2021年數(shù)字教育發(fā)展觀（四）

Efficiency

In most other sectors than education， smart technologies are used as a tool to enhance the cost-efficiency of operations， making services faster and often cheaper. While education might be behind most other sectors in this respect， digitalisation is also making many educational processes more efficient as interactions between stakeholders and educational institutions become increasingly automated. To what extent will digitalisation allow for enhanced cost-efficiency and productivity in education？

Digital technology has not always delivered on its cost-efficiency promises in the past because one has sometimes forgotten that， beyond the initial investment， it needs to be continuously upgraded， maintained， etc. Nevertheless， as in other sectors， there are good reasons to believe that smart technologies could increase cost-efficiency in education.

One example lies in the application （and admission） process to educational institutions. They are increasingly undertaken through digital platforms， especially in higher education， where a “matching” （or selection） process is often necessary. In cases of open admission institutions， when no selection is required， implementing seamless automated processes is even easier.

A second area where digitalisation could possibly lead to cost-efficiency is the provision of verifiable degrees and other credentials on blockchain. The gradual development of an infrastructure for digital credentials and the adoption of open standards will gradually lead to a different way of certifying and holding degrees， with individuals being able to manage their qualifications themselves.

A third area where cost-efficiency is underway is the collection of system-level statistical information. While statistical information often relied on the establishment of statistical panels （of representative samples of individuals or institutions） and often involved multiple handlings of the same data， the use of administrative data combined with the interoperability of diverse systems has made it much easier to get statistical information from operational services in almost real time.

Concluding remarks

Introducing digital tools in schools and universities may not have a narrow objective but be a tool to trigger change and improvement efforts. It is also a way for formal education to be part of its digital time. Should schools and universities resist or embrace digitalisation， which is gaining ground in all OECD societies， regardless of what happens in education？ While formal education systems should empower everyone to enjoy， access and learn from all the knowledge and experiences that have been developed by humanity， education should be more than a museum.

One scenario would be for education to change minimally and continue to have little adoption of technology and digital resources in teaching and learning. This may mean that most smart technologies would be available privately for out-of-school learning for those who can afford it. The education technology market would continue to mainly target its supply to the informal education market and corporate training. One long-term question in this scenario is whether education systems will remain relevant and whether out-of-school learning could become as important or more important than in-school learning.

A second scenario would be for education to look similar， on the surface， but become quite different， exactly as cars or planes look more or less the same as 40 years ago， but have become quite different now that they are fully equipped with sensors and computing devices. Education establishments may also become connected buildings with cameras， sensors and digital devices supporting students， teachers and administrators to make decisions to improve their teaching， learning and management practices. Technology may also become more prevalent for learning at home， with more intelligent tutoring resources etc. available for everyone to use.

A third scenario could be for education to build on smart technologies and other social trends related to digitalisation to reshape as a social institution. People may increasingly telework， more schoolwork may happen at home， sometimes with more involvement of parents and communities， and social time in school may become used mainly for individual tutoring and collective learning.

The two latter scenarios would have implications for teachers and the main aspects of teaching， but also for what it means to be a student and how parents can support their children. Similar scenarios could be envisaged when it comes to the management of education systems and organisations. For example， many administrative processes could be fully automated， from assessments to the allocation of students to different educational institutions.

Of course， the future might hold completely different scenarios or any combination of them. But now is the time to think about what is possible and how digital technology can best support the improvement of education.

譯文

成本效益

除教育外的多數(shù)其他領(lǐng)域中，智能技術(shù)被用作提高運(yùn)營成本效益的工具，使服務(wù)更快捷低廉。雖然在這方面，教育可能落后于大多數(shù)其他領(lǐng)域，但隨著利益相關(guān)者和教育機(jī)構(gòu)間的交互日益自動(dòng)化，數(shù)字化也使許多教育過程更加高效。但數(shù)字化能在多大程度上提高教育的成本效益呢？

過去，數(shù)字技術(shù)并不總能兌現(xiàn)其成本效益承諾，因?yàn)槿藗冇袝r(shí)會(huì)忘記，除了初始投資，技術(shù)還需要不斷升級、維護(hù)等。然而，和其他領(lǐng)域一樣，我們有充分的理由相信智能技術(shù)可以提高教育的成本效益。

例如，教育機(jī)構(gòu)申請（和錄取）的過程越來越多地通過數(shù)字平臺(tái)進(jìn)行，特別是在高等教育中，匹配（或選擇）過程通常是必要的。在開放錄取機(jī)構(gòu)的情況下，當(dāng)不需要選擇時(shí)，實(shí)現(xiàn)無縫自動(dòng)化流程就更容易了。

