The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
13. Global demand for higher education
By 2025, the global demand for higher
education will double to 250m per year,
mostly from emerging economies
Davis, D,. Mackintosh, B (Eds) (2012)
Making a Difference: Australian International Education.
https://www.ieaa.org.au/research-projects/making-adifference
The new UNESCO goals for education:
•
•
Every child completes a full 9 years of free basic
education …
Post-basic education expanded to meet needs for
knowledge and skills …
(Draft for UNESCO post 2015 goals)
Source: Brandenburg, U., Carr, D., Donauer, S.,
Berthold, C. (2008) Analysing the Future Market –
Target Countries for German HEIs, Working paper
No. 107, CHE Centre for Higher Education
Development, Gütersloh, Germany, p. 13.
17. The future of the university as we know it?
Is there a future for the physical
university in 10 years in our knowledge
economy?
Show of hands
1. Yes, but…
2. No, but…
18. What’s interesting about MOOCs?
Creates opportunities to motivate
Promotes openness
Focuses on design
Opens up a range of technologies
Bridge informal and formal
/ lifewide and lifelong
Develops approaches for building
automatic support for learners?
E-Learning is recognised as mature
19. Environmental scanning
10 innovations most likely to
have on higher education
•
•
•
•
•
•
•
•
•
•
Massive open online courses
(MOOCs)
Badges to accredit learning
Learning analytics
Seamless learning
Crowd learning
Digital scholarship
Geo-learning
Learning from gaming
Maker culture
Citizen inquiry
http://www.open.ac.uk/blogs/innovating/
20. Horizon Report 2014 (educause) Key Trends (globally)
1.
Openness —open content, open data,
open resources, transparency and easy
access to data and information — is
becoming a value
2.
Massively open online courses are
being widely explored as alternatives and
supplements to traditional university
courses
3.
The workforce demands skills from
college graduates that are more often
acquired from informal learning experiences
than in universities
4.
Use of new sources of data for
personalizing the learning experience and
for performance measurement
5.
Role of educators continues to change
due to the vast resources that are accessible
to students via the Internet.
Related key Challenges
•
•
•
•
•
Unprecedented competition in HE
New forms of scholarship
Digital media literacy in staff
Limited educational practices
Lack of support for personalised
learning
• Most academics are not using new
technologies
21. OERs
Do you recognise the term "Open Educational
Resources"? If so, could you say, in a few words, what you
understand by this? N= 147
University of Greenwich OER staff survey [online]. (2013). [Accessed 2nd Nov 2013].
22. Challenges for the institution
• Formal strategy/policy documents lag
behind current thinking
• Educational principles are rarely enshrined in
strategy and policy
• Devolved responsibility makes it difficult to
achieve parity of learning experience
Gill Ferrell (2014 Oct). Challenge to change: enhancing assessment and feedback with technology. Presentation presented at Jisc
Experts Meeting, Birmingham, UK.
24. Learning activity design model (2009)
Beetham, H (2007) ‘An approach to
learning activity design’, in Rethinking
Pedagogy for a Digital Age, Beetham, H &
Sharpe, R (eds), Routledge, pp26–38
28. Design Challenge 2.
Designing curriculum and teaching across
a degree programme, with coherent and
aligned pedagogies and programme-level
educational goals
32. Design Challenge 3
Promote the importance of digital
literacy to develop critical practice –from
tools and benchmarking skills /standards
to thinking and use
skills
literacies
Digital literacy defines those who exhibit a critical
understanding and capability for living, learning and
working in a digital society.
Kerrigan & Walker (2013) .....(adapted from LLiDA, 2009)
33. What do we know/challenges for Learning Design?
Q1. Which would increase the effectiveness of
your learners – Literacy or Digital Literacy?
Q2. Which would increase the employability of your
learners - Literacy or Digital Literacy?
How/what/where should we teach DL (if at all)?
37. Learning
An inspiring and intellectual curriculum helps nurture
student engagement and learning how to learn, aligned with
use and development of digital literacies.
FIRST LECTURE
How might you support/develop students through these transition challenges?
KEY TRANSITIONS
What students say is a critical moment …
ENABLING TECHNOLOGIES
Ways in which students feel digital devices
& tools can support this transition …
“When I first entered the lecture room”
“Lectures with projector facilities was new to me”
“Lecture was challenging as well as interesting”
“Waking up early to come to lectures”
iPads to make notes in labs & record lectures
Pre-lesson study support & ARS during lectures
Made lectures more efficient and easy
Mobile phone for camera to take pics of
important info during lectures.
38. DL & Curriculum mapping. Institution and Programme considerations
40. Students’ experiences of online learning (UEL Key theme 1)
Students' expectations and experiences of the digital
environment
Helen Beetham and David White, October 2013
Students want:
• Ubiquitous free-at-the-point-of-use access to the whole of the web
• Robust and ubiquitous wifi across campus locations
• The capacity easily to connect their own devices to the university network and
to have (e.g. helpdesk) support in using their own devices and services on
campus
• access to a range of learning spaces with robust wifi, storage facilities, desk
space, power sockets
• consistent use of the VLE for course administration and course content
• teaching staff with the ICT skills to operate effectively in a digital environment
• access to institutional devices alongside their own, especially desktop
computers and printers
• a university web site with reliable and detailed information about their
(prospective) course of study
41. • ….course-related information and personal updates (e.g.
timetable, deadlines, library loans)
• to be accessible continuously via their preferred device/service
• an institutional email address and that email will be the primary
form of communication with their course and institution
• access to personal/social web services on university networks
(but are divided on whether they prefer these to be integrated
with institutional services)
• explicit instruction in using institutional systems (library
catalogue, VLE, assessment system) and specialist technologies
required for their course
• technology incorporated into their teaching/learning in ways
that are relevant to their academic success
42. Information practices are changing
Threshold practices
How many of you cite:
Analogue differences.
(ordering alphabetic
referencing)
Website with author
Website without author
Online image
Google Earth Image
Blog article
Podcast
Wiki
Video from youtube
Tweet
Facebook
Iphone or android
application
Access = free
Social media and
discovery
43. Digital Literacy
Considering the
pace at which HE
and the digital
environment is
changing, the
Learning Designs
that students
will need five
years from now
may look very
different
Hinrichsen and Coombs 2013 - Adapted Luke and Freebody 1999
50. MOODLE
Small group – IBL. Simon Snowden. University of Liverpool
Tünde Varga-Atkins. (Oct 17 2014). Defining and developing information and digital literacies
through Enquiry-Based Learning (EBL) Presentation at Jisc Experts Meeting, Birmingham, UK
54. Large group - Is-it Learning
Lawrie, G (2012) Is-It Learning. Implementing collaborative interdisciplinary scenario inquiry tasks in large first-year science classes
http://www.iolinscience.com.au/wp-content/uploads/2012/05/IS-ITs-IOL-Forum_Lawrie.pdf (accessed 25/10/13)
55. IS-IT Research Task
1. Choice of scenario
2. Self-selection of groups
3. Interdependence achieved through individual
responsibility
4. Collective output
5. Peer evaluation of group members (internal
6. Peer evaluation of other reports in same scenario
(external)
58. Evolution or step change?
Perhaps the the most critical challenges
facing most institutions will be to develop
the capacity for change ; to remove the
constraints that prevent institutions from
responding to the needs of rapidly
changing societies; to remove unnecessary
processes and administrative structures; to
question existing premises and
arrangements; and to challenge, excite,
and embolden all members of the campus
community
Dunderstadt, J.J (1999) Can Colleges and Universities Survive in the
Information Age? In Dancing with the Devil Eds Katz, N, et al.
Educause
59. Design Challenge 4
Developing recognition and reward for enhancement
and innovation. Rewards for establishing reputation;
development of programme teams; undertaking
evaluation; demonstrating impact; finding efficiencies;
sharing practice .
This short video clip is a wonderful crafted 30 sec clip which provides an real sense of dynamism. Type in: http://www.coloradotech.edu/education and you go to a page and video that describes their teaching approach
I started to get interested in looking at what globally leading institutions were positioned
250K upgrade
ConclusionsDigital technology is embedded into students learning practices both formally– and informallythrough use of personal devices and aps/web services. Students increasingly expect their digitalcapabilities to be enhanced by their university experience, especially in the area of workplace andresearch-like skills., digital provision does not seem to be a strong positivefactor in overall student satisfaction. Institutions do need to meet baseline expectations, as outlinedin our findings. Beyond this threshold, investment in the ICT environment has yet to be proven toenhance student satisfaction with their learning experience. However, confident use of ICT is a factor in the quality of teaching which remains the most influential predictor of students' satisfactionoverall. Our study has also identified that universities could do much more to inform students aboutthe digital resources, services and support already available to them, and to do so at points in theirlearning journey when they can use what's on offer for meaningful academic tasks.