"Panorama Fórum de Lideranças", por William "Bill" Ballhaus

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Fórum de Lideranças: Desafios da Educação
8ª edição| Maio/2016 | São Paulo
Realização: Grupo A Educação e Blackboard Brasil
Apoio: Insper e SAGAH
http://www.desafiosdaeducacao.com.br/

Publicada em: Educação
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  • Welcome to the wonderful city of Sao Paulo!

    @Bill – please share any personal anecdotes about Sao Paulo as a city?
    -Last here in 2001 as Aerospace engineer. Benefits + Tech = People
    -15 years later

    Blackboard has been in Brazil for over 12 years, since 2004. 
    2.
    We are thrilled that our first three clients have stayed with us:  
    Higher Education Institute of Brasilia (IESB)
    Anhembi Morumbi University (they are actually a member of Laureate)
    SENAC

    Our presence in Brazil has grown significantly in the last 12 years – today we serve more than 135 institutions who are reaching more than 1.2million students with our technologies

    3. Our growth in Brazil is in great part due to the partnership we have with Grupo A, a Blackboard partner since 2010, and a driving force behind our more than 70% growth over the last 5 years.
  • Thank you to Grupo A for their committed partnership with Blackboard over the last 5 years

    As a gold level partner, they have set a strong standard for other channel partners to follow.

    We are grateful and proud that they are leading the Brazilian market on behalf of Blackboard.


  • Thank you to Insper for hosting us this year. They are a valuable client and partner for Grupo A and Blackboard here in Brazil.

    Insper is a growing institution here in Brazil, founded in 1987 – with a strong focus on business, law, economics and engineering education.

    With over 7,000 students enrolled, they are well known for their entrepreneurship program.

    They are an avid technology adopter and have been using Blackboard solutions since 2011.

    We thank them for hosting our event this year!
  • And thanks to all of you for being here.

    In my first 100 days at Blackboard, I’ve come to several conclusions:
    Education leaders and institutions such as yourselves are passionate and driven
    In my discussions with our clients so far, it’s very clear that the focus to achieve business and academic objectives are all in service of enabling student success
    I believe that Blackboard plays a critical role in helping institutions to enable this success

    We play a critical role in enabling institutions:
    Success for our customers is success for our organisation. – You could switch this quote to say that we are partners in the mission of our customers!
    This means listening and learning from our customers, understanding the changes and challenges of the education landscape, and partnering with our customers to deliver products, solutions and services that are meaningful to their overall goals and objectives

    Therefore, as I’ve taken leadership at Blackboard, I’ve set, along with my team several priorities:
    Spend more time listening to our customers and their needs (this is why I’m here)
    Put more focus into strengthening our product base
    Innovate more smartly and deliver clear communications to our clients.

    So that’s a little bit about me, let me share some perspectives on how we think about education at Blackboard.

  • Lets start with the global education landscape

    Research tell us that global postsecondary and tertiary education enrollments are exploding.
    For example, By 2020, 204 million 25-34 years olds in G20 countries are projected to have a tertiary credential.
    By 2025, UNESCO estimates that there will be over 250 million students enrolled in tertiary education.
    Approximately 75% of these students will be from low/mid-income countries
    And a growing number of these students will be female

    These global trends are not significantly different than what you see here in Brazil, as you all know very well.
  • In addition to the growth in enrolments globally, we see some factors that are also prevalent in Latin America

    For example:
    Explosive student population growth - resulting in a significant supply-demand imbalance.
    A large part of this growth can be attributed to a rising middle class that wants their children to have opportunities that did not exist for them
    In Brazil: Over 7 million higher education enrollments in 2,300 institutions, 73% of those institutions are private, and the Brazilian government’s goal is to have 14 million (50% of this age group)18-24 year olds enrolled in higher education by 2020 but there are only 30% currently enrolled.
    For the rest of the region, by 2025 Latin America and the Caribbean will have the third largest higher education enrollment in the world. Significant growth in these countries between 2003-2013 has ranged from 48% in Mexico to 90% in Colombia to 107% in Chile.
    Another interesting challenges is in Technology, which can play an especially large role in remedying the supply-demand balance.
    Brazil: Distance education enrollments rose from 5,000 students in 2001 to over 1.1 million students in 2012.
    Latin America: Education software spends are anticipated to grow significantly between 2016 and 2019— 13.4% increase in Brazil, 10.2% increase in Colombia, and 9.6% increase in Chile.
  • I wanted to spend the next few minutes talking about some of the trends that I, along with my leadership team, have observed.
  • Let’s talk about Mobile for a minute. I’m sure most of you in the room rely quite heavily on mobile technology. After all, Brazil has the 5th largest mobile market in the world.

