What future(s) for distance education universities? Towards an open network-based approach /¿Qué futuro para las universidades de educación a distancia? Hacia un enfoque abierto basado en la red

Antonio Moreira Teixeira, Tony Bates, José Mota

Resumen


La necesidad de aumentar la escalabilidad, la interoperabilidad, y la flexibilidad de la oferta educativa está impulsando la expansión del aprendizaje digital y abierto en la educación superior. A medida que este movimiento se expande por todo el mundo, las universidades de educación a distancia entran en una crisis. El aprendizaje potenciado por la tecnología está ahora diseminado por todas las instituciones y la mayoría también ha adoptado prácticas educativas abiertas cómo consecuencia del gran impacto de los MOOC. En este nuevo contexto de rápido crecimiento, caótico e inestable, detener expertise basada en la investigación, una infraestructura dedicada y personal especialmente capacitado podrá ya no ser considerado cómo necesario para que las instituciones puedan ofertar educación a distancia o en línea. Además, van surgiendo nuevos proveedores no institucionales de educación superior no formal, ofertando cursos y programas de aprendizaje abierto en línea o semi-presencial. Lejos de los días en que las universidades de educación a distancia quedaban solas en el sistema educativo con la misión única de proporcionar un tipo innovador de educación para todos, ellas ahora compiten abiertamente con las demás. En un momento de contención del gasto público en educación, surgió en los últimos años un debate sobre la sostenibilidad de estas instituciones, especialmente en Europa. En este trabajo analizamos los nuevos retos y oportunidades sociales, económicas y tecnológicas a los que se enfrentan las universidades de educación a distancia, y discutimos la reinterpretación de su misión. También exploramos los modelos organizacionales existentes y proponemos uno nuevo basado en un enfoque de red abierta.


Palabras clave


educación abierta; enseñanza a distancia; enseñanza superior; universidad; universidad a distancia

Texto completo:

PDF (PREPRINT) (English)

Referencias


Allen, I. & Seaman, J. (2014). Grade Change: Tracking Online Learning in the United States. Wellesley MA: Babson College/Sloan Foundation.

Anderson, T. (2005). Distance Learning – Social software’s killer app? Proceedings of the Open & Distance Learning Association (ODLAA) of Australia, Adelaide. Retrieved from https://www.researchgate.net/publication/239549918_Distance_learning_-_Social_software%27s_killer_ap on

Bates, T. (A. W.) (Ed.) (2017). Tracking Online Education in Canadian Universities and Colleges . Nova Scotia: Canadian Digital Learning Research Association.

Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Vancouver BC: Tony Bates Associates Ltd.

Bates. A. W. (2013). Is there a future for distance education? E-learning and distance education resources: Tony’s Blog. Retrieved from https://www.tonybates.ca/2013/10/23/is-there-a-future-for-distance-education

Bates, A. W. (2008). The state of e-learning, E-learning and distance education resources: Tony’s Blog. Retrieved from http://www.tonybates.ca/2008/12/19/the-state-of-e-learning-2008

Christensen, C. M. & Eyring, H. J. (2011). The Innovative University. Changing the DNA of Higher education from inside out. San Francisco: Jossey-Bass.

Coates, K. (2017). Independent Third-Party Review of Athabasca University. Retrieved from http://www.athabascau.ca/aboutau/documents/third-party/5-1-2017-third-party-review.pdf

Cormier, D. (2010). What is a MOOC? You Tube. Retrieved from www.youtube.com/watch?v=eW3gMGqcZQc.

Cormier, D. (2008a). The CCK08 MOOC – Connectivism course, 1/4 way. Dave’s Educational Blog. Retrieved from http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way

Cormier, D. (2008b). Rhizomatic education: Community as curriculum. Innovate 4 (5). Retrieved from https://nsuworks. nova.edu/innovate/vol4/iss5/2

Daanen, H. & Facer, K. (2007). 2020 and beyond: Future scenarios for education in the age of new technologies. Bristol: Futurelab. Retrieved from https://www.nfer.ac.uk/publications/FUTL54/FUTL54.pdf

Dalsgaard, C. (2006). Social software: e-Learning beyond learning management systems. EURODL, (II). Retrieved from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.pdf

Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media In Education, (3), 18. Retrieved from http://www-jime.open.ac.uk/jime/article/view/2012-18

Downes, S. (2012). Creating the Connectivist Course. Half an hour. Retrieved from http://halfanhour.blogspot.pt/2012/01/creating-connectivist-course.html

Downes, S. (2008). The Future of Online Learning: Ten Years On. Half an Hour. Retrieved from https://halfanhour.blogspot.com/2008/11/future-of-online-learning-ten-years-on_16.html

European Association for Quality Assurance in Higher Education (ENQA) (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels, Belgium. Retrieved from http://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf

Huertas, E. et al. (2018). Considerations for quality assurance of e-learning provision. Report from the ENQA Working Group VIII on Quality Assurance and e-learning. Occasional Papers 26. Brussels: ENQA.

Retrieved from http://www.enqa.eu/indirme/papers-and-reports/occasional-papers/Considerations%20for%20QA%20of%20e-learning%20provision.pdf

Moore, M. (2007). Web 2.0: Does it really matter? American Journal of Distance Education, 21 (4), 177-183. Retrieved from http://www.informaworld.com/10.1080/08923640701595183

Mota, J. (2009). Da Web 2.0 ao e-Learning 2.0: Aprender na Rede (Master Thesis). Retrieved from https://repositorioaberto.uab.pt/bitstream/10400.2/1381/1/web20_e-learning20_aprender_na_rede.pdf

Pappano, L. (2012). The Year of the MOOC. New York Times. Retrieved from: www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html

Peters, O. (2002). Distance Education in Transition. New Trends and Challenges. Oldenburg: Biblotheks - und Informationssystem der Carl von Ossietzky Universität Oldenburg.

Peters, O. (2000). The transformation of the university into an institution of independent learning. In T. Evans & D. Nation (Eds.). Changing University Teaching, (FALTA PÁGS) London: Kogan Page.

Peters, O. (1989). The iceberg has not melted: further reflections on the concept of industrialisation and distance teaching, Open Learning, 4 (3), 3-8.

Peters, O. (1988). Distance teaching and industrial production: A comparative interpretation in outline, in D. Sewart, D. Keegan & B. Holmberg (Eds.) Distance education: International perspectives (95-111). Londres/Nova Iorque: Croom-Helm/St. Martin’s Press.

Riley, D. (2007). The Rise Of The Prosumer. TechCrunch.

Retrieved from http://www.techcrunch.com/2007/06/15/the-rise-of-the-prosumer/

Senge, P. (2014). The dance of change: The challenges to sustaining momentum in a learning organization (5th edition). New York: Crown Publishing Group.

Senge, P. (2000). The Art and Practice of the Learning Organization, New York: Doubleday.

Siemens, G. (2013). Massive Open Online Courses: Innovation in Education?. In R. McGreal, W. Kinuthia and S, Marshall (Eds). Open Educational Resources: Innovation, Research and Practice (5-16). Canada: Athabasca University. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER-IRP_web.pdf

Siemens, G. (2008). New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. In Web 2.0 Meeting. Retrieved from http://elearnspace.org/Articles/systemic_impact.htm.

Siemens, G. (2006). Knowing Knowledge. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1), 3-10. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm

Teixeira, A. M. & Mota, J. (2015). A Proposal for the Methodological Design of Collaborative Language MOOCs. In E. Martín-Monje & E. Bárcena (Eds.), Language MOOCs: Providing Learning, Transcending Boundaries (33-47). Berlin: De Gruyter Open.

Teixeira, A. M. & Mota, J. (2014). The iMOOC Pedagogical Model: Bridging the gap between non-formal and formal education. In Actas del V Congreso Internacional sobre Calidad y Accesibilidad de la Formación

Virtual - CAFVIR 2014 (512-517). Antigua Guatemala, Guatemala.

Teixeira, A. (2012). Desconstruindo a Universidade: Modelos universitários emergentes mais abertos, flexíveis e sustentáveis. RED. Revista de Educación a Distancia, 32. Retrieved from file:///C:/Users/ANTNIO~1/AppData/Local/Temp/Dialnet-DesconstruindoAUniversidade-4954163.pdf

Unesco & CoL (2011). Guidelines for open educational resources (OER) in higher education. Paris: Unesco. Retrieved from http://unesdoc.unesco.org/images/0021/002136/213605e.pdf

Weller, M. (2014). The Battle For Open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press.

Weller, M. (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice. Basingstoke: Bloomsbury Academic.

Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Rapport 18, Ruud de Moor Centrum, Open Universiteit, The Netherlands. Retrieved from http://www.leerarchitectuur.nl/wp-content/uploads/2013/03/Value-creation-Wenger-De-Laat-Trayner.pdf

Wheeler, S. (2015). Learning with 'e's: Educational theory and practice in the digital age. Bancyfelin, Carmarthen: Crown House Publishing.

Wiley, D. & Hilton, J. III (2009). Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education. The International Review of Research in Open and Distance Learning, 10 (5), 1-17. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/768/1415




DOI: https://doi.org/10.5944/ried.22.1.22288

Enlaces refback

  • No hay ningún enlace refback.




RIED. Revista Iboeroamericana de Educación a Distancia
(La Revista Iberoamericana de la Educación Digital)
Director/Editor: Lorenzo García Aretio
UNED, Facultad de Educación
C/ Juan del Rosal, 14
28040 Madrid (Spain).
ried@edu.uned.es
ISSN:1138-2783
E-ISSN: 1390-3306
Depósito Legal: M- 36.279 -1997
Edita: Asociación Iberoamericana de Educación Superior a Distancia (AIESAD
)

Reconocimiento NoComercial (by-nc): Se permite la generación de obras derivadas siempre que no se haga un uso comercial. Tampoco se puede utilizar la obra original con finalidades comerciales.
SÍGUENOS EN:

https://2.bp.blogspot.com/-wtzwURZeg6I/V_y8vM5DmdI/AAAAAAABKKQ/y_fW6U2dW3cOLG6z-tUwJ9u1Pwt9ltXHACLcB/s320/blogger_b_logo.jpg https://4.bp.blogspot.com/-Q3lAzaCezXA/V_TZ0BTuIkI/AAAAAAABKF4/wP8QRQVCPiQnk0sE7nEDnZHY5F03AOjbgCLcB/s200/twitrer_120%2B%25281%2529.jpg https://4.bp.blogspot.com/-4So1RLxqN7Q/VHMWABdXX9I/AAAAAAAAb4E/mV00Ac5Gm-Q/s1600/fb_icon_325x325.png https://1.bp.blogspot.com/-S7ecZmnt3os/Vzmf77J7EfI/AAAAAAABEYc/g3MJ_0z_noUtAiLS7MRRHXgzOkGbZbfUACLcB/s200/scholar_logo_lg_2011.gif

Colaboran/consorcian con RIED:

https://2.bp.blogspot.com/-VKcDNIR3Sqk/V_aPanb6P0I/AAAAAAABKIA/XSdUeendX2wJ_afKOCIIkxkZjW0ZnT0vACLcB/s320/logoCUED.jpg       https://3.bp.blogspot.com/-wxw5W-VCRGA/WAnp69yeyuI/AAAAAAABKgo/LHi490KturcyZQE7KnlK2ZT9taWEUXkgQCLcB/s320/logo-AM2.01.png    Alteridad