Hampton

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Hampton

  1. 1. + KEITH HAMPSON PHD ACROBATIQ LLC A CARNEGIE MELLLON UNIVERSITY VENTURE COHERE The next stage for instructional media Keith Hampson / Acrobatiq
  2. 2. + 2 THE 30-SECOND VERSION  THE QUALITY OF INSTRUCTIONAL MEDIA IS (STILL) LARGELY IGNORED. AND IT SHOWS.  NEW CONDITIONS ARE GENERATING GREATER ATTENTION TO THE QUALITY OF CONTENT.  A CONSIDERABLE PORTION OF THIS CHANGE STEMS FROM THE DESIRE OF INSTITUTIONS TO COMPETE. Keith Hampson / Acrobatiq
  3. 3. + THE BUSINESS MODEL OF HIGHER EDUCATION Keith Hampson / Acrobatiq 3
  4. 4. + 4 CONTENT DEVELOPMENT IN DIGITAL HIGHER ED  LIMITED  WRONG DIVISION OF LABOUR FINANCIAL MODEL / INSUFFICIENT FUNDING Keith Hampson / Acrobatiq
  5. 5. + 5 THE “COMMON CONTENT” PROBLEM  SHARING COSTS TO INCREASE QUALITY  ORIGINALITY AND RESEARCH   LABOUR MARKET DISPLACEMENT    “I’M NOT (JUST) A TEACHER” C.F. SAN JOSE STATE UNIVERSITY DAVID NOBLE (1997) “I STARTED OUT VERY ENTHUSIASTIC ABOUT THE DEMOCRATIZATION OF HIGHER EDUCATION THROUGHT THE GLOBAL MOOCS, BUT I’VE GOTTEN MORE CAUTIOUS TALK ABOUT WHAT IT MEANS FOR JOBS AT PUBLIC UNIVERSITIES.” Keith Hampson / Acrobatiq
  6. 6. + 6 JUST HOW COMMON?  AT ONE END OF THE SPECTRUM . . .  REPORT CLAIMED THAT 25 COURSES CONSTITUTE 80% OF ALL ENROLMENTS IN US HIGHER ED (1997)  THE TEXTBOOK INDUSTRY IS PREDICATED ON COMMON CONTENT.  C.F. SLOW SALES OF CUSTOMIZATION  C.F. DEMAND FOR PRE-DEVELOPED SLIDES FROM PUBLISHERS Keith Hampson / Acrobatiq
  7. 7. + 7 JUST HOW COMMON? THE LONG TAIL Keith Hampson / Acrobatiq The Long Tail (C. Anderson)
  8. 8. + 8 JUST HOW COMMON? AND . . . FINALLY, THERE’S THE “SATAN” ARGUMENT Keith Hampson / Acrobatiq
  9. 9. + WHAT FACTORS ARE GENERATING GREATER INTEREST IN CONTENT?  IT WORKS  C.F. RESEARCH ON MULTIMEDIA  EDUCATOR’S INTUITION  THE OLI CASE  PROFESSIONALLY DESIGNED COURSES BASED ON RESEARCH OF HOW STUDENTS LEARN. Keith Hampson / Acrobatiq 9
  10. 10. + WHAT FACTORS ARE GENERATING GREATER INTEREST IN CONTENT?  THE UNINTENDED CONSEQUENCE OF TRANSPARENCY        THE NET: “EMPOWERED CONSUMERS” . . . BUT NOT IN EDUCATION. NO SAMPLING, TEST DRIVES, FREEBIES. UNTIL OER > MOOCS A PUBLIC DEMONSTRATION OF INSTRUCTIONAL VALUE CONSCIOUSNESS (SLOWLY) EMERGING: COMPETITION RESULTS INVESTMENT IN CONTENT CLIMBING AND . . . A TANGIBLE, MARKETABLE DIFFERENCE IN A MARKET WITH FEW TANGIBLE DIFFERENTIATORS Keith Hampson / Acrobatiq 10
  11. 11. + WHAT FACTORS ARE GENERATING GREATER INTEREST IN CONTENT?  MEASUREMENT AND REPORTING    INPUT > GROWTH IN MEASUREMENT OF LEARNING OUTPUT > INCREASED ATTENTION TO WHAT DRIVES LEARNING OUTCOMES COMPETENCY-BASED EDUCATION (CBE)   MEASUREMENT ON STEROIDS IMPACTS CONTENT  INSTRUCTOR ROLE: AS NEEDED  STUDENT LEANS ON CONTENT HEAVILY  ACCURACY OF ASSESSMENT IS CRUCIAL (COMPARED TO TRADITIONAL MODEL) Keith Hampson / Acrobatiq 11
  12. 12. + KEITH HAMPSON PHD ACROBATIQ LLC A CARNEGIE MELLLON UNIVERSITY VENTURE keith@acrobatiq.com 1.877.998.2937 x 105 COHERE The next stage for instructional media Keith Hampson / Acrobatiq

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