Report on The Changing Pedagogical Landscape published by EADTU
23 July 2018
European societies changed and will further change, due to the impact of new technologies and through new developments in the economy and in society at large. This has consequences for universities.
An increasing number of universities and colleges offer, next to degree programmes, continuous education and lifelong learning, and open education mainly related to OERS and MOOCs. In all three areas of provision, new pedagogies have emerged, strongly enabled by the innovation/ICT push and facilitated by different support structures at various levels. Universities start to develop visions and strategies to position themselves at the national and international level in each of these areas. Universities need sufficient autonomy to determine their position in these three areas and to act flexibly and rapidly to respond to changes in society and economy. They need a vision and support as well from their governments to enable them to innovate their institutions.
The newly published report "The Changing Pedagogical Landscape. In search of patterns in policies and practices of new modes of teaching and learning" is a continuation of the first Changing Pedagogical Landscape study conducted from January 2014-June 2015 (Haywood, Connelly, Henderikx, Weller &Williams, 2015). During 2017, EADTU members conducted a follow-up study with seven additional countries.
The first CPL study (2015) study stated that “although innovation is taking place very widely across Europe, it still forms a very small fraction of total higher education provision. The 2017/18 study shows that many interesting examples are emerging that potentially have increasing impact at a system level. Based on these cases and interviews, some overall trends towards change are observed. ICT-based modes of teaching and learning can solve problems higher education is facing today and will offer new opportunities for teaching and learning. They will innovate and even transform higher education provisions in the course of next years.
The project is co-funded by the Erasmus+ Programme.
