Clayton Christenson’s book“The book’s core message is that fundamental change is coming to higher education. We’re seeing the confluence of unsustainable cost increases in the traditional model and a disruptive technology, online learning, that makes it possible to serve many more students at high quality and affordable cost. The result will be greater innovation than we’ve seen in higher education in more than a century.”
Peer 2 Peer U and the Mozilla Foundation have been collaborating on the development of an ‘open badges’ architecture, a system that will allow any open education program to offer badges recognizing learning accomplishments. These badges will be displayable on personal Web pages and will link back to the sites that issued them and to the materials the learners developed in earning the badge. Winners of the recent Digital Media and Learning competition are currently developing a wide range of applications that will use the badges infrastructure.Many programs are experimenting with awarding non-credit certificates, a model used by many of the MOOCs.As learning takes place online, data that captures learner activity will increasingly be used as a proxy for learning.
$16M venture Capital
Startups - Note cost of $800 per term AND accredited
The question was ‘How often do you, and how often would you like to, engage in the following learning activities that use technologies as part of your course?’The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Current use was lower than preferred use for every item except use of search engines, which is fully within students’ control. (I haven’t put the data through SPSS so am unsure whether all differences are significant.Biggest gaps between current and preferred use related to:listening to/watching podcasts/vodcasts made by lecturers RSS feeds to information relevant to your studiesusing webconferencing etc to join in remotely to lectures or tutorialsuse of discipline-specific softwareOne of the other questions asked ‘Use a tablet computer (egiPad) to access or contribute study-related information on the internet’ Only 5% of students currently do this, but 42% would like to!
The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Email, UTSOnline and face-to-face were the most popular current and preferred means of communicating with teaching staff.Methods of communicating with other students are more diverse. Email and F2F are still popular, but SMS comes in third followed by mobile phone calls and social networking sites like Facebook.
Transcript of "Sydney Institite TAFE"
Trends in online education and the UTS experience
Online enrolmentsat Open Universities Australia http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2012
MOOCs• Learning is based on openly available content and resources• Interactions are largely peer-to-peer• Assessments and grading are handled automatically• Learning is recognized, but not in traditional ways
Demographics of MOOC learners• Machine Learning course• 50% were professionals who currently held jobs in the tech industry – 41% were professionals currently working in the software industry – 9 percent said they were professionals working in non-software areas of the computing and information technology industries.
Demographics of MOOC learners• Many were already enrolled in some kind of traditional postsecondary education – ~ 20 percent were graduate students – 11.6 percent were undergraduates – 3.5 percent unemployed – 2.5 percent employed somewhere other than the tech industry – 1.0 percent enrolled in a K-12 school
Why they chose to take the course• 39 percent were “just curious about the topic”• 30.5 percent wanted to “sharpen the skills” they use in their current job• 18 percent, said they wanted to “position themselves for a better job.”
Who are the learners? How to design thecurriculum? Which technologies support aims? Which learning spaces support curriculum and technologies?
1. An integrated exposure toThe UTS professional practice through dynamic and multifacetedmodel of modes of practice-oriented educationlearning 2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 3. Learning which is research- inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
Student current and preferred involvement in course learning activities that use technologies Develop an e-portfolio Participate in virtual worlds Collaboration using web conferencing Collaboration using Facebook etc Collaboration using wikis Collaboration using documentsShare using social AV media (YouTube, Flickr) Share using social bookmarking Use Twitter Preferred Develop and share blogs Current Design and build webpages Create and share AV Use discipline-specific software Use RSS feeds to subscribe to info Listen to student podcasts Join in remote webconference lectures Listen to lecturer podcasts/vodcasts Find info using earch engines Find info using library online resources 0 10 20 30 40 50 60 70 80 90 100 Current or preferred use: a few times a week, daily or more often
Communication with other students and teaching staff Face-to-face Blogs Virtual worldsSocial networking eg Facebook, Twitter Mobile phone-voice Students-preferred Students-current Web conferencing eg Skype Teaching staff-preferred Teaching staff-current UTSOnline-discussion boards, mail Email SMS Instant messaging 0 10 20 30 40 50 60 70
New learning spaces designed for:• Interaction and inquiry• Collaboration and project work• Flexibility• Using technology to engage, communicate, imagine, create, critiqu e, discuss, question …
Learning2014An initiative encouraging staff to:• Explore interactive and collaborative approaches to learning• Rethink the relevance of different teaching approaches in their disciplines• Respond to new opportunities and needs
Learning2014 Plan• 2012 – Familiarisation with technologies & spaces • Demonstrations, workshops, cases, resources – VC’s T&L grants – Future Teaching Fellows applications October – UTS T&L Forum – strand on Learning2014
Business as usual Flipped Learning Individualised learning Hybrid Learning
Individualised learning Each student undertakes a course personalised to their background, interests, and strengths Business as usual and weaknesses. Technology is used to provide access to: Greater use of technology • content that is personalised • mentors as per individual requirements • access to international experts and practitioners Flipped LearningDiminished use of traditional models ofaccessing content – done through OER such asMOOCs. Hybrid LearningStudent still participate f2f and come to Students move around countries, institutionscampus but for more interactive learning and MOOCs accumulating credits then sittingexperiences such as: challenge tests to determine what they still• project work need to do in order to gain qualification• more f2f interaction with academics and other learning support staff such as Librarians, careers counsellors, learning advisorys
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