The Changing Face of Higher Education:How Online, Blended and Open Learning is Changing the GameProfessor Mark BrownDirect...
Brief introductions…1. Name2. Position3. Interest
About National Centre…
About DELFA…http://delfa.massey.ac.nz• Innovation hub• Global think tank• Networked community• Interdisciplinary developme...
About Massey…
About Massey…
ManawatuAlbany WellingtonDistanceAbout Massey…
Now we can go to them…Previously international students had tocome to usAbout Massey…
• Working professionals –postgraduate specialisations• First year of study -undergraduate• Cohorts of students inpartnersh...
Off-shore Programmes• World Bank – MVM/MPH (Biosecurity)- South Asia- Russia• Singapore Food Technology | Early Childhood•...
Over 4000 online environmentsAbout Massey…
About Massey…
Expanding access to tertiary education has always been centralto Massey‟s mission.About Massey…
Expanding access to tertiary education has always been centralto Massey‟s mission.More than any modern university we are c...
Expanding access to tertiary education has always been centralto Massey‟s mission.More than any modern university we are c...
Questions…“A prudent question is one-half of wisdom.”Francis Bacon
The Changing Face of Higher Education:How Online, Blended and Open Learning is Changing the GameProfessor Mark BrownDirect...
The big issues…• What are the big issues facing highereducation providers?- Locally- Nationally- Globally
1. The changing game2. Scenarios for the future3. From scenario to implementationOutline…
Universities under fire