{"id":5361,"date":"2014-12-17T14:28:45","date_gmt":"2014-12-17T12:28:45","guid":{"rendered":"https:\/\/oeb.global\/OEB_Newsportal\/?p=5361"},"modified":"2016-11-10T11:52:33","modified_gmt":"2016-11-10T09:52:33","slug":"keynotes-online-educa-berlin","status":"publish","type":"post","link":"https:\/\/oeb.global\/oeb-insights\/keynotes-online-educa-berlin\/","title":{"rendered":"Analysis, criticisms and solutions: OEB 2014 keynote highlights"},"content":{"rendered":"

The plenary sessions from ONLINE EDUCA BERLIN 2014 gave us a glimpse into the future, questioned how we are changing learning to meet new demands, and gave a frank assessment of the education sector as it stands today. <\/strong><\/p>\n

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Providing varied and upfront insights; see what industry experts had to say in our roundup of memorable keynote quotes.\u00a0<\/strong><\/p>\n

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Chaired by Special Advisor to the UN Economic Commission for Africa, Dr Aida Opoku-Mensah<\/a>, the opening plenary brought three experts from diverse fields to the stage. Under the overall theme of \u201cchanging learning\u201d, the speakers addressed topics ranging from co-learning, \u2018peerogogy\u2019, big data and learning sciences, as well as taking a look into an uncertain future through the eyes of a futurologist.<\/p>\n

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Dr Opoku-Mensah highlighted the role that ICT-enhanced learning will play in the expansion of access to education globally, calling on the audience to look for transformative \u201coptions, opportunities and potential\u201d in their industry, and noted that the worldwide e-learning market will grow to $51.5 billion by 2016, with an annual growth rate of 7.9%.<\/p>\n

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Dr Howard Rheingold<\/a>, Critic, Educator, Expert in \u2018Virtual Communities\u2019<\/strong><\/p>\n

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\"Howard<\/a>

Howard Rheingold<\/p><\/div>\n

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\u201cThe idea is trying to create a conversation that is greater than the sum of its parts\u201d<\/p>\n

\u201cFor teachers it’s very scary to admit that you are learning, to admit there are things that you don\u2019t know, but it is very empowering to open up that dialogue with students.\u201d<\/p>\n

\u201cI think it\u2019s important not just to know your way around [the Internet] but also how to control the methods of publication. The web is not just Facebook; it\u2019s not just what corporates give us. It’s important for students to take their content into their own hands.\u201d<\/p>\n

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Lisa Lewin<\/a>, Managing Director, Technology Products (HE), Pearson<\/strong><\/p>\n

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\"Lisa<\/a>

Lisa Lewin<\/p><\/div>\n

\u201cThe big news story of higher education in the 20th<\/sup> century was really one of access \u2026 Now we are onto a revolution in technology.\u201d<\/p>\n

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\u201cI would argue that we are at the end of the first s-curve of edtech \u2026 There continues to be innovation, but \u2026 the gains have become somewhat incremental, not the dramatic lift in learning outcomes that I think we can achieve.\u201d<\/p>\n

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\u201cWe know the impact of sleep deprivation, diet, stress and frustration. If we can apply more of what we know now, we can make \u2018brain-informed\u2019 teaching and learning strategies.\u201d<\/p>\n

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Mark Stevenson<\/a>, Ideas Generator, Author and Futurologist<\/strong><\/p>\n

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\"OEB<\/a>

Mark Stevenson<\/p><\/div>\n

\u201cI call it institutional bewilderment: where organisations look at new technologies and new ways of thinking, and have absolutely no idea what to do with them.\u201d<\/p>\n

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\u201cThis is what\u2019s happening: technology does something that we previously thought was impossible, moves into the real world, changes the way we think, and can totally destroy business models. And this is going to happen in your industry as well.\u201d<\/p>\n

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\u201cIf you try to recreate a school or a corporate learning environment or a lecture hall, then you\u2019re just reinforcing the old, and we can\u2019t have that.\u201d<\/p>\n

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Friday morning brought a chance to take stock: if much of the opening day had been devoted to the future of learning, this plenary shifted focus very much to the present, with three speakers from the cutting edge of the ed-tech world sharing their diagnoses, criticisms, positives and solutions. Together, they offered a fascinating insight into the current state-of-the-art of education and innovation.<\/p>\n

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Stephen\u00a0Downes<\/a>, Senior Researcher, National Research Council (NRC)<\/strong><\/p>\n

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\"StepehnDownes2\"<\/a>

Stephen Downes<\/p><\/div>\n

\u201cEducators and education technology companies will have to come to grips with the fact that they no longer own students or students\u2019 work.\u201d<\/p>\n

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\u201cYou can have all of the data in the world but if you’re answering the wrong questions, it doesn’t matter.\u201d<\/p>\n

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\u201cIt’s not just about reclaiming learning, it\u2019s about reclaiming personal learning.\u201d<\/p>\n

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\u201cWe need to think of ‘ed-net neutrality’, the idea that access to services, goods, resources and people in the educational network should not be determined by the provider, whoever that provider is.\u201d<\/p>\n

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\u201cThe kind of learning we get depends of the technology choices we make. We collectively need to decide whether our personal information is a thing to be commoditised or a thing we own ourselves.\u201d<\/p>\n

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Dan Peters<\/a>, Senior Solutions Engineer, Blackboard.<\/strong><\/p>\n

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\"Dan<\/a>

Dan Peters<\/p><\/div>\n

\u201cI think selfies are empowering … in many parts of the world selfies take an important role in social protest.\u201d<\/p>\n

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\u201cSelfies are the coming together of trends in mobile, internet and social networks that already affect us greatly.\u201d<\/p>\n

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\u201cThe impact in efficiencies of consumer technology is really one of the most striking things to have happened in the last few years.\u201d<\/p>\n

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\u201cIn many institutions when overhead projectors were replaced with multimedia projects, and transparencies became PowerPoints … nothing else changed. We should not use new technology to teach the same old ways.\u201d<\/p>\n

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\u201cSelfies are a symptom of the desire to produce rather than consume. We already have the methods and technology to ride these trends to greatly improve education. We just need to involve students in that process more proactively.\u201d<\/p>\n

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Ola Rosling<\/a>, CEO, Gapminder Foundation.<\/strong><\/p>\n

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\"Ola<\/a>

Ola Rosling<\/p><\/div>\n

\u201cWe need to remove bad knowledge.\u201d<\/p>\n

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\u201cChimpanzees beat us on general knowledge because we generalise<\/em> knowledge.\u201d<\/p>\n

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\u201cThere are some things that we know that we need to unlearn.\u201d<\/p>\n

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\u201cWhy is there so much ignorance?\u00a0 Who is guilty? Highly educated people in Europe and the US always blame the media … I don’t blame the media because I would never expect the media to give a fact-based world-view … it\u2019s not their job.\u201d<\/p>\n

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\u201cWe have intuition that makes us jump to conclusions too fast. What’s the solution? Education.\u201d<\/p>\n

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\u201cFact-based world-views are based on data, but are still views.\u201d<\/p>\n

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\u201cWe need to teach students how their intuition fools them. That has to be a core required element of education. It will protect students from so many things if they learn to rationalise.\u201d<\/p>\n

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Read the full summary of the second Friday plenary \u2018Less Talk, More Action! Meeting Tomorrow\u2019s Needs Today\u2019 here<\/a>.<\/em><\/strong><\/p>\n

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WATCH: Interviews with Lisa Lewin and Dan Peters at\u00a0OEB 2014<\/strong><\/p>\n

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\"LisaLewin<\/a><\/p>\n

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\"Dan<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

The plenary sessions from ONLINE EDUCA BERLIN 2014 gave us a glimpse into the future, questioned how we are changing learning to meet new demands, and gave a frank assessment of the education sector as it stands today.   Providing varied and upfront insights; see what industry experts had to say in our roundup of […]<\/p>\n

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