
“要探索和建立便捷高效的教育信息化技术服务支
撑机制，充分发挥教研、电教、信息中心、装备中心等教育系统各专业机构的作用”
Breakthrough is needed （可能吗？） the feasibility rests with the disruptive technologies or applications.
How to collect/generate big data?
The institutional trap(体制陷阱): Human obstacle for big data
. PC accessible Internet: Transactive memory partner to share memory cognitive load
Fundamental roles of ICT in transforming learning
External brain
Always-on problem
solving partner
Learning and career development counselor
2. Mobile Internet+: Transactive problem solving partner + transactive social construction partner
3. Big data-based learning analytics : personalized learning and career development counselor
7. We call for the establishment of transparent quality assurance measures of online learning, and fair and transparent recognition of learning outcomes and qualifications acquired through online learning. Quality assurance and recognition are crucial and interlinked elements for enhancing the relevance and credibility of online learning.
Political commitments:
Universities or badges? Credits for universities
Upgrade the industry structure of Internet+ Education
MOOCed
by China
Made in China Designed by China
Created and MOOCed by China
8.Recognize potentials of innovative ICT-based certification and assessment, encourage the use of ICT to promote recognition, validation and accreditation of the formal, non-formal and informal learning outcomes.
Key/Critical technologies:
Voice recognition for assessment
big data-based artificial intelligence for assessment
Political commitments:
Universal access to ICT for underserved groups
Quality assurance mechanism
Open license of China for digital content
World-class online courses
Sustainable business model of online course provision
Key/critical ICT innovations for education
Institutional reform
Summary
http://www.ictedupolicy.org
http://twitter.com/#!/UNESCOICTs
http://www.facebook.com/UNESCOICTinEducation
http://www.unesco.org/new/en/unesco/themes/icts
Thank you…