數(shù)字化可能帶來成本效益的第二個(gè)領(lǐng)域是在區(qū)塊鏈上提供可驗(yàn)證的學(xué)位證書和其他證書。數(shù)字證書基礎(chǔ)設(shè)施的逐步發(fā)展和開放標(biāo)準(zhǔn)的采用，將逐步使人們以不同方式來認(rèn)證和持有學(xué)位，個(gè)人將能夠自己管理自己的資格。

正在進(jìn)行成本效益評估的第三個(gè)領(lǐng)域是收集系統(tǒng)級統(tǒng)計(jì)信息。雖然統(tǒng)計(jì)信息往往依賴于（個(gè)人或機(jī)構(gòu)的代表性樣本的）統(tǒng)計(jì)小組的建立，而且往往涉及對同一數(shù)據(jù)的多次處理，但管理數(shù)據(jù)的使用與不同系統(tǒng)的互操作性相結(jié)合，使得從運(yùn)營服務(wù)中獲取統(tǒng)計(jì)信息變得更加容易，幾近實(shí)時(shí)。

結(jié)束語

在中小學(xué)和大學(xué)中引入數(shù)字工具可能并不是狹隘的目標(biāo)，而是一種觸發(fā)變革和改進(jìn)成果的工具。這也是正規(guī)教育成為數(shù)字時(shí)代一部分的一種方式。數(shù)字化正在所有經(jīng)合組織的社會(huì)中占據(jù)一席之地，學(xué)校和大學(xué)是否應(yīng)該抵制或接受數(shù)字化而不管教育領(lǐng)域發(fā)生了什么？雖然正規(guī)教育系統(tǒng)應(yīng)該使每個(gè)人都能夠享受、獲得和學(xué)習(xí)人類發(fā)展的所有知識(shí)和經(jīng)驗(yàn)，但教育不應(yīng)該僅僅是一個(gè)博物館。

第一種情況是教育的變化最小，未來教學(xué)和學(xué)習(xí)中依舊很少采用技術(shù)和數(shù)字資源。這可能意味著，大多數(shù)智能技術(shù)都將用來為那些有能力負(fù)擔(dān)的人提供私人的校外學(xué)習(xí)。教育技術(shù)市場將繼續(xù)主要面向非正規(guī)教育市場和企業(yè)培訓(xùn)。這種情況衍生的一個(gè)長期問題是，教育系統(tǒng)是否仍將保持相關(guān)性，校外學(xué)習(xí)是否會(huì)變得與校內(nèi)學(xué)習(xí)同等重要或更加重要。

第二種情況是，教育從表面上看是相似的，但會(huì)變得非常不同，就像汽車或飛機(jī)的樣子與40年前看起來差不多，但現(xiàn)在已經(jīng)配備了傳感器和計(jì)算設(shè)備，變得非常不同。教育機(jī)構(gòu)也可能成為配備攝像頭、傳感器和數(shù)字設(shè)備的互聯(lián)建筑，支持學(xué)生、教師和管理人員做出改進(jìn)教學(xué)、學(xué)習(xí)和管理實(shí)踐的決策。在家學(xué)習(xí)的技術(shù)應(yīng)用也可能變得更加普遍，有更多的智能輔導(dǎo)等資源可供每個(gè)人使用。

第三種情況可能是，教育將建立在智能技術(shù)和其他與數(shù)字化相關(guān)的社會(huì)趨勢的基礎(chǔ)上，重塑為一種社會(huì)機(jī)構(gòu)。人們可能會(huì)越來越多地進(jìn)行遠(yuǎn)程工作，可能會(huì)有更多的家庭作業(yè)，家長和社區(qū)有時(shí)會(huì)更多地參與其中，學(xué)校的社交時(shí)間可能主要用于個(gè)人輔導(dǎo)和集體學(xué)習(xí)。

后兩種情況會(huì)對教師和教學(xué)的主要方面產(chǎn)生影響，但也會(huì)影響作為學(xué)生的意義以及父母如何支持他們的孩子。在教育系統(tǒng)和組織的管理方面，也可以設(shè)想類似的情況。例如，許多管理過程可以完全自動(dòng)化，從評估到將學(xué)生分配到不同的教育機(jī)構(gòu)。

當(dāng)然，未來可能會(huì)出現(xiàn)完全不同的情況，或者是上述情況的任意組合。但現(xiàn)在是思考什么是可能的，以及數(shù)字技術(shù)如何能夠最好地支持教育改善的時(shí)候了。