    And the use of mobile technology is only increases. With such increase, institutions must find new ways to leverage mobile technology for student interactions and pedagogical innovation.
    Mobile everywhere may become an appealing option at institutions that do not have adequate hardware resources for students.
    Mobile and online can be especially effective tools to expand access to students that may have difficulty meeting face-to-face in a traditional higher education environment

  • Data has become a hot topic in many different institutions. Institutions are turning towards systems that allow them to better measure and collect data in order to leverage it for better learning and assessment systems that improve student retention and success.
    It also helps them create outcomes in areas of learning analytics, including the development of adaptive and personalized learning.  Learning analytics will help institutions assess quality and distinguish themselves from other institutions.  Adaptive and personalized learning can be used to improve student retention, completion, and success and be especially valuable for institutions with large numbers of first generation, underprepared students

    There are so many benefits that institution are now realizing they gain from being more data driven in their approach to learning. We’ve identified 6 specific benefits in this area ranging from the ability to build better pedagogies, to guiding program and institutional change, to the most important benefits around engaging students, better managing at-risk situations, and ultimately improving student success.


  • Another trend I observed is around Workforce alignment and the skills gap. Faced with increasing employer concerns about graduate job readiness, institutions are being forced to pay greater attention to aligning workforce needs with curriculum.
    On average, 39% of employers said that the main reason they cannot fill entry level positions is a lack of skilled workers.
    Regardless of nation, significant gaps between existing jobs and qualified candidates exist in almost all countries.
    In Australia, for example, skills gap  is around 42% where in the UK, it’s around 30%.
    In Brazil, skills gap is around 48% in Brazil and Mexico is around 40%. 
    In the Middle East skills gap range from 56% in Turkey to 38% in Saudi Arabia
    ü  Institutions need new and more effective ways to help students demonstrate skills to employers.
    ü  Learners need ways to track & represent learning across their lifetime, especially those that swirl in & out of institutions.
    ü  As employers place a greater emphasis on “soft” skills, institutions must find ways to develop applied course work & environments that emphasize collaboration & team work.
    ü  Employer training is ideally suited for a competency-based environment.
    ü  Institutions will offer new forms of credentials more closely aligned with workforce need.
  • Another trend I observed is around Workforce alignment and the skills gap. Faced with increasing employer concerns about graduate job readiness, institutions are being forced to pay greater attention to aligning workforce needs with curriculum.
    On average, 39% of employers said that the main reason they cannot fill entry level positions is a lack of skilled workers.
    Regardless of nation, significant gaps between existing jobs and qualified candidates exist in almost all countries.
    In Australia, for example, skills gap is around 42% where in the UK, it’s around 30%.
    In Brazil, skills gap is around 48% in Brazil and Mexico is around 40%.
    In the Middle East skills gap range from 56% in Turkey to 38% in Saudi Arabia

    Institutions need new and more effective ways to help students demonstrate skills to employers.
    Learners need ways to track & represent learning across their lifetime, especially those that swirl in & out of institutions.
    As employers place a greater emphasis on “soft” skills, institutions must find ways to develop applied course work & environments that emphasize collaboration & team work.
    Employer training is ideally suited for a competency-based environment.
    Institutions will offer new forms of credentials more closely aligned with workforce need.
  • For us at Blackboard, we believe that the key to addressing the changes and challenges in education is to become more learner centric.

    How do we become learner-centric?

    We’ve spent a lot of time thinking about this. We think it means looking at all of the aspects of education.
     
    And thinking about how the learner interacts at each of the steps during their education.
    It starts with Learning Delivery …The core mission of the institution and those of us in this room


  • So what does it take to be learner-centric. You have to understand the learner.
    You also have to have learner-centric technologies & services.
    And – to do any of this, you need to have access to data.

    You can’t respond to the trends we just saw and the learner expectations without technology. Technology to reach students and improve access, technology to personalize experiences, technology to scale, technology to meet the expectations of today’s learners…

    And you can’t meet the needs of your students – and differentiate yourself, and prove value, and promote student success – without services.
  • We believe our approach and response to the education channels help institutions to achieve their goals. We’ve built and shared our expertise in partnership with a significant and strong customer base across all sectors of education. Here is a sample of clients, some of whom are in the LAC region
  • We have a strong and growing community. And some of you are in this room. We’re proud of our strong and growing 135+ client community, with whom we believe we serve as partners in addressing the challenges and opportunities in education.






  • "Panorama Fórum de Lideranças", por William "Bill" Ballhaus

    1. 1. Palestra: Panorama Fórum de Lideranças Palestrante: William “Bill” Ballhaus
    2. 2. Bill Ballhaus CEO e Presidente Blackboard, Inc. #forumdelideranças #desafiosdaeducação
    3. 3. Bem-vindos a São Paulo
    4. 4. Obrigado ao nosso parceiro, Grupo A
    5. 5. Obrigado ao Insper por sediar nosso evento
    6. 6. Minhas reflexões “Nós não aprendemos com a experiência, nós aprendemos ao refletir sobre uma experiência.” – John Dewey
    7. 7. A mudança global das matrículas no Ensino Superior Estudantes de Ensino Superior matriculados 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 >250M 177M 28M >75% São de países de baixa e média renda Aumento da taxa de mulheres em relação a homens na educação superior
    8. 8. A mudança global das matrículas no Ensino Superior Explosão no crescimento da população universitária Tecnologias
    9. 9. Ubiquidade dos dispositivos móveis e computação em nuvem Tendências do Mercado Educacional Ensino e avaliação baseados em dados Adaptação da força de trabalho
    10. 10. Ubiquidade dos dispositivos móveis e computação em nuvem Mobilidade pode se tornar uma opção atrativa em instituições que não possuem recursos de hardware adequados para estudantes. Em 2014, 5.2 bilhões de pessoas utilizavam telefones móveis. Em países onde a infraestrutura de cabeamento ainda é rudimentar, a mobilidade pode ser a única forma de acesso à internet. Os recursos móveis podem oferecer uma poderosa via de acesso a alunos sem alcance a ambientes presenciais de Ensino. Aplicativos móveis têm se tornado cada vez mais importantes. Estudantes esperam que, ao abrir um app, possam gerenciar sua experiência educacional.
    11. 11. Ensino e avaliação baseados em dados Objetivos do Ensino baseado em dados. Empoderar estudantes para que se tornem alunos engajados Liderar a mudança institucional e de currículo acadêmico Melhorar o sucesso do aluno e incentivá-lo à conclusão do curso Identificar estudantes em risco para possibilitar intervenções Construir melhores métodos pedagógicos Começar com alinhamento de resultados específicos de aprendizagem
    12. 12. Ensino e avaliação baseados em dados Implicações Instituições de grande porte podem usar os dados no apoio à gestão do Ensino em escala, especialmente com avaliações, instruções personalizadas, etc. Ensino baseado em dados pode ser especialmente útil para apoiar aqueles estudantes que são os primeiros de sua família a frequentar uma universidade. Análise preditiva permitirá que as instituições passem a desempenhar estratégias preventivas, ao invés de ações corretivas.
    13. 13. Adaptação da força de trabalho Em mercados onde a primeira língua é o inglês, o déficit de competências varia de 42% na Australia para 30% no Reino Unido Já na América Latina, o déficit de competências vai de 48% no Brazil a 40% no Mexico No Oriente Médio, a variação do deficit de competências é de 56% na Turquia a 38% na Arábia Saudita
    14. 14. Como ser centrado no aluno
    15. 15. Ensino Básico Instituições de Ensino Superior Clientes Internacionais Corporações e agências governamentais Instituições renomadas Maiores instituições de EAD Maiores faculdades públicas (cursos de 2 a 4 anos) Maiores distritos Escolas virtuais mais inovadoras Consórcios e departamentos de educação. Instituições líderes Contratos nacionais Parcerias globais Corporações líderes globais Universidades de renomados departamentos de defesa Governos estaduais e municipais Alcance inigualável e relações duradouras com clientes
    16. 16. Temos uma forte comunidade que continua crescendo

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