Most talk of disruption emphasizes the context of American higher educationWith tuition costs being a primary driver.
What parts of the system are open to disruption?ContentTeachingEvaluation/assessmentResearchUniversity model
The USA tuition system is not the norm globally(though UK has made great progress moving inthis direction).
Uncertainty around the prospect of disruption in education
“Rather, the change we expect over the nextforty years will be little short oftransformational. What is new, at least sincethe industrial revolution of the late eighteenthcentury, is the prominence of today’s emergingmarket economies (EMs) in world trade.” http://willembuiter.com/trade.pdf
“Thirty years from now the big universitycampuses will be relics. Universities wontsurvive. Its as large a change as when we firstgot the printed book.” Drucker, Forbes, 1997
Students, however, can no longer assume that afour year degree will be the golden ticket to agood job in a global economy that cares little fortheir social networking skills and more aboutwhat their labor is worth on the globalmarketplace. Bill Gross, 2011
20 people under the age of 20.$100,000.Drop out of school.Change the world.
University as economic engines:In the economy of the future, the businessesthat will have staying power, and growthpotential, will be those most dependent onknowledge — on research, new ideas, newtechnologies, new processes, upgraded skills fortheir workers. Rockefeller Institute, 2010
Universities won’t go away.But they won’t be like we know them today.
Distance education represents an area of enormouspotential for higher education systems around theworld struggling to meet the needs of growing andchanging student populations.The distance learning landscape has beentransformed by ICTs, allowing for real growth innumbers and types of providers, curriculumdevelopers, modes of delivery and pedagogicalinnovations. Altbach, Reisberg, Rumbley, 2009
Online Self-Organizing Social Systems (OSOSS)“structure allows large numbers of individuals toself-organize in a highly decentralized mannerin order to solve problems and accomplish othergoals.” Wiley & Edwards 2003
This is an unusual course. It does not consist of a body of content you are supposedto remember. Rather, the learning in the course results from the activities youundertake, and will be different for each person.In addition, this course is not conducted in a single place or environment. It isdistributed across the web. We will provide some facilities. But we expect youractivities to take place all over the internet. We will ask you to visit other peoplesweb pages, and even to create some of your own.
MOOCsChanged relationship between teacher/learnerDistributed, chaotic, emergent.Learners expected to create, grow, expanddomain and share personal sensemakingthrough artifact-creation