PPT Of 2022.09 Digital Learning Policies and Digital Open Schooling (2).pptx

Digital learning

1. UNESCO Policy Guidelines on Digital Learning and Digital Open Schools Fengchun Miao Chief, Unit for Technology and AI in Education UNESCO

2. Outline SEPTEMBER UNESCO work to steer digital learning policies Digital transformation: Call to Action of TES and a framework Integrating digital content, capacities, and connectivity

3. 1. An “UNESCO Portfolio” to support national digital learning policies Open E d u c a tional Resources Sector-wide ICT in education policies and masterplans Emerging technologies AI and ed u c a tion International standard-setting instruments (Recommendation on OER, Beijing Consensus …) Intellectual guidelines or guidance International conferences (e.g., 9 years of Mobile Learning Week) Country support (60+ countries’ national ICT in education policies)

4. UNESCO policy guidelines on digital learning Guidelines on the Development of OER Policies AI and Education: Guidance for Policy-makers Guidelines for ICT in Education Policies and Masterplans Arabic Chinese English French Russian Spanish + Korea o Arabic Chi ne s e English French Russian Spani s h Arabic Chi ne s e English French o Russian Spanish 16-year support for 60+ countries

5. Guidelines for ICT in Education Policies and Masterplans: Steering humanistic and result-based digital learning Guiding principles: H umani s tic digital learning A Guiding framework and an iterative roadmap for policy planning Inter-sectoral governance, funding, costing, and coordination ICT in education masterplans: Effective models and good examples  Device driven Start from human results Home + schools + public spaces Public platforms and content  Only ICT costing Global governance architecture Inter-sectoral approach Costing: Tech(~33%) + Content (~33%) +Teachers (~33%) Zero-rating …  Techno-solutionism Inclusion, equity, gender equality Linguistic and cultural diversities Data privacy, digital well- being Digital humanism  No operation ICT in: Schools, TVET, HE, Non- formal; EMIS, Curriculum, Digital content, Monitoring and evaluation

6. Global Education Governance for Digital Learning: A dynamically evolving architecture Digital private governance I n t e r a n t i onal governance State public governance Users’ civil governance Maximum commercial interest and digital pubic good Common good across boarders and groups Public good, shared values, and sovereignty Human and civil rights; maximum individual interests

7. Source: UNESCO Guidelines for ICT in Education Policies and Masterplans A guiding framework: Plan from learning and human outcomes and for open learning settings

8. UNESCO policy guidelines on digital learning Guidelines on the Development of OER Policies AI and Education: Guidance for Policy-makers Guidelines for ICT in Education Policies and Masterplans Continued support for countries’ digital learning policies 80+ projects/Apps on AI in Education: Compendium (2019) ; Compendium (2020) A mapping of government-endorsed AI curricula (2022) Grass-rooted case studies ICT in Education Policy Toolkit & a database of national policies UNESCO ICT in Education Prize: 26 winning projects COVID-19 distance learning: Finland , Korea , Saudi Arabia 14 best practices in mobile learning OER: Policy, costs, and transformation – 15 case studies Global Digital Library and Translate a Story

9. 2. Call to Action: Assuring and improving quality public digital learning for all http s://w ww.u n.org/en/transforming-education-summit/digital-learning-all We must use 3 keys to unlock the power of digital teaching and learning, making it more universally accessible and a more reliable pillar of holistic educational experiences: Capacities in pedagogies and human coaching Public centralized platforms and curriculum aligned content Universal connectivity Key #1 Content Key #2 Capacity Key #3 Connectivity Transforming Education Summit Action Track 4: Digital learning and transformation

10. Digitalization and Digital Transformation of Education Digital transformation (Digital upgrading of business models) Digitalization of existing procedure/business models Digitization of information （ e.g., Scanning of paper textbooks ） Society-wide resources mobilization Inter-sectoral co-governance Value rationality I n s trume n t al rationality and education needs De-centralized digital private governance E.g., Resilient digital open schooling The policy lever is required Humanistic principles

11. 3. Integrating digital content, capacities, and connectivity to enable Digital open schooling: Multiple models for common needs Why? Wh a t? For o u t-o f -scho o l children In c l u s i v e access For disru p t e d schools Crisis- r esili en ce For future jobs and self- fulfillment Future-proofing learning For lifelong l e arn e r s Containing learning failure

12. Dig i t al open schools For o u t-o f -scho o l children Alternative schooling models incorporated in main platforms In c l u s i v e access For disru p t e d schools Digital backup schooling Crisis- r esili en ce For future jobs and self- fulfillment Hybrid learning spaces or possible EdTech disruptions Future-proofing learning For lifelong l e arn e r s Digital personalized lifelong learning “schooling” Containing learning failure 3. Integrating digital content, capacities, and connectivity to enable Digital open schooling: Multiple models for common needs

13. Learn to transform: From digitalization to digital transformation – How to trigger? I n t r o v er t ed provision Open ac c ess +

14. C u r r i c u lum -a l igned content Open l i c ensi n g Ce n t r a l i z ed platforms P eda g o gical innovation Human c oa c h ing I n clusi v e access Platform agnostic a c c essibil i ty U b i qu i t o u s learning & human interaction I n t r o v er t ed provision + Learn to transform: From digitalization to digital transformation – How to trigger? Open ac c ess

15. Digital Open Schooling models: An integrated approach to connectivity, content, and pedagogy Distance learning and human interaction Connectivity, delivery technology, and individual tools Teachers’ competencies and pedagogical activities School based blended learning Blended learning Home based distance learning Access to online content & human coach anytime anywhere Mobile connection Pedagogies and human coaching One-stop platforms and public digital content Public centralized platforms and curriculum aligned content Universal c on n ectivity

16. Integrated public digital platforms: A taxonomy and a global survey Availability of public digital learning platforms: School education, TVET, HE, lifelong learning Governance, management and financing of the platforms Quality assurance and open licensing Coverage of the content of the platform for learners, teachers, and other users Accessibility of the content of the platform Cyber security, data privacy protection, and data-based learning analytics Supporting functionalities for learners Supporting functionalities for teachers Supporting functionalities for human and community engagement

17. Pre-pandemic coverage Actions taken during COVID-19 Access to internet houshold access to the internet at 100% no gaps in the speed of broadband connectivity low charges for internet (US$0.03/1Mb) low-income families received government support to pay internet subscription fees or mobile Wi-Fi routers Korea’s three major telecom companies (LG, KT and SKT) removed data fees for accessing educational websites and content Access to digital devices home access to digital devices at 100 % smartphone ownership at 118 % MOE provided 200,000 new PCs to replace outdated models for teachers New tablets were distributed to 400 schools that were pioneering the use of online textbooks As of April 2020, 280,000+ students had borrowed digital devices (5.3 % of all students) 3. Integrating digital content, capacities, and connectivity: Example of the Republic of Korea  National distance learning programmes in response to the COVID-19 education disruption: Case study of the Republic of Korea Connectivity

18. Public platforms Subjects and grades covered Main functions Number of synchronous users a c c o mm o d a t ed Percentage of users Inclusiveness EBS Online Class All s u b j ects and grades Synchronous and asynchronous learning, formative tests, chat/messaging, checking students’ rates of progress, etc. 9 million 35.1% Distance learning materials were developed in different languages EBS Online Class materials were made available for students with visual and hearing disabilities KERIS e- Hakseupteo 1.5 million 31.8% Content The school leaders or teachers could choose which platform to use throughout the course of the distance learning period. 3. Integrating digital content, capacities, and connectivity: Example of the Republic of Korea

19. Types of support Actions taken pre- and during COVID-19 Teacher training Training courses on ICT for teachers have increased from 9 to 55 from 2017 to 2020 Reinforcement of the teaching force In 2020, the government hired an additional 30,000 teaching staff, including retirees, to cover a range of duties during and after school hours Sharing of best practices 495 pilot schools to share best practices “The Community of 10,000 Teachers” was established to provide peer support and share experience for distance teaching and learning Offline support 1,827 pioneering teachers and 300 teacher trainers provided in-person support in the production of online materials and mentorship to other teachers Periodic monitoring and updating EBS and KERIS deployed on-site troubleshooting teams to respond to problems faced by teachers and students Technical helplines were set up to give immediate assistance to teachers, parents, and students Feedback mechanism was set up to hear the voices of the teachers and improve the support system Capacties of teachers 3. Integrating digital content, capacities, and connectivity: Example of the Republic of Korea

20. Th a n k s! [email protected] https:// www.unesco.org/en/education/digital http s://w ww.r esearchgate.net/profile/Fengchun-Miao https ://w ww .linkedin.co m /in/fengchun-miao-5b999077