UNESCO Seminar “Open Education in the Post-MOOC Era”
La Cátedra UNESCO organiza el Seminario “Open Education in the Post-MOOC Era” con motivo de la Open Education Week 2019. Este Seminario contará con la participación de otros representantes de Cátedras UNESCO relacionadas con la educación abierta a lo largo del mundo, los cuales intervendrán por videoconferencia.
Fecha y lugar
7 de marzo de 2019 en la Sala de audiovisuales 3.S1.08 (Biblioteca Rey Pastor)
- 10:00 Introducción por parte Carlos Delgado Kloos, Director de la Cátedra UNESCO “Educación Digital Escalable para Todos” en la Universidad Carlos III de Madrid (España)
- 10:20 David Gibson, Director de la Cátedra UNESCO “Data Science in Higher Education Learning and Teaching” en Curtin University (Australia) presentación PDF
- 11:00 Marisol Ramírez Montoya, Directora de la Cátedra UNESCO “Movimiento educativo abierto para América Latina” en el Tecnológico de Monterrey (México) presentación PDF
- 11:40 Robert Schuwer, Director de la Cátedra UNESCO “Open educational resources and their adoption by teachers, learners and institutions” en Fontys Hogeschool ICT (Países Bajos) presentación PDF
- 12:20 Final del evento.
Big Data Supporting the Learning Journey in Higher Education
The context of Curtin University, where the Square Kilometer Array world project is building the world’s largest telescope, has given rise to the development of a supercomputer capable of analyzing a torrent of astronomical data. This in turn, has attracted computational scientists from all over the world to assemble, collaborate and develop capacities for other benefits of the high-performance computing platform. The UNESCO Chair of Data Science in Higher Education Learning and Teaching at Curtin University exists to leverage this context to improve access to and effectiveness of higher education worldwide. Universities are charged with developing effective scalable learning opportunities that develop global worker competencies, provide a flexible and evolving curriculum that is personalized at scale, and support continuous acquisition of knowledge. By building capacity to use big data to improve learning and teaching, universities are in an advantageous position to abandon their traditional role of gatekeeping for a more helpful role as a valued guide to all learners by modelling how technology can support learning and teaching needed to meet today’s challenges. This talk will introduce concepts of working with big data, gamifying learning, and systems integration across several domains of higher education organization to support talent development, undergraduate and graduate education, demand -driven research and life-long learning.
Professor David Gibson, Director of Learning Futures at Curtin University in Australia and UNESCO Chair of Data Science in Higher Education Learning and Teaching, received his doctorate (Ed.D. Leadership and Policy Studies) from the University of Vermont in 1999 based on a study of complex systems modeling of educational change. His foundational research demonstrated the feasibility of bridging from qualitative information to quantifiable dynamic relationships in complex models that verify trajectories of organizational change. He provides thought leadership as a researcher, professor, learning scientist and innovator. He is creator of simSchool, a classroom flight simulator for preparing educators, and eFolio an online performance-based assessment system, and provides vision and sponsorship for Curtin University’s Challenge, a mobile, game-based learning platform. He consults with project and system leaders, formulates strategies, and helps people articulate their vision for innovation; then helps connect people with the resources needed to fulfill their aspirations. His research has extended from learning analytics, complex systems analysis and modeling of education to application of complexity via games and simulations in teacher education, web applications and the future of learning. Dr. Gibson has also advanced the use of technology to personalize education via cognitive modeling, design and implementation
María Soledad Ramírez-Montoya
MOOC and open praxis in Latin America: challenges for a sustainable open education
MOOCs and open practices have brought with them contributions for Open Education. In the Latin American context there have been experiences where MOOCs have contributed in strategic areas, for example, the set of 12 MOOCs in energy sustainability where more than 160,000 participants have been training, mainly in Spanish-speaking countries, emanating from a macro project supported by the National Council of Science and Technology, the Energy Ministery of Mexico and the Tecnologico de Monterrey (https://energialab.tec.mx/en). Other open practices have been worked through the UNESCO Chair of the Open Educational Movement for Latin America (https://oerunesco.tec.mx/), where educational communities from more than 15 countries collaborate. In them educational innovations have been integrated that have thrown data of successes and challenges that still require a double analysis of projection. These challenges multiply when we think of an education for sustainable development and when we visualize horizons for Open Education in the post-MOOC Era.
Maria Soledad Ramirez Montoya. Tecnologico de Monterrey (Mexico). Research professor of the School of Humanities and Education of the Tecnologico de Monterrey (Mexico). Her research interests include teaching strategies, technology resources for education, training of educational researchers and open education movement. She is director of the UNESCO Chair “Open Educational Movement for Latin America”, director of the International Council for Open of Distance Education (ICDE): OER Latin America office. Director of the openergy network (Red Openergy), lead researcher on the Strengthening Information Society Research Capacity Alliance (SIRCA) network and Latin American Open Regional Network of Social and Educational Research (CLARISE).
Acceleration of innovating higher education using IT, a Dutch national program
To boost innovation in higher education in the Netherlands using IT, the 1st of January a four-year national program has started. The program is a joint initiative of the Association of Universities in the Netherlands (VSNU), the Netherlands Association of Universities of Applied Sciences and SURF, the collaborative ICT organisation for Dutch education and research, and is funded by grants from the Ministry of Education, Culture and Science.
One of the strands is towards (open) educational resources. This strand is aiming to realize conditions whereby institutions can offer an optimal mixture of open and closed resources to their learners.
In the seminar, the ideas, ambitions and approach of both the program and the strand will be presented.
Robert Schuwer is Professor Open Educational Resources (OER) at Fontys University of Applied Sciences, School of ICT in Eindhoven, the Netherlands. In September 2016 he was appointed Chairholder of the UNESCO Chair on OER at Fontys. Since 2006 the majority of his work is about OER and Open Education. His current research is on adoption of OER and other forms of open online education by the early and late majority of teachers. He is chairman of the SURF Dutch Special Interest Group Open Education.