Desafios ao open, flexible and distance learning
Entre os desafios apontados na 23rd ICDE World Conference and the 2009 EADTU
Annual Conference para o open, flexible and distance learning estiveram:
learning by all distance learning institutions. Quality must be assured and demonstrated in measurable ways to ensure that learners acquire the knowledge they need and to reassure stakeholders of this.
Mobility: Internationalization is a hallmark of 21st century learning. This should ensure not only an understanding of the wider world, but also that credentials are portable and recognized across the world. Virtual mobility initiatives can increase access to educational mobility in cost effective ways.
Private/Public Responsibility: In many countries over 90% of learning is through private not for profit and/or for profit agencies. What is the appropriate mix of public and private responsibilities for learning? What are effective business models? How can national capacity be developed to ensure service to the public? Technical Infrastructure: The potential benefits of the rapid development of ICT for enhancing the quality of open, flexible and distance learning can only be realized with adequate connectivity to the online world, which requires the availability of ICT infrastructure. In many parts of the world, this lack of infrastructure remains one of the key elements hindering the full exploitation of the opportunities afforded by networked technologies. The digital divide has not yet been removed
and this contributes to marginalisation and inequality.
OER’s: These have made a real contribution to the free movement of educational content. But several questions remain. How will the post secondary sector ensure the cultural appropriateness, quality and effective use of OER’s? How can the sector ensure that they do not inhibit the creation, growth and renewal of intellectual capital? How will they be captured to ensure their preservation and use? How can they be made sustainable?
Quality: The growth of distance institutions with international reach and the number of their graduates have led to concerns of quality, demanding internationalization of curriculum and learning by all distance learning institutions. Quality must be assured and demonstrated in measurable ways to ensure that learners acquire the knowledge they need and to reassure stakeholders of this.
Mobility: Internationalization is a hallmark of 21st century learning. This should ensure not only an understanding of the wider world, but also that credentials are portable and recognized across the world. Virtual mobility initiatives can increase access to educational mobility in cost effective ways.
Private/Public Responsibility: In many countries over 90% of learning is through private not for profit and/or for profit agencies. What is the appropriate mix of public and private responsibilities for learning? What are effective business models? How can national capacity be developed to ensure service to the public?
Postado em 27 de junho de 2010 por João José Saraiva da Fonseca
Annual Conference para o open, flexible and distance learning estiveram:
learning by all distance learning institutions. Quality must be assured and demonstrated in measurable ways to ensure that learners acquire the knowledge they need and to reassure stakeholders of this.
Mobility: Internationalization is a hallmark of 21st century learning. This should ensure not only an understanding of the wider world, but also that credentials are portable and recognized across the world. Virtual mobility initiatives can increase access to educational mobility in cost effective ways.
Private/Public Responsibility: In many countries over 90% of learning is through private not for profit and/or for profit agencies. What is the appropriate mix of public and private responsibilities for learning? What are effective business models? How can national capacity be developed to ensure service to the public? Technical Infrastructure: The potential benefits of the rapid development of ICT for enhancing the quality of open, flexible and distance learning can only be realized with adequate connectivity to the online world, which requires the availability of ICT infrastructure. In many parts of the world, this lack of infrastructure remains one of the key elements hindering the full exploitation of the opportunities afforded by networked technologies. The digital divide has not yet been removed
and this contributes to marginalisation and inequality.
OER’s: These have made a real contribution to the free movement of educational content. But several questions remain. How will the post secondary sector ensure the cultural appropriateness, quality and effective use of OER’s? How can the sector ensure that they do not inhibit the creation, growth and renewal of intellectual capital? How will they be captured to ensure their preservation and use? How can they be made sustainable?
Quality: The growth of distance institutions with international reach and the number of their graduates have led to concerns of quality, demanding internationalization of curriculum and learning by all distance learning institutions. Quality must be assured and demonstrated in measurable ways to ensure that learners acquire the knowledge they need and to reassure stakeholders of this.
Mobility: Internationalization is a hallmark of 21st century learning. This should ensure not only an understanding of the wider world, but also that credentials are portable and recognized across the world. Virtual mobility initiatives can increase access to educational mobility in cost effective ways.
Private/Public Responsibility: In many countries over 90% of learning is through private not for profit and/or for profit agencies. What is the appropriate mix of public and private responsibilities for learning? What are effective business models? How can national capacity be developed to ensure service to the public?
Postado em 27 de junho de 2010 por João José Saraiva da Fonseca
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