AIEC

1. Professor Jeremy B Williams
Griffith University
National Convention Centre, Canberra
9 October 2013

2. #AIEC2013
slideshare.net/jembwilliams
@jeremybwilliams

9. “The world of MOOCs is creating a
competition that will force every
professor to improve his or her
pedagogy or face an online
competitor … When outstanding
becomes so easily
available, average is over.”
Thomas L. Friedman

16. ✔
✔

19. Sebastian Thrun

26. Will initially feature 20 courses from
across its 23 university partners
Has a “very powerful social architecture”
that will be familiar to users of social
networking sites such as Facebook and
Twitter

29. “Things take
longer to happen
than you think
they will, and
then they
happen faster
than you think
they could”
Lawrence Summers

31. Mainstream
the

33. participatory
flexible
authentic
Multi-modal in format: catering to different learning
styles and different life styles
Learner centric: student as consumer and
producer of knowledge
Assessment of learning grounded in reality: outcome
driven learning; learning that lasts beyond the test

37. Librarian
Blended
Learning
Advisor
Curriculum
Consultant
Research
Assistant
Junior
Faculty Adjunct
Faculty
Junior
Faculty
Educational
Designer
Senior
Faculty

39.  Demand for higher ed to outpace
international student mobility by 2020
 Growth in global higher ed international
enrolments will decline from 5-6% to 1.4%
annually in 2020 as demand in the
developed world slows and supply in
emerging economies increases
 Improved domestic provision of higher
education, increased intraregional student
mobility, and the overall growth of TNE will
meet the growing demand for higher
education in 2020
 The overall slowdown makes the
case for more strategic TNE plans
that could eventually redefine
traditional notions of
„internationalisation‟

40. “Even if fewer students
actually travel to traditional
destinations, that does not
necessarily mean a less
internationalised landscape
overall. TNE
options, including
online, are international.”
− Dr William Lawton, Director, OBHE

44. Staton, M. (2012)
Unbundling education:
An updated framework.
Edumorphology.com
 On campus
delivery
provides more
value the lighter
the colour blue
 Universities can
continue to
provide all 12
services but
some rethinking
of the business
model is
required

45. Online Education in the Asian Century: The Australian Opportunity
Speech to the Online Education Forum Brisbane, 17 October 2012
Rt Hon
Andrew
Robb, Ministe
r for Trade
and
Investment
 Has argued Australia should have 10 million international students
in 10 years (from <700,000)
 “Education is a key part of the next wave of microeconomic reform
that will boost productivity and innovation and ensure Australia’s
prosperity in the decades ahead. Online and electronic education
have a key role to play in this reform.”
 “To this end government can play a critical role in fostering a more
entrepreneurial, risk-taking, innovative response from our
university and vocational education institutions.”
 “Reducing very significantly the strangling red tape is fundamental,
as is providing much greater management autonomy …”
 … Providers of higher education need more freedom and flexibility
to leverage the particular strengths of their own institution, and to
respond to the dramatically changing circumstances and
opportunities they now confront.”
 “The one-size-fits-all approach has held our tertiary education
sector back. The emerging online technology and innovation
facilitates a progression to policies that focus on competency and
mastery, allowing students to accelerate or consolidate, making
the most of their time.”
 “The future for Australia's university and vocational education
sector is rich with opportunity, if only we have the courage and
freedom to grasp it.”

47.  Unbundle 3-year Bachelor of Business degree, offer 1st year as a
diploma through partner private college in India
 An international curriculum delivered to Australian quality standards
 Online access to all learning resources that would available in
Australia
 Assessment graded by university faculty in the exact same way as
students based in Australia
 Regular virtual contact with the university faculty throughout the
program, complemented by learning support at partner college
 Successful completion of diploma provides articulation pathway for
final two years of degree in Australia
 The 1+2 model reduces overall cost
 Risk of poor performance associated with settling in problems is
reduced
 Partner college can provide any additional support it deems
appropriate to add further value to students‟ experience at their cost.

48. A cautionary
tale?

49.  The One Curriculum-Multiple Pedagogies model may lead to
the blurring of the distinction between domestic and international
students  ESOS regulations?
 Blended delivery offshore/ onshore  maybe more attractive for
prospective students; e.g. 1+2 model
 Incentives for innovative collaborations with overseas institutions;
e.g. Pakistan

50. authenticlearning.wordpress.com
profjeremybwilliams