Contemporary philippine arts from the regions_PPT_Module_12 [Autosaved] (1).pptx
Increasing Flexible Access: Better Understanding the Value of Higher Education
1. A cutting-edge digital learning strategy
Increasing Flexible Access:
Better Understanding the Value of Higher Education
Professor Mark Brown
Director, National Institute for Digital Learning
Ed Tech Conference
30th May 2014
Dublin
2. Background…
• Previous Director of Distance Education and Learning
Futures Alliance (DELFA)
• Past President New Zealand Association for Open, Flexible
and Distance Learning
• Current Treasurer of the Australasian Society for Computers
in Learning in Tertiary Education (ascilite)
• Leadership role implementing New Zealand’s first enterprise
wide university-based MOOC initiative
• Director of the new National Institute for Digital
Learning at Dublin City University
• Previously Director of the National Centre for
Teaching and Learning, Massey University, New
Zealand
3. 1. Why this focus?
2. What are the basic assumptions?
3. How can we better calculate the value?
- private
- public
Outline…
7. • Flexible (digital) is the
new normal
• Wider participation
agenda
1. Why this focus…
8. • Flexible (digital) is the
new normal
• Wider participation
agenda
• Response to major
societal changes
1. Why this focus…
9. • Flexible (digital) is the
new normal
• Wider participation
agenda
• Response to major
societal changes
• Increasing emphasis
on life-long learning
1. Why this focus…
20. “As many part-time courses and all open and
distance learning courses are not recognised and
are not eligible for funding purposes, colleges must
operate flexible learning programmes on a largely
self-funded basis” (HEA, 2009, p.7).
1. Why this focus…
21. The National Strategy for Higher Education
recommends that if Ireland is to raise levels of lifelong
learning and higher education attainment, more is
needed in terms of increased flexibility and
innovation, broader routes of access and a model of
funding that supports all students equally, regardless
of mode or duration of study (HEA, 2012, p.6).
1. Why this focus…
22. “By 2016, full equality of provision and support will
have been achieved in higher education for all
students, regardless of time, place or pace of
study. A range of indicators will be developed to
measure achievement of this goal, with a review of
progress before the end of 2014” (HEA, 2012, p.33).
1. Why this focus…
23. • Major blockage in truly harnessing benefits of digital
learning
1. Why this focus…
27. • Matters for individuals - private
• Matters for regions and countries - public
• Contributes to economic development
• Provides significant wider societal benefits
• Flexible learning is a subset of these benefits
Higher Education….
2. What are the basic assumptions?
28. “Society, as a whole, benefits from increased tax
revenues, a decreased demand for welfare support,
an increase in civic participation, a lower demand
for health services, and higher wages” (2006, p.2).
2. What are the basic assumptions?
37. “The evidence is overwhelming that higher education
improves people’s lives, makes our economy more efficient,
and contributes to a more equitable society. The existing
gaps in participation and success are detrimental not only to
individual lives, but also to society as a whole.
2. What are the basic assumptions?
38. “The evidence is overwhelming that higher education
improves people’s lives, makes our economy more efficient,
and contributes to a more equitable society. The existing
gaps in participation and success are detrimental not only to
individual lives, but also to society as a whole.
Different paths are appropriate for different individuals, and
our challenge is to make the most promising paths readily
available to students from all backgrounds. We will all be better
off if we continue to make progress in this direction”
(Education Pays, 2010, p.9).
2. What are the basic assumptions?
40. “Distance Education…
…has made me the person I am today, a productive
working woman in her late forties contributing to
society. I was in my early to middle thirties when I
found distance education and… it was a godsend to
enable me to make my life and my son’s life a much
better one in the long term. I wanted to better myself
by studying while on a benefit and not being able to
afford childcare, distance education was the best
way of making my life better.
3. How can we better calculate the value?
41. I am now employed by a government department in a
role helping victims in the community. I am now in a
position that I am not reliant on a benefit and not
likely to need one in the future. Where would I be if
distance education was not available to me? Still in
the same place as I was 12 years ago, stuck on a
benefit with no future to speak of. Now I am… proof
that it’s possible to change your life for the better by
utilizing distance education”
Sharon (18th Jan, 2011)
http://exmss.org/presidentsblog/2011/01/18/treat-distance-students-with-respect
3. How can we better calculate the value?
42. Of those earning $100K+, 85% were distance students
Graduate Destination Survey (2012)…
3. How can we better calculate the value?
43. “Groups with similar characteristics to distance learners,
such as part-time and older students, generally use
student loans at lower rates and leave school with lower
levels of indebtedness.”
(2011)
3. How can we better calculate the value?
44. • In 2010, distance programmes offered by Massey
University contributed a total of $470.9 million to
the regional economies of New Zealand.
• After taking into account the direct, indirect and
induced expenditure impacts of the University’s
extramural students, a further $232.9 million
worth of output was added to regional economies
across New Zealand.
(Professor Christoph R. Schumacher, 2011)
3. How can we better calculate the value?
46. 0
10000
20000
30000
40000
50000
60000
70000
1 2 3 4 5
Annualearnings($NZ)
Years after graduation
Median earnings by age: Bachelor's degree
graduates
Young Bachelors
Young - 34 Bachelors
35 - 44 Bachelors
45 + Bachelors
3. How can we better calculate the value?
47. “Closing the gap between
labour market participation
rates and unemployment
rates for people with and
without disabilities by one-
third would result in a
cumulative $43 billion
increase in Australia’s GDP
over the next decade in real
dollar terms.”
2009 2010 2011
Auckland
University of
Technology
9 EFTS 18 EFTS 22 EFTS
Lincoln
University
0 EFTS 0.5 EFTS 4.3 EFTS
Massey
University
376 EFTS 353 EFTS 337 EFTS
University of
Auckland
0 EFTS 0 EFTS 3 EFTS
University of
Canterbury
14 EFTS 14 EFTS 7 EFTS
University of
Otago
35 EFTS 30 EFTS 36 EFTS
University of
Waikato
36 EFTS 48 EFTS 46 EFTS
Victoria
University of
Wellington
13 EFTS 16 EFTS 21 EFTS
3. How can we better calculate the value?
49. • The contribution of sport and recreation to GDP
(including volunteered services) in 2008/09 was
more than $5.2 billion, or 2.8%.
• This is as large as a recent estimate of the
contribution made to GDP by the dairy sector.
3. How can we better calculate the value?
52. “It will not be possible to satisfy the rising
demand for Higher Education, especially in
developing countries, by relying on traditional
approaches”
Sir John Daniel
Past President, Commonwealth of Learning
Vancouver
Conclusion
53. “A prudent question is one-half of wisdom.”
Francis Bacon
http://www.slideshare.net/mbrownz
Questions…
54. Contact details…
Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz