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Scottish Girl
Never SecondsDaily School Lunches
THE POWER OF ONESETTING THE CONTEXT FOR THE LTSIGlenn Platt, C. Michael Armstrong Chair & Professor, AIMSArmstrong Institu...
ROADMAPNorth Star: Why Do We Do This?Forces Of Institutional Change: Everything Is ChangingPrinciples Of Good Teaching: No...
IntroductionHistory Does Not Repeat Itself,But It Sure Rhymes A Lot
Executives at theMegabookstore.Imagine The Meeting
Flap Harder.
SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY?The Role of Higher Education
Convey knowledge.The Role of Higher Education
Create knowledge.The Role of Higher Education
Develop the person.The Role of Higher Education
Contribute to society.The Role of Higher Education
Signal ability.The Role of Higher Education
Seed innovation.The Role of Higher Education
BUT THE SYSTEM ISBREAKING DOWN.University System Collapse
The cost is too high.University System Collapse
You have to go to mountain.University System Collapse
There’s no control over the clock.University System Collapse
The “experts” are local.University System Collapse
Universities changeone funeral at a time.University System Collapse
Faculty hire peoplejust like themselves.University System Collapse
Tenure is broken.University System Collapse
Technology DiffusionUniversity System Collapse
WHAT’S DRIVING THISBREAKDOWN?Disruptive Change
Disruptive Change: What’s Driving this Breakdown?Change in DemographicsChange in Knowledge ConstructionChange in the Consu...
Changing demographics.Tectonic ChangeThe new traditional student.Disruptive Change: Change in Demographics
Location independence.Disruptive Change: Change in Demographics
Work and family.Disruptive Change: Change in Demographics
Acceleration of K-12.Disruptive Change: Change in Demographics
Flattening of knowledgehierarchy.Disruptive Change: Change in Knowledge Construction
Changes in how we learn.Disruptive Change: Change in Knowledge Construction
Growth in interdisciplinarity.Disruptive Change: Change in Knowledge Construction
Parents/students focus on value.Disruptive Change: Change in the Consumer Model
Increase in debt.Disruptive Change: Change in the Consumer Model
Low barriers to entry.Disruptive Change: Change in the Consumer Model
Decreased loyalty.Disruptive Change: Change in the Consumer Model
Increase in unbundled options.Disruptive Change: Change in the Consumer Model
Increase in pre-college options.Disruptive Change: Change in the Consumer Model
Increase stakeholder involvement.Disruptive Change: Change in the Stakeholder Relationship
It’s about the portfolio.Disruptive Change: Change in the Stakeholder Relationship
EDUCATIONAL ENTREPRENEURSHAVE STEPPED IN TO FILL THE GAP.The Entrepreneurs
The uncollege movement.The Entrepreneurs
MOOCs.The Entrepreneurs
MOOCs.The Entrepreneurs
Badging and certificates.The Entrepreneurs
Free lectures.The Entrepreneurs
Free courses.The Entrepreneurs
Inverted/flipped content.The Entrepreneurs
Packaged/curated content.The Entrepreneurs
Free content.The Entrepreneurs
Learning networks.The Entrepreneurs
Learning networks.The Entrepreneurs
Adaptive SystemsThe Entrepreneurs
Alternative funding models.The Entrepreneurs
Alternative funding models.The Entrepreneurs
ResearchnetworksThe Entrepreneurs
SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY…REVISITEDThe Role of Higher Education
Convey knowledge.The Role of Higher Education…Revisited
Convey knowledge.The Role of Higher Education…Revisited
Create knowledge.The Role of Higher Education…Revisited
Contribute to society.The Role of Higher Education…Revisited
Contribute to society.The Role of Higher Education…Revisited
Signal ability.The Role of Higher Education…Revisited
Seed innovation.The Role of Higher Education…Revisited
THE END OF THE UNIVERSITY.Mainstream Media
SO, HOW DOES THETRADITIONAL UNIVERSITY EVOLVE?Managing Change
The power of one.Managing Change
The power of one.Managing Change
Managing Change: So, How Does the Traditional University Evolve?Changes in Institutional StructureChanges in Individual Pe...
Unbundled educational structures.Managing Change: Changes in Institutional Structure
Permeable institutional walls.Managing Change: Changes in Institutional Structure
Flexible institutional collaborations.Managing Change: Changes in Institutional Structure
Faculty as independent contractor.Managing Change: Changes in Institutional Structure
Re-examine tenure.Managing Change: Changes in Institutional Structure
Embed apprentice model.Managing Change: Changes in Institutional Structure
De-privilege institutional contentManaging Change: Changes in Institutional Structure
Focus onquestions notdepartments.Managing Change: Changes in Institutional Structure
Inspire student-driven inquiry.Managing Change: Changes in Perception & Practice
Encourage experimentation.Managing Change: Changes in Perception & Practice
Focus on curation.Managing Change: Changes in Perception & Practice
Create a culture of innovation.Managing Change: Changes in Perception & Practice
Hire people who think this way.Managing Change: Changes in Perception & Practice
Reconceptualize the faculty role.Managing Change: Changes in Perception & Practice
HOW DO WE CHANGE ASINSTRUCTORS?Managing Change: Changes in Perception & Practice
Not Content, But ContextManaging Change: Changes in Perception & Practice
Content• PowerPoint• Email• Web Site• Social Media• Video• Online LearningContext• Simulation• Experience• Co-Creation• Ma...
DIGITAL REFORMATTING OF YOUR EXISTINGCOURSE CONTENT IS NOT SUFFICIENTStart Here:
Rethink Your Course1. What are your learning objectives?2. How would you assess the success of thecourse?3. What have you ...
Distance-Based LearningManaging Change: Changes in Perception & Practice
CONCERNS, MYTHS, & CHALLENGES
IS THIS A PROBLEM WITH TEACHING OR APROBLEM WITH DISTANCE TEACHING?Litmus Test
START WITH THE STUDENT
DISCUSSION
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
LTSI 2013 - Setting The Context
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LTSI 2013 - Setting The Context

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  • Martha Payne
  • Peg
  • Peg and then Glenn - Inverted Classroom, SxSW, Presidents/Boards, 2020, General passion for evolving higher education
  • Glenn
  • Glenn, Daniel Quinn Metaphor
  • Peg, Need a referent point (points) if later, we are to evaluate the merits of new models.Historical background:Original university structures fromthe 19th century; the 19th century/industrial model is still with usEducational structures didn’t change with the information economy
  • Peg,First and foremost, back to Greco-Roman times.
  • Glenn, Research University. Modern construct. NSF study found as much as 50% of new products come from universities.
  • Peg,Holistic growth. “Most of what I learned in college I didn’t learn in the classroom.”
  • Peg,Global and local impact. Service learning.
  • Glenn, Last two are relatively new. Spence, in 1974, first wrote about this.
  • Glenn, Universities have focused on this to varying degrees.
  • Glenn, "The most enduring institutions of Western civilization are the Roman Catholic Church; legislative assemblies and other government entities in Great Britain, Iceland, the Isle of Man and Switzerland; the Bank of Siena; and 61 universities.”Clark Kerr, Higher Education Cannot Escape History: Issues for the Twenty-First Century (Albany: State University of New York, 1994)Changing environment and new pressuresRapid increase in competition both online and off-line
  • Peg, Average private tuition in US - $25K ,at least 4 times of public in 08/09. Between 1990 and 2008 average tuition fees rose 248% in real dollars, more than anything in the CPI.State subsidies disappearing and changing funding models.2/3 of students graduate with debt, which future salaries don’t justify. (e.g. it would take 17 years of higher salaries from private institution graduates to make up for the difference in cost).
  • Glenn, The interest in, and need for, a pure residential experience is fast disappearing. This model is being challenged by a growing set of voices.The university a single center of knowledge is both impractical and inaccurate.
  • Peg, The timing of traditional university education is challenged by the 24/7 information economy and the flat world. 57% of students take 6 years or more to finish degree.
  • Glenn, We all know experts are never all local. And really, what we know, is that “expert” as a single person, is less and less valid.
  • Glenn,For a host of reasons, including tenure, universities are worse at change management than any other institution short of the church. And might be worse than that.
  • Glenn, Zeigert article about ISTJ and ENFP Economists.
  • Peg, Broken from both sides of tenure. Already de facto gone. 29% of faculty are in TT positions.
  • Peg
  • Peg
  • Glenn,1900 1/2million people in colleges2000 100million people in colleges2009 150 million – 53% raise in one decadeSub-sahara Africa 5% go to college – same as US in 1920s(Stats from DIYU)Nationally – college-age population is declining 4% until 2020.Locally – college-age population is declining 10% until 2030.
  • Glenn, Just look around.
  • Peg
  • Peg,In Ohio – “Senior to Sophomore” program.
  • Glenn, Networking technologies (in all senses) have created expert networks where there once were experts. We reach out to our network to learning something, not up.Go to the crowd for knowledge instead of the sole individual.
  • Glenn,Networked learners. Digital natives. Diversity in learning styles have been identified and pedagogy to match them is new. Engaging students where they are has changed.
  • Peg, 1. Rise of the interdisciplinary space 2. Limitations of narrow disciplinary perspective (more and more about less and less until they know everything about nothing)
  • Peg, ROI of College
  • Glenn
  • Glenn, No longer need to build a campus
  • Peg, No local loyalty
  • Peg, Badges, Courses, Internships
  • Glenn, AP
  • Glenn, From advisory boards to actual curriculum within the walls of companies and non-profits. Universities have become more open to this and leverage alumni networks.
  • Peg
  • Peg, Canary in coalmine
  • Glenn
  • Glenn
  • Glenn
  • Glenn
  • Peg
  • Peg
  • Glenn
  • Glenn
  • Peg
  • Peg
  • Peg
  • Glenn
  • Glenn
  • Peg
  • Peg
  • Glenn Need a referent point (points) if later, we are to evaluate the merits of new models.Historical background:Original university structures fromthe 19th century; the 19th century/industrial model is still with usEducational structures didn’t change with the information economy
  • Glenn
  • Glenn
  • Research University. Modern construct. NSF study found as much as 50% of new products come from universities.
  • Global and local impact. Service learning.
  • Global and local impact. Service learning.
  • Last two are relatively new. Spence, in 1974, first wrote about this.
  • Universities have focused on this to varying degrees.
  • Peg
  • Glenn, If your students can see lectures from Nobel Prize winners, have classmates of high quality, on their own time, following their own curriculum, what do you have to offer?
  • Glenn, Prof. Kingsfield.One end of the spectrum. This job is gone.
  • Glenn, Complete educational anarchy. Has its place, for sure, but still begs the role of the university.
  • Glenn
  • Glenn
  • Peg
  • Peg,http://www.flickr.com/photos/inkytwist/3707964045/sizes/l/in/photostream/
  • Peg
  • Glenn, Leverage the meta-network. For academic and economic reasons. See competitors as partners.
  • Glenn, http://www.flickr.com/photos/inkytwist/3707964045/sizes/l/in/photostream/
  • Peg
  • Peg
  • Glenn, It needs to be “OK” to have a Professor say that someone else’s content is better than their own.
  • Glenn, Liz Coleman (Bennington College)
  • Peg, Design curriculum around teaching students how to ask questions, how to find answers. Empower them. Leadership and engagement skills. Communication and social skills.
  • Peg, At the core of the academic system’s problems – for quality research, for quality pedagogy.
  • Finding and making sense of the wealth of Free information.Create and find learning that is relevant and targeted to the background, needs and wishes of the students involved.
  • Blurring of curricular and co-curricular.Provide flexible learning paths/directions so that each person has an individualized experience and can learn to manage their own learning
  • Maybe the most important thing faculty do.
  • The middle way. Seven roles for the “New Professor”. UX and Experience design provides a perfect model for the role of a Professor (and university, for that matter). UX and Design Thinking both drive new ways to help solve problems and develop competencies.Design the entire experience of learning, not just the classroom setting, linking theory and practice to one another through active learning
  • Blurring of curricular and co-curricular.Provide flexible learning paths/directions so that each person has an individualized experience and can learn to manage their own learning
  • Spectrum: online, hybrid, blended, inverted, flipped, learning management, etc.You are doing it already
  • AthenaExercise: Get list of concerns
  • Start with the student, but know the universe of possibilitiesArchitect the Experience
  • Transcript of "LTSI 2013 - Setting The Context"

    1. 1. Scottish Girl
    2. 2. Never SecondsDaily School Lunches
    3. 3. THE POWER OF ONESETTING THE CONTEXT FOR THE LTSIGlenn Platt, C. Michael Armstrong Chair & Professor, AIMSArmstrong Institute for Interactive Media StudiesLTSI 2013
    4. 4. ROADMAPNorth Star: Why Do We Do This?Forces Of Institutional Change: Everything Is ChangingPrinciples Of Good Teaching: Nothing Is ChangingSteps To Evolve With Learning Environment
    5. 5. IntroductionHistory Does Not Repeat Itself,But It Sure Rhymes A Lot
    6. 6. Executives at theMegabookstore.Imagine The Meeting
    7. 7. Flap Harder.
    8. 8. SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY?The Role of Higher Education
    9. 9. Convey knowledge.The Role of Higher Education
    10. 10. Create knowledge.The Role of Higher Education
    11. 11. Develop the person.The Role of Higher Education
    12. 12. Contribute to society.The Role of Higher Education
    13. 13. Signal ability.The Role of Higher Education
    14. 14. Seed innovation.The Role of Higher Education
    15. 15. BUT THE SYSTEM ISBREAKING DOWN.University System Collapse
    16. 16. The cost is too high.University System Collapse
    17. 17. You have to go to mountain.University System Collapse
    18. 18. There’s no control over the clock.University System Collapse
    19. 19. The “experts” are local.University System Collapse
    20. 20. Universities changeone funeral at a time.University System Collapse
    21. 21. Faculty hire peoplejust like themselves.University System Collapse
    22. 22. Tenure is broken.University System Collapse
    23. 23. Technology DiffusionUniversity System Collapse
    24. 24. WHAT’S DRIVING THISBREAKDOWN?Disruptive Change
    25. 25. Disruptive Change: What’s Driving this Breakdown?Change in DemographicsChange in Knowledge ConstructionChange in the Consumer ModelChange in the Stakeholder Relationship
    26. 26. Changing demographics.Tectonic ChangeThe new traditional student.Disruptive Change: Change in Demographics
    27. 27. Location independence.Disruptive Change: Change in Demographics
    28. 28. Work and family.Disruptive Change: Change in Demographics
    29. 29. Acceleration of K-12.Disruptive Change: Change in Demographics
    30. 30. Flattening of knowledgehierarchy.Disruptive Change: Change in Knowledge Construction
    31. 31. Changes in how we learn.Disruptive Change: Change in Knowledge Construction
    32. 32. Growth in interdisciplinarity.Disruptive Change: Change in Knowledge Construction
    33. 33. Parents/students focus on value.Disruptive Change: Change in the Consumer Model
    34. 34. Increase in debt.Disruptive Change: Change in the Consumer Model
    35. 35. Low barriers to entry.Disruptive Change: Change in the Consumer Model
    36. 36. Decreased loyalty.Disruptive Change: Change in the Consumer Model
    37. 37. Increase in unbundled options.Disruptive Change: Change in the Consumer Model
    38. 38. Increase in pre-college options.Disruptive Change: Change in the Consumer Model
    39. 39. Increase stakeholder involvement.Disruptive Change: Change in the Stakeholder Relationship
    40. 40. It’s about the portfolio.Disruptive Change: Change in the Stakeholder Relationship
    41. 41. EDUCATIONAL ENTREPRENEURSHAVE STEPPED IN TO FILL THE GAP.The Entrepreneurs
    42. 42. The uncollege movement.The Entrepreneurs
    43. 43. MOOCs.The Entrepreneurs
    44. 44. MOOCs.The Entrepreneurs
    45. 45. Badging and certificates.The Entrepreneurs
    46. 46. Free lectures.The Entrepreneurs
    47. 47. Free courses.The Entrepreneurs
    48. 48. Inverted/flipped content.The Entrepreneurs
    49. 49. Packaged/curated content.The Entrepreneurs
    50. 50. Free content.The Entrepreneurs
    51. 51. Learning networks.The Entrepreneurs
    52. 52. Learning networks.The Entrepreneurs
    53. 53. Adaptive SystemsThe Entrepreneurs
    54. 54. Alternative funding models.The Entrepreneurs
    55. 55. Alternative funding models.The Entrepreneurs
    56. 56. ResearchnetworksThe Entrepreneurs
    57. 57. SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY…REVISITEDThe Role of Higher Education
    58. 58. Convey knowledge.The Role of Higher Education…Revisited
    59. 59. Convey knowledge.The Role of Higher Education…Revisited
    60. 60. Create knowledge.The Role of Higher Education…Revisited
    61. 61. Contribute to society.The Role of Higher Education…Revisited
    62. 62. Contribute to society.The Role of Higher Education…Revisited
    63. 63. Signal ability.The Role of Higher Education…Revisited
    64. 64. Seed innovation.The Role of Higher Education…Revisited
    65. 65. THE END OF THE UNIVERSITY.Mainstream Media
    66. 66. SO, HOW DOES THETRADITIONAL UNIVERSITY EVOLVE?Managing Change
    67. 67. The power of one.Managing Change
    68. 68. The power of one.Managing Change
    69. 69. Managing Change: So, How Does the Traditional University Evolve?Changes in Institutional StructureChanges in Individual Perception & Practice
    70. 70. Unbundled educational structures.Managing Change: Changes in Institutional Structure
    71. 71. Permeable institutional walls.Managing Change: Changes in Institutional Structure
    72. 72. Flexible institutional collaborations.Managing Change: Changes in Institutional Structure
    73. 73. Faculty as independent contractor.Managing Change: Changes in Institutional Structure
    74. 74. Re-examine tenure.Managing Change: Changes in Institutional Structure
    75. 75. Embed apprentice model.Managing Change: Changes in Institutional Structure
    76. 76. De-privilege institutional contentManaging Change: Changes in Institutional Structure
    77. 77. Focus onquestions notdepartments.Managing Change: Changes in Institutional Structure
    78. 78. Inspire student-driven inquiry.Managing Change: Changes in Perception & Practice
    79. 79. Encourage experimentation.Managing Change: Changes in Perception & Practice
    80. 80. Focus on curation.Managing Change: Changes in Perception & Practice
    81. 81. Create a culture of innovation.Managing Change: Changes in Perception & Practice
    82. 82. Hire people who think this way.Managing Change: Changes in Perception & Practice
    83. 83. Reconceptualize the faculty role.Managing Change: Changes in Perception & Practice
    84. 84. HOW DO WE CHANGE ASINSTRUCTORS?Managing Change: Changes in Perception & Practice
    85. 85. Not Content, But ContextManaging Change: Changes in Perception & Practice
    86. 86. Content• PowerPoint• Email• Web Site• Social Media• Video• Online LearningContext• Simulation• Experience• Co-Creation• Mash-Ups• Networked Learning• CommunityNot Content, But ContextManaging Change: Changes in Perception & Practice
    87. 87. DIGITAL REFORMATTING OF YOUR EXISTINGCOURSE CONTENT IS NOT SUFFICIENTStart Here:
    88. 88. Rethink Your Course1. What are your learning objectives?2. How would you assess the success of thecourse?3. What have you always wanted to do in acourse, but couldn’t?4. What outcomes do you value?5. What would a successful graduate of thecourse “look like?”6. How is knowledge constructed in your fieldand does your course reinforce thisprocess?7. How do your students constructknowledge?
    89. 89. Distance-Based LearningManaging Change: Changes in Perception & Practice
    90. 90. CONCERNS, MYTHS, & CHALLENGES
    91. 91. IS THIS A PROBLEM WITH TEACHING OR APROBLEM WITH DISTANCE TEACHING?Litmus Test
    92. 92. START WITH THE STUDENT
    93. 93. DISCUSSION
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