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New pedagogies;
      New technologies:
  Threat or Opportunity For
     Open Universities?

Prof. Terry Anderson
 Athabasca University
       Canada
• Why have Open Universities succeeded in the
  past??
  – Lower costs?
  – Higher quality?
  – Easier access?
  – More effective use of new technologies (even
    postal mail!)?
• But, are Open Universities, a solution for the
  last century??




     Photo courtesy of Alan Alaga alaga@ispwest.com
Theories of Disruptive
             Technologies
• Disruptive technologies:
  – Lead to profound change
    in the business model,
    customer base or
    functionality of an existing
    organization
• Sustaining technology
  – Increases efficiency or
    effectiveness of current
    product or process
Disruptive technologies
• “are typically:
  – cheaper,
  – simpler,
  – smaller, and,
  – more convenient to use" Clay Christensen (1997)
  – access to new users (social justice?)
     • Classic examples are the micro computer, digital
       cameras or the innovations of the industrial model of
       distance education.
Principles of Open Universities
• “Athabasca University, Canada’s
  Open University, is dedicated to
  the removal of barriers that
  restrict access to and success in
  university-level study and to
  increasing equality of educational
  opportunity for adult learners
  worldwide.” Athabasca Mission
  Statement
Open Principles for
              Open Research
Universities should provide open access (OA) to their
research output.

Universities should not limit the freedom of faculty to
submit their work to the journals of their choice.

Universities …should continue to bear the costs of peer
review, in order to assure its survival, while recognizing
that the forms and venues of peer review are changing.




SPARC Open Access Newsletter, April
2008, by Peter Suber.
Principles of Open Scholarship
• “open scholarship has a strong ideological
  basis rooted in an ethical pursuit for
  democratization, fundamental human rights,
  equality”
• “open scholarship emphasizes the importance
  of digital participation for enhanced scholarly
  outcomes” - ACCESSS

       Veletsiano & Kimmons (2012) Assumptions
       and challenges of open scholarship.
       IRRODL 13(4)
Principles of
      Open Educational Resources
•   Efficiency
•   Openness – review, comments, revision
•   Access – to anyone, anywhere
•   Cost – FREE
•   Simplicity – modular, adaptable
•   Equality –access to all, to reduce multiple
    potential disadvantages
Principles of Open Market
•   Individual Rights
•   Limited government, spontaneous order
•   No entitlement, property rights
•   Speed to market
•   Responsiveness to consumer demand
•   Driven by potential for Profit
Values Checklist
 Context     Access    Equality    Simplicity    Speed     Efficiency   Values
                         Social                                          Total
                        Justice
  Open         3           3           1           1             1        9
University
  OA           3           1           3           3             2       12
Research
   OER         3           3           3           2             3       14
 content
 Private       2           1           3           3             3       12
  Educ.
 Market
  Open         1           1           1           3             3        8
 Market
Disruptive     3           2           3           3             3       14
   tech.
              1= neutral 2= minor concern 3= driving principle
Values Score Card
                      Within Education
   Context         Access     Equality    Simplicity   Speed        Efficiency   Value
                                Social                                           s Total
                               Justice

   Campus             1          2            1           1             1          6
  University
    Open              3          3            1           1             2          10
  University
  MOOCs               3          1            3           3             3          13
 (CoursEra)
People’s Univ.        3          3            3           2             2          13
    MITx              3          3            3           3             2          14
  Disruptive          3          2            3           3             3          14
 Technology
                 1= neutral 2= minor concern 3= driving principle
How is your Institution Threatened
by New Disruptive Technologies??




Image from http://suite101.com/article/5-disruptive-innovation-myths-debunked-a218032
Four Potentially Disruptive
             Technologies
•   Open Educational Resources (OERs)
•   New pedagogies
•   Open research
•   Prior Learning Accreditation
1. Open Educational Resources
a ‘perfect
   storm’ of:
• capacity
• distribution
• need
Types of OER
• Learning objects, units, textbooks, scholarly articles

• Multimedia objects (Videos,Flash etc.)

