How to Add a New Field in Existing Kanban View in Odoo 17
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
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
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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?
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/
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).
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).
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