Educational institutions are facing many challenges ahead. To be in the forefront, which is one of the mainroles for unviversities, both when int comes to teaching, learning, and research, but also to be a voice in the globla soceiety, universitites more than ever have to be on teh cutting edge, and to take the lead for the UNESCO SDG4
In additon, the 4th Indsutrial Revolution, and the digital disruption.
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before. We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The speed of current breakthroughs has no historical precedent. When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. Moreover, it is disrupting almost every industry in every country. And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
In two of the latest articles in The Higher Education World Ranking the role of the Universities has been questioned, as Universities have to be more in line with citizens needs and demands in a connected global world. It was stressed that besides the missions relating to teaching and research, institutions have to accept.
...the role as critic and conscience of society
In the other one it was argued that Universities´ new mission is to RECONNECT
With expertise being vilified, institutions must re-establish their relevance to ‘real people’. Fortunately, they are ideally placed to do so
the role Digital disruptions, digital promises, digital culture
Nano,Micro, Meso, Macro Level
Diigtal learning is about chnaging mindset, the growing minset,attitudes, values and culture more thann special skills, and competences
Sir John Daniel Iron Triangle
Sir John Daniel education sdor all is not pososible
Disruption Netflix, Ubur, Spotify etc.
On digital literacy, and the digital gap
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. In December 2017 the EC Joint Research Centre launched the Digital Competence of Educators, DigCompEdu. The DigCompEdu study builds on previous work carried out to define citizens' Digital Competence in general, and Digitally Competent Education Oragnisations (DigCompOrg). It contributes to the Commission's recently endorsed Skills Agenda for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New Jobs. In a previous Blogpost, 8 December 2017, I wrote about it as well.
The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.
DigCompEdu details 22 competences organised in six Areas. The focus is not on technical skills. Rather, the framework aims to detail how digital technologies can be used to enhance and innovate education and training.