New Models of Coherence
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New Models of Coherence

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  • IBIS Capital | Global e-Learning Investment Review
  • State of Human Capital, 2012, http://www.mckinsey.com/~/media/McKinsey/dotcom/client_service/Organization/PDFs/State_of_human_capital_2012.ashx
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Transcript

  • 1. Toward new models of coherence:Responding to the fragmentation of higher education George Siemens, PhD February 7, 2013 University of Victoria
  • 2. The Big Change(s)What is happening with MOOCs?What is actually important?What is our future?
  • 3. On the Last Digital Frontier Investors give education technology firms the nod Joseph Wilson, Special to Financial Post | Sep 10, 2012
  • 4. IBIS Capital: Global e-Learning Investment Review, 2013
  • 5. GSV Advisors, 2012
  • 6. The Conference Board
  • 7. McKinsey Quarterly, 2012
  • 8. NYTimes, UNESCO Data
  • 9. Meeker & Wu, 2012
  • 10. ―The Board believes this environment callsfor a much faster pace of change inadministrative structure, in governance, infinancial resource development and inresource prioritization and allocation. We donot believe we can even maintain ourcurrent standard under a model ofincremental, marginal change. The worldis simply moving too fast.‖
  • 11. Global EducationDigest, 2009,UNESCO, Institutefor Statistics
  • 12. 150.6 million higher education studentsglobally. 53% increase from 2000. Altbach, Reisberg, Rumbley, 2009
  • 13. Moody’s Investor Services, 2013
  • 14. Education Sector Factbook, 2012
  • 15. Allen & Seaman 2011
  • 16. 2012 Canadian federal budget: focus onresearch for commercial innovation,economic growth Ch. 3.1
  • 17. Lack of national elearning [learninginnovation] strategy hamperingdevelopment of sector State of elearning in Canada, CCL, 2009
  • 18. CVU-UVC, 2012
  • 19. Stats Canada Higher Education Data Sources (disjointed, incomplete)Access and Support to Education and Training Survey (ASETS)Longitudinal Survey of Immigrants to Canada (LSIC)National Apprenticeship Survey (NAS)National Graduate Survey (NGS)Program for International Assessment of Adult Competencies (PIAAC)Post-secondary Student Information System (PSIS)Registered Apprenticeship Information System (RAIS)Survey of Earned Doctorates (SED)University and College Academic Staff Survey (UCASS)Workplace Employee Survey (WES)Youth in transition survey (YITS— Statistics Canada) CCL, 2007
  • 20. MOOCs and need for Canadian response
  • 21. There is wide agreement that we need newmodels of education, and not simply newmodels of schooling, but entirely newvisions of learning better suited to theincreasing complexity, connectivity, andvelocity of our new knowledge society.http://connectedlearning.tv/
  • 22. Participatory Pedagogies (Collis & Moonen, 2008) (Askins, 2008) (Harvard Law School, 2008)
  • 23. Distributed Research LabConnect globally with expertsConnect with other PhD studentsContribute to researchBuild a dual knowledge profile:- digital footprint and academic http://www.distributedlab.net/
  • 24. The Big Change(s)What is happening with MOOCs?What is actually important?What is our future?
  • 25. MOOC PlayersBig ThreeBoutique MOOCsContent providers (Pearson, McGraw-Hill)LMS providers (D2L, Canvas)
  • 26. "We have 10,000 colleges in this country, so when you get down to thevery bottom, [a qualification] is worth nothing…a fair fraction of thevery bad universities in the US will disappear. It may take 10 years, itmay take 20 years, but that is going to happen."
  • 27. ―The future looks like this: Access to college-level education will befree for everyone; the residential college campus will becomelargely obsolete; tens of thousands of professors will lose theirjobs; the bachelor’s degree will become increasingly irrelevant; andten years from now Harvard will enroll ten million students.‖
  • 28. ―challenge exams,‖…may be the fastest and mostinexpensive way to earn credits.
  • 29. ―The University of Wisconsin System (UW) will develop a new,flexible college option, using online instruction and otherinnovative methods, to deliver the competencies students need atan affordable UW price‖
  • 30. The Big Change(s)What is happening with MOOCs?What is actually important?What is our future?
  • 31. Fast growing: non-traditional learnersCompetency-based learningPersonalization/adaptationAnalyticsAlternative assessment: challenge exams, PLAROpenness (content, scholarship, teaching)
  • 32. Increasing diversity of student profilesThe U.S. is now in a position when less thanhalf of students could be considered fulltimestudents. In other words, students who canattend campus five days a week nine-to-five,are now a minority. (Bates, 2013)
  • 33. American intelligence communitiesare interested in your YouTubevideo, flickr uploads, tweets --even your online book purchases --and for over a year theyve beenlaying down some serious cash toget a better look at all of them.
  • 34. ―…the fundamental task of education is to enculturate youth into this knowledge- creating civilization and to help them find a place in it…traditional educational practices – with its emphasis on knowledge transmission – as well as newer constructivist methods both appear to be limited in scope if not entirely missing the point‖ Scardamalia and Bereiter (2006, Cambridge Handbook of Learning Sciences)
  • 35. Coherence is an orientation about themeaning and value of information elementsbased on how they are connected,structured, and related Antonovsky 1993
  • 36. Agents in a system possess only partialinformation (Miller and Page 2007)…to make sense and act meaningfullyrequires connections to be formed betweenagents
  • 37. Knowledge in pieces diSessa, 1993
  • 38. Knowledge development, learning, is (shouldbe) concerned with learners understandingrelationships, not simply memorizing facts.i.e. naming nodes is ―low level‖ knowledgeactivity, understanding node connectivity, andimplications of changes in network structure,consists of deeper, coherent, learning
  • 39. Content is fragmented (not confined to acourse)Knowledge is generativeCoherence is learner-formed, instructorguidedDistributed, multi-spaced interactionsFoster autonomous, self-regulated learners
  • 40. Networked informationdoesn’t have a centre
  • 41. So we (socially) create temporary centres: Shared sensemaking
  • 42. So we (technologically) create temporary centres: content and conversation aggregation
  • 43. The Big Change(s)What is happening with MOOCs?What is actually important?What is our future?
  • 44. Growing need for life-long learning andrelated technology/knowledge infrastructure(eportfolios, competency-based systems,personal data ownership, etc.) ICDE 2009 Redecker et al, 2008
  • 45. Social and academic connection to theuniversity Boyer (1987), Tinto (1993)Psychological sense of community:―Acknowledged interdependence‖ Sarason (1974)
  • 46. Harvard’s General Education Curriculum Goals- prepares students for civic engagement- teaches students to understand themselves as products of—and participants in— traditions of art, ideas, and values.- prepares students to respond critically and constructively to change- develops students’ understanding of the ethical dimensions of what they say and do.
  • 47. How is this trend different than others?Context: socio-techno-economicFragmentation of higher educationDevelopment of an integrated system
  • 48. Futures Scenarios for Canadian UniversitiesStatus QuoAccreditors (teach globally, accredit locally) -Outsourcing of services (tech, curriculum, testing)Unbundled (teacher/research separate)Localized/specialized―Transformed‖ (online, blended)Successful universities as ―new integrators‖ - Formation of integrated value ecosystem
  • 49. EdTech Innovation Conference Calgary, May 1-3, 2013 www.edinnovation.ca
  • 50. Twitter/Gmail: gsiemens