• Courses, programs full curriculum

• Open Source Tools
Millions of OERs are available

        Project
        Gutenberg
Is your institution a contributor or
            a consumer?
A learning resource doesn’t become
     an OER unless it is licensed
aupress.ca


        Canada’s first
        Open Access
        press!!
OER Disruptions
• Can you really “de-culture” educational
  content? Is it necessary to do so?
• How many subject matter experts do we
  really need?
• Am I defined by the content I produce?
• Is remixing and mashing easier and faster than
  creating anew?
NO FRILLS Universities
• Volkswagen Fiat, Ryanair, Walmart, Easyjet




  Anderson & McGreal (in press)
NO FRILLS
• banking, groceries, department stores, travel
  agencies, accommodations, mobile
  telephony, stock brokering
                                  e ly
                               tiv e
                           rela ptiv
                        een isru
                     sb hd
                  ha u c
              i on m s
           cat fro
       du ne
     E      u      i es
      imm nolog
        te ch
No-Frills dangers for Open
         Universities
• Students may abandon
  full-service
• Discount service could
  replace it
• May reduce sustainability
  of full-service
However
in other sectors, low cost
  providers induce
  innovation & do not kill
  off mainstream (eg.
  airlines, banking)
Open University Services
•   content development & instructional design
•   student support
•   distribution/sales
•   library services
•   research faculty & grads
•   direct instruction, tutors
•   registration services
•   social services
Can we afford and do students need them all?
2. New Pedagogies
• Generations of Dist. Educ. Pedagogies
  1. Cognitive Behaviourist
  2. Constructivist
  3. Connectivist
Behaviourist/Cognitive Pedagogy Is:

     • Logically coherent, existing independent of
       perspective or context
     • Capable of being transmitted
     • Assumes closed systems with discoverable
       relationships between inputs and outputs
     • Readily defined through learning objectives
     • Works best when produced using industrial
       models – scaleable
     • Substitutes student-content interaction for
       student-student and student-teacher interaction
Constructivist Knowledge
• Created rather than transmitted
• Confirmed and validated socially
• Benefits from challenge and contradiction
Constructivist DE Pedagogy
•   Group Orientated
•   Membership and exclusion, closed
•   Not scalable
•   Classroom at a distance
•   Hierarchies of control
•   Focus on collaboration and shared purpose




          group


    30
Connectivist Knowledge
• Is created by linking to appropriate people
  and objects
• May be created and stored in non human
  devices
• Is as much about capacity as current
  competence
• Assumes the ubiquitous Internet
Connectivist DE Pedgaogy
                      2004
•   Helps learners create and sustain new networks
•   Focuses on creation and building of network artifacts
•   Stresses exposure, filtering, referral and re-purposing
•   Is scalable
•   Is international




                                                 George Siemens,
Disruptions of Connectivism
• Demands net proficiency of
  students and teachers
• Openness is scary
• New roles for teachers and
  students
• As yet, only emergent
  business models



                    http://cogdogblog.com/2012/07/17/mooc-hysertia/
Is your Open University exploiting
       both the old and the
         New Pedagogies?
3. Open Research
Free subscriptions at www.iroodl.org
Open research - Self-Archiving in
    Institutional Repositories
• Public duty to disseminate information
• Increases personal and intuitional web
  presence
• Visible indicator of Open University
  contribution

  “The results reveal, however, that there is still a great need for promotion in
  order to create more awareness. If Malaysian universities want institutional
  repositories to be successful, then authors need to be educated on the
  importance of self archiving articles into institutional repositories” Singeh,
  Abrizah & Karim (2012)
  What inhibits authors to self-archive in Open Access repositories?
How Can Open Universities
  Succeed and make a Difference
           (values) ??
• Strategic Research Focus
     • Scholarship of Teaching
     • Ed Tech R & D
     • E-learning spinoffs
• Open Data/ Open Research
• Open Access to Results
  – Does your University demand public archiving?
4. Alternative Credentialing
• From measuring time to measuring learning.
• Competency rather than credit based
• Measuring the learning, not the source of that
  learning
• Decoupling assessment from teaching
Massive Open Online Courses (MOOCs)




Coursera Hits 1
Million
Students, With
Udacity Close
Behind
(Chronicle of
Higher Education
Aug. 2012)
• Is your Institution ready to Credential learning
  from other sources – even MOOCs??

                           Open Courses From America Find Eager
                           Audiences in China
                               Chronicle of Higher Education Oct. 3, 2012




                    Colorado State Becomes the First American
                    University to Accept MOOCs for Credit
MOOCs


edX’s course Circuits & Electronics:
     155,000 students registered
     23,000 earned a single point on the first problem set,
     9,300 passed the midterm.
     8,200 students took the final.
     7,000 earned a passing grade and the option of receiving
an informal certificate from edX


from http://www.insidehighered.com/news/2012/09/12/
Credentialing
through Mozilla
  Open Badges
Open Educational Resource
    University - OERu
Prior Learning
Assessment and Recognition
Values of Disruptive Technologies
Context         Access   Equality   Simplicity   Speed Efficiency Total
                         Social
                         Justice
OERs              3          3           2         2         3       13

New               3          2           2         3         2       12
Pedagogies
Open              3          3           3         3         3       15
Research
Alternative       3          3           2         1         3       12
Credentialing
Disruptive        3          2           3         3         3       14
Technology


                  1= neutral 2= minor concern 3= driving principle
• How can your university
  exploit and benefit from these
  four disruptions?
http://www.slideshare.net/terrya/new-pedagogies-new-technologies-disruptive-threats-t
 or http://tinyurl.com/9nxr74f




     Your comments and questions
           most welcomed!

           Terry Anderson terrya@athabascau.ca
                                    Blog: terrya.edublogs.org

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New pedagogies; New technologies: Disruptive Threats to open Universities

  • 1. New pedagogies; New technologies: Threat or Opportunity For Open Universities? Prof. Terry Anderson Athabasca University Canada
  • 2. • Why have Open Universities succeeded in the past?? – Lower costs? – Higher quality? – Easier access? – More effective use of new technologies (even postal mail!)?
  • 3. • But, are Open Universities, a solution for the last century?? Photo courtesy of Alan Alaga alaga@ispwest.com
  • 4. Theories of Disruptive Technologies • Disruptive technologies: – Lead to profound change in the business model, customer base or functionality of an existing organization • Sustaining technology – Increases efficiency or effectiveness of current product or process
  • 5. Disruptive technologies • “are typically: – cheaper, – simpler, – smaller, and, – more convenient to use" Clay Christensen (1997) – access to new users (social justice?) • Classic examples are the micro computer, digital cameras or the innovations of the industrial model of distance education.
  • 6. Principles of Open Universities • “Athabasca University, Canada’s Open University, is dedicated to the removal of barriers that restrict access to and success in university-level study and to increasing equality of educational opportunity for adult learners worldwide.” Athabasca Mission Statement
  • 7. Open Principles for Open Research Universities should provide open access (OA) to their research output. Universities should not limit the freedom of faculty to submit their work to the journals of their choice. Universities …should continue to bear the costs of peer review, in order to assure its survival, while recognizing that the forms and venues of peer review are changing. SPARC Open Access Newsletter, April 2008, by Peter Suber.
  • 8. Principles of Open Scholarship • “open scholarship has a strong ideological basis rooted in an ethical pursuit for democratization, fundamental human rights, equality” • “open scholarship emphasizes the importance of digital participation for enhanced scholarly outcomes” - ACCESSS Veletsiano & Kimmons (2012) Assumptions and challenges of open scholarship. IRRODL 13(4)
  • 9. Principles of Open Educational Resources • Efficiency • Openness – review, comments, revision • Access – to anyone, anywhere • Cost – FREE • Simplicity – modular, adaptable • Equality –access to all, to reduce multiple potential disadvantages
  • 10. Principles of Open Market • Individual Rights • Limited government, spontaneous order • No entitlement, property rights • Speed to market • Responsiveness to consumer demand • Driven by potential for Profit
  • 11. Values Checklist Context Access Equality Simplicity Speed Efficiency Values Social Total Justice Open 3 3 1 1 1 9 University OA 3 1 3 3 2 12 Research OER 3 3 3 2 3 14 content Private 2 1 3 3 3 12 Educ. Market Open 1 1 1 3 3 8 Market Disruptive 3 2 3 3 3 14 tech. 1= neutral 2= minor concern 3= driving principle
  • 12. Values Score Card Within Education Context Access Equality Simplicity Speed Efficiency Value Social s Total Justice Campus 1 2 1 1 1 6 University Open 3 3 1 1 2 10 University MOOCs 3 1 3 3 3 13 (CoursEra) People’s Univ. 3 3 3 2 2 13 MITx 3 3 3 3 2 14 Disruptive 3 2 3 3 3 14 Technology 1= neutral 2= minor concern 3= driving principle
  • 13. How is your Institution Threatened by New Disruptive Technologies?? Image from http://suite101.com/article/5-disruptive-innovation-myths-debunked-a218032
  • 14. Four Potentially Disruptive Technologies • Open Educational Resources (OERs) • New pedagogies • Open research • Prior Learning Accreditation
  • 15. 1. Open Educational Resources a ‘perfect storm’ of: • capacity • distribution • need
  • 16. Types of OER • Learning objects, units, textbooks, scholarly articles • Multimedia objects (Videos,Flash etc.) • Courses, programs full curriculum • Open Source Tools
  • 17. Millions of OERs are available Project Gutenberg
  • 18. Is your institution a contributor or a consumer?
  • 19. A learning resource doesn’t become an OER unless it is licensed
  • 20. aupress.ca Canada’s first Open Access press!!
  • 21. OER Disruptions • Can you really “de-culture” educational content? Is it necessary to do so? • How many subject matter experts do we really need? • Am I defined by the content I produce? • Is remixing and mashing easier and faster than creating anew?
  • 22. NO FRILLS Universities • Volkswagen Fiat, Ryanair, Walmart, Easyjet Anderson & McGreal (in press)
  • 23. NO FRILLS • banking, groceries, department stores, travel agencies, accommodations, mobile telephony, stock brokering e ly tiv e rela ptiv een isru sb hd ha u c i on m s cat fro du ne E u i es imm nolog te ch
  • 24. No-Frills dangers for Open Universities • Students may abandon full-service • Discount service could replace it • May reduce sustainability of full-service
  • 25. However in other sectors, low cost providers induce innovation & do not kill off mainstream (eg. airlines, banking)
  • 26. Open University Services • content development & instructional design • student support • distribution/sales • library services • research faculty & grads • direct instruction, tutors • registration services • social services Can we afford and do students need them all?
  • 27. 2. New Pedagogies • Generations of Dist. Educ. Pedagogies 1. Cognitive Behaviourist 2. Constructivist 3. Connectivist
  • 28. Behaviourist/Cognitive Pedagogy Is: • Logically coherent, existing independent of perspective or context • Capable of being transmitted • Assumes closed systems with discoverable relationships between inputs and outputs • Readily defined through learning objectives • Works best when produced using industrial models – scaleable • Substitutes student-content interaction for student-student and student-teacher interaction
  • 29. Constructivist Knowledge • Created rather than transmitted • Confirmed and validated socially • Benefits from challenge and contradiction
  • 30. Constructivist DE Pedagogy • Group Orientated • Membership and exclusion, closed • Not scalable • Classroom at a distance • Hierarchies of control • Focus on collaboration and shared purpose group 30
  • 31. Connectivist Knowledge • Is created by linking to appropriate people and objects • May be created and stored in non human devices • Is as much about capacity as current competence • Assumes the ubiquitous Internet
  • 32. Connectivist DE Pedgaogy 2004 • Helps learners create and sustain new networks • Focuses on creation and building of network artifacts • Stresses exposure, filtering, referral and re-purposing • Is scalable • Is international George Siemens,
  • 33. Disruptions of Connectivism • Demands net proficiency of students and teachers • Openness is scary • New roles for teachers and students • As yet, only emergent business models http://cogdogblog.com/2012/07/17/mooc-hysertia/
  • 34. Is your Open University exploiting both the old and the New Pedagogies?
  • 36. Free subscriptions at www.iroodl.org
  • 37. Open research - Self-Archiving in Institutional Repositories • Public duty to disseminate information • Increases personal and intuitional web presence • Visible indicator of Open University contribution “The results reveal, however, that there is still a great need for promotion in order to create more awareness. If Malaysian universities want institutional repositories to be successful, then authors need to be educated on the importance of self archiving articles into institutional repositories” Singeh, Abrizah & Karim (2012) What inhibits authors to self-archive in Open Access repositories?
  • 38. How Can Open Universities Succeed and make a Difference (values) ?? • Strategic Research Focus • Scholarship of Teaching • Ed Tech R & D • E-learning spinoffs • Open Data/ Open Research • Open Access to Results – Does your University demand public archiving?
  • 40. • From measuring time to measuring learning. • Competency rather than credit based • Measuring the learning, not the source of that learning • Decoupling assessment from teaching
  • 41. Massive Open Online Courses (MOOCs) Coursera Hits 1 Million Students, With Udacity Close Behind (Chronicle of Higher Education Aug. 2012)
  • 42. • Is your Institution ready to Credential learning from other sources – even MOOCs?? Open Courses From America Find Eager Audiences in China Chronicle of Higher Education Oct. 3, 2012 Colorado State Becomes the First American University to Accept MOOCs for Credit
  • 43. MOOCs edX’s course Circuits & Electronics: 155,000 students registered 23,000 earned a single point on the first problem set, 9,300 passed the midterm. 8,200 students took the final. 7,000 earned a passing grade and the option of receiving an informal certificate from edX from http://www.insidehighered.com/news/2012/09/12/
  • 45. Open Educational Resource University - OERu
  • 47. Values of Disruptive Technologies Context Access Equality Simplicity Speed Efficiency Total Social Justice OERs 3 3 2 2 3 13 New 3 2 2 3 2 12 Pedagogies Open 3 3 3 3 3 15 Research Alternative 3 3 2 1 3 12 Credentialing Disruptive 3 2 3 3 3 14 Technology 1= neutral 2= minor concern 3= driving principle
  • 48. • How can your university exploit and benefit from these four disruptions?
  • 49. http://www.slideshare.net/terrya/new-pedagogies-new-technologies-disruptive-threats-t or http://tinyurl.com/9nxr74f Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org

Editor's Notes

  1. http://m.xcoloring.com/public/coloring/s_volkswagen-beetle1.jpg http://www.misterkitty.org/shaindle/fiat.jpg http://4.bp.blogspot.com/-uJiPJqZsRx0/TgJJ2kOqyzI/AAAAAAAAPZg/Hlczek1KBKQ/s1600/2907_Cartoon_H_194062t.jpg http://www.newyorker.com/online/blogs/cartoonlounge/Walmart.jpg
  2. http://i.telegraph.co.uk/multimedia/archive/01755/PF-soapbox_1755154f.jpg http://i.dailymail.co.uk/i/pix/2010/03/04/article-1255379-088FC436000005DC-884_468x339.jpg
  3. http://www.etftrends.com/wp-content/uploads/2010/02/discount1.jpg The danger of course is that students will abandon the full-service offering and be attracted to the discount service, thus reducing even further the demand for, and profitability and sustainability of the mainstream service. However, in other sectors the activity of low cost providers has served to induce innovation but rarely to kill off mainstream providers (for example the banking sector in many countries).
  4. The danger of course is that students will abandon the full-service offering and be attracted to the discount service, thus reducing even further the demand for, and profitability and sustainability of the mainstream service. However, in other sectors the activity of low cost providers has served to induce innovation but rarely to kill off mainstream providers (for example the banking sector in many countries).
  5. http://image.made-in-china.com/6f3j00HBZtpwSKEagj/Warranty-and-Spare-parts.jpg complementary and sometimes integrated services. These include content development, and related instructional design services, student support services, distribution and sale of learning resources, provision of library services, support for full time research faculty and graduate students, direct instruction, tutorial support, registration services and sometimes social services such as networking opportunities or face-to-face social services