“ TEL - PowerPoint Presentation

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“TEL in the West and the East:Developing HE Policy and Curricula Beyond Capital Attacks and National Stereotypes”

Maria FragkakiPhD., Med., MSc. FHEAKing’s College London- Al-Quds Open University Slide2

IntroductionSlide3

Learning ObjectivesTo present the restrictions HEIs in the West and the East are facing within the economic, social and cultural frameworks they function;

To identify enablers that could meet these challenges, smash the existing barricades and develop actions for an educational changeSlide4

Participants4 countries (mainly): UK, Palestine, India and Turkey;5 universities

: King’s College London, Hyderabad University, Ambedkar Univ. Delhi, Jadavpur Univ. of India, Al-Quds Open Univ. and Open Univ. of Cyprus;1 Council: British Council in India

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Research MethodologyThe findings of this paper are a combination of two types of qualitative research methods:Action

Research Palestine (“e-Pal” Project, 2015)Literature Review India (E-Qual,2014-2017)

Palestine (Erasmus+,

2016/2017)

Turkey, Iran, Egypt and Saudi Arabia (5

th

ICCE International Conference, Wroclaw, Poland 2016)Slide6

What is the problem?in EuropeThe characteristics which define the successful education systems are unlikely to be those which will define success in the future” (OECD/CERI 2013

), even: Technology consists a key component in European (EU) Higher Education The explosion of knowledge combined with the growing power of

technology

and

create

the potential to transform even the most fundamental unit of education - the interaction of the teacher and the

learnerSlide7

What is the problem?In UK

Despite its leading reputation for ICT in education and the ambitious education policy, the technology, the ambition and the world-class agencies, the returns in the meaning of transformation in HE pedagogies and strategies, are still unsatisfactory with the vast investment in change not to have been matched in education (BECTA, 2016

), so:

“

W

hy

there have been so little transformation” when so many key-benefits

exist?”

(

Laurillard

, 2008)Slide8

What is the problemIn Turkey, appears to be “under the attack of religion than the market”. The reason is that religion is used as a tool of pressure in the hands of the state beyond community culture.

(Ünal Özmen, 2016)In Saudi Arabia Correct comprehension of religion and sexual discrimination still exists at all education stages. Information that contradicts with Islam was excluded from the curricula and text books in Iran and women are not allowed to receive education abroad. Slide9

What is the problem?In PakistanChildren of soldiers, politicians and rich people are educated in high-standard schools where English is the language of education to take over the government. In Syria and Iraq

Only religious and military education is provided.Slide10

What is the problemMuslim countries as Egypt, Tunisia and Jordan have covered considerable ground in the path to modernization

Religious Education still appears to remain a reference to find jobs in public work places. Private schools gain importance as parents think that there cultural and social necessities are satisfied. Slide11

What is the problemIn IndiaThere is a decline in learning levels, teaching positions are vacant, and absenteeism of teachers and students is high, there is widespread

corruption in appointment and transfer of teachersExist many inequalities in terms of both connectivity access and infrastructure quality in population groups and geography. Slide12

What is the problemIn PalestineEducators and students try to be functional and productive under occupation political frameworkCultural and social taboos are strengthened while gender and class divisions

are widenedEducation is struggling to meet the challenges and the innovation f the post-digital eraSlide13

RESULTSTo present the restrictions HEIs in the West and the East are facing within the economic, social and cultural frameworks they functionSlide14

Challenges in the WestCultural Restrictions Domination of Market’s needs to the educational system HEIS development programmes

, strategic plans, curricula, and targets, are closely related with the labour market needs (e.g. STEM content, employability and entrepreneurship skills);HEIs missing opportunities to imped employability and entrepreneurship skills; Lack of achievement gap concerning multiple disadvantaged groups (e.g.

access, funding, infrastructure, connectivity)Slide15

Challenges in the WestEducational RestrictionsLack of preparation for the knowledge society in terms of different literacies and problem-solving skills;Lack of success on both educators and students wellbeing and cultivation of emotional intelligence skills;Lack of knowledge obsolesce managing;

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Challenges in the WestTEL integration restrictionsLack of supporting all stakeholders and institutions to cultivate and use effectively Digital Literacies and competencies

There is a slow nature of quality assurance processes to face the speed of development of educational technologies, and this also lead to the inhibition of innovation.The present

Code of Practice

does not

recognize

the

range of ways in which technology supported learning

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Challenges in the EastCultural Restrictions Cultural and social taboos preventing the use of ICT and social networking in some areas;R

eligious fanaticism dominates in the curricula and the general pedagogical frameworkGender and class discriminations are barriers to equality in EducationPolitical tension and disorders affect educational systemsBureaucracy, rigid centralization and corruption prevent clear and fast procedures as well as innovation

Lack of international collaboration and networking exists among countries and HEIs in the West; Slide18

Challenges in the EastEducation RestrictionsLack of learning spaces, infrastructure and existence of overcrowded classrooms;Lack of updated curricula, learning theories and emerging teaching methodologies;

Lack of quality assurance policy;Little capacity of importing employability and entrepreneurship skills Slide19

Challenges in the EastTEL Integration restrictionsLack of policy recognition of the TEL added value in supporting learning and adapted policies;Lack

of ICT infrastructure, active learning spaces and connectivity; Low quality of OER Lack of both educators and students’ digital literacy and digital competencies Disregard of eLearning courses

Technocratic point of view on lesson plans and learning activities

Lack of TEL authentic learningSlide20

ConclusionsII. To identify enablers that could meet these challenges, smash the existing barricades and develop actions for an educational change, using the advances emerging technologies are offering. Slide21

In the WestTechnology Enhanced Learning (TEL) must: be integrated to the strategic frameworks of HEIs

, cultivating educators and students’ critical thinking and problem-solving skills, arming them to face smart capital attacksre-examine their curricula

providing

students with the philosophy and theory that is hidden behind the teaching actions and the reckless use of technology

integrate eLearning methodologies and easy and accessible environments to bridge the social gaps with smartness, offering equal access and participation to the knowledge society

Open Educational Resources (OER) must:

be part of the everyday teaching practice under a critical view and

opennessSlide22

In the EastEducational system needs:a critical balance between the pressures and opportunities of the global knowledge economy and the needs and desires of the east countries;

the cultivation of each country’s cultural identity, to fight the stereotypes and the ghosts of the past;the empowerment of global cultural values;the customisation

of the

academic experience to students’

needs;

the

enrichment, preservation and diversity of local languages, institutions, culture

and traditionsSlide23

Both in the West and EastModern Education both in the West and East must

largely succeeds to deliberate the educational systems and encourage the societies hoping for a healthy, happy and sustainable future, through continuous innovative initiatives. Critical Pedagogies, on the edge eLearning and blended technological environments and Open Educational Resources (OER) can be a part of the everyday learning and teaching process A ‘smart” TEL can provide the field to university

students and

academics to

flourish and meet the challenges of the post-digital era, creating a fair, deliberated and sustainable future for all.

 Slide24

Conclusion“You must be the change you want to see by the world”Mahatma GandhiSlide25

AcknowledgementsTo the MOEHE of Palestine and India for their contribution with their official documents on Education Policy; To my colleagues Dr.

Aydah Mohammad Ali for her valuable contribution; Mr. Mahmmoud Hawamdeh and Ms Saeda Mustafa, all from the Al-Quds Open University for their continuous and valuable

collaboration

;

.

To

my colleagues

of Hyderabad University of India for their report on India policies

,

D.

Laurillard

, ( 2008)- Digital technologies and their role in achieving our ambitions for education. Institute of Education, University of London, 200

8 www.ioe.ac.uk/

publications

I

would like to gratefully

acknowledge

the involvement of my colleague Professor John

for

his

views on

the integration of TEL in Education

To my my

colleague

Ünal Özmen from the Turkish Journal of Birgun of Istanbul in Turkey for his critical report on Turkish Educational Policy. Slide26

AcknowledgementsQEQA in e-Learning Special Interest Group (2010). “QAA Code of Practice Section 2:- Collaborative Provision and flexible and distributed learning’ (including e-learning) (2010). A Commendatory and Critique. D.

Laurillard, ( 2008)- Digital technologies and their role in achieving our ambitions for education. Institute of Education, University of London, 2008 www.ioe.ac.uk/publicationsNMC Horizon Report for Higher Education Edition (2017)

OECD

/CERI (2003

) “International Conference “Learning in the 21st Century: Research, Innovation and Policy 21st Century Learning: Research, Innovation and Policy. Directions from recent OECD analyses

”Slide27

AcknowledgementsPISA (2003). “Initial Reports. Learning for Tomorrow's World – First Results from PISA 2003 Problem Solving for Tomorrow's World – First Measures of Cross-Curricular Competencies”

QEQA in e-Learning Special Interest Group (2010). “QAA Code of Practice Section 2:- Collaborative Provision and flexible and distributed learning “(including e-learning) (2010). A Commendatory and Critique. 7th ESRC Research Methods Festival, Bath, 5-7 July 2016TEF (2016). Teaching Excellence Framework. Technical Consultation on year two.

Department of Business Innovation and Skills

. May 2016

White

Paper (2016) “The White Paper: Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice.

Department of Business Innovation and Skil

ls Ref:” ISBN 9781474132862, BIS/16/265

UNICEF

ANNUAL REPORT (2011) in

https://www.unicef.org/nutrition/files/UNICEF_Annual_Report_2011_EN_060112.pdf