Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
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Invited presentation at University of Gloucestershire, UK, April, 2013.
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Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
- 1. The Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance
- 2. Brief introductions… 1. Name 2. Position 3. Interest
- 4. About DELFA… http://delfa.massey.ac.nz • Innovation hub • Global think tank • Networked community • Interdisciplinary development • International Advisory Board • Engine for new learning futures
- 9. Now we can go to them… Previously international students had to come to us About Massey…
- 10. • Working professionals – postgraduate specialisations • First year of study - undergraduate • Cohorts of students in partnership with other institutions • Specific cultural groups • Short courses International… About Massey…
- 11. Off-shore Programmes • World Bank – MVM/MPH (Biosecurity) - South Asia - Russia • Singapore Food Technology | Early Childhood • Vietnam English Language (DEEP) / Business Studies • Brunei Defence Studies • Asia e-University • Open Universities Australia • University of New Delhi About Massey…
- 12. Over 4000 online environments About Massey…
- 13. About Massey…
- 14. Expanding access to tertiary education has always been central to Massey‟s mission. About Massey…
- 15. Expanding access to tertiary education has always been central to Massey‟s mission. More than any modern university we are committed to promoting development and life-long learning. About Massey…
- 16. Expanding access to tertiary education has always been central to Massey‟s mission. More than any modern university we are committed to promoting development and life-long learning. Massey understands the transformative potential of distance education for inspiring people to better themselves,for building capacityfor change withincommunities and for promoting wider societal benefits. About Massey…
- 17. Questions… “A prudent question is one-half of wisdom.” Francis Bacon
- 18. The Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance
- 19. The big issues… • What are the big issues facing higher education providers? - Locally - Nationally - Globally
- 20. 1. The changing game 2. Scenarios for the future 3. From scenario to implementation Outline…
- 21. Universities under fire… “We use to talk more before someone invented fire”
- 22. 1. The changing game
- 23. 1. The changing game http://net.educause.edu/ir/library/pdf/pub7203i.pdf
- 24. When was the Gloucester Rugby Club formed?
- 25. When was the Gloucester Rugby Club formed?
- 26. 1873 When was the Gloucester Rugby Club formed?
- 27. To whom were these questions addressed B.G.?
- 28. To whom were these questions addressed B.G.? … before Google
- 35. A completely new type of globally connected learneris expecting a new type of education for new times. What does all this mean?
- 36. But wait there‟s more… 1. The changing game
- 37. But wait there‟s more… 1. The changing game Emergence of new business models
- 41. No = 51 THE (2011)
- 47. But wait there‟s more… Rapid growth of open learning 1. The changing game
- 48. The economics of abundance
- 63. FOMO
- 64. The traditional universityis being chiseled away by powerful global forces and new business models as a multitude ofalternativeproviders emerge. What does all this mean?
- 65. Thoughts… “A prudent question is one-half of wisdom.” Francis Bacon
- 66. 2. Scenarios for the future…
- 67. 2. Scenarios for the future… What is the preferred future scenario for Gloucestershire University?
- 69. STEP ONE: Identify the major trends and driving forces
- 70. • Political • Economic • Social • Technology • Legal • Environmental STEP ONE: Identify the major trends and driving forces
- 71. STEP TWO: Identify the high impact (critical) uncertainties
- 72. STEP TWO: Identify the high impact (critical) uncertainties Growth of newglobal online providers Emergence of strategic alliances between universities Increased supply reduces the cost of qualifications Reduction of government funding to universities Increased demand for part-time study options Increased demand for customised study options Increased demand from staff for flexible work conditions Emergence of new technological innovations
- 73. STEP THREE: Create the axes of uncertainty
- 74. STEP THREE: Create the axes of uncertainty Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings
- 75. STEP FOUR: Develop the scenario characteristics for each quadrant
- 76. Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings Scenario 3 Scenario 4 Scenario 1 Scenario 2
- 77. Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings Gloucestershire Online
- 78. Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings Gloucestershire Online Gloucestershire Life
- 79. Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings Gloucestershire Open Gloucestershire Online Gloucestershire Life
- 80. Disruptive Business Models Conventional Business Models StandardisedOfferings CustomisedOfferings Gloucestershire Open Gloucestershire Global Gloucestershire Online Gloucestershire Life
- 81. What key assumptions about the future anchor your preferred scenario?
- 82. • Demand for higher education will continue to grow • University qualifications will continue to have global currency • The university from which students graduate will continue to matter • Students (and other types of learners) will continue to select universities based on their reputation and international ranking • Increasing numbers of learners and organisations are looking for flexible models of study involving a mix of formal programmes and continuing professional development What key assumptions about the future anchor your preferred scenario?
- 83. Be wary of predictions… “Thirty years from now the big university campuses will be relics. Universities won‟t survive. It‟s as large a change as when we first got the printed book.” (Peter Drucker, Forbes, 1997)
- 84. “A prudent question is one-half of wisdom.” Francis Bacon Thoughts…
- 85. 3. From scenario to implementation…
- 86. 3. From scenario to implementation… • Discuss the options • Identify your preferred scenario • Articulate your vision for the future • Establish and market a clear brand • Clearly scope the requirements
- 87. Understand the choices… Standalone Partnership Niche Offerings Mass Offerings Undergraduate Postgraduate Centralised Leadership Decentralised Leadership Centralised Production Decentralised Production Blended Fully Online Synchronous Asynchronous Supported Technology Unsupported Technology Quality Assurance Quality Enhancement Formal Learning Spaces Informal Learning Spaces
- 88. Off Campus in Class On Campus out of Class Off Campus out of Class Where do you want learning take place? On Campus in Class
- 89. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction Interactivity Framework How will you design for interaction?
- 90. …the„pump, pump,dump‟ model of online learning? How will you avoid…
- 91. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework
- 92. I N T E R V E N T I O N S Study Life Cycle How will you support students? Avoid the goulash approach!
- 93. Thoughts… “A prudent question is one-half of wisdom.” Francis Bacon
- 94. Conclusion
- 95. A conclusion is the place where you got tired of thinking Conclusion
- 96. Conclusion Where to next… A = Access C = Cost T = Teaching and Learning I = Interactivity O =Organisational Issues N = Novelty S = Speed
- 97. “The greatest challenge to any thinker is stating the problem in a way that will allow a solution.” Bertrand Russell Conclusion
- 99. Thoughts… “A prudent question is one-half of wisdom.” Francis Bacon
Editor's Notes
- • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
- • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
- • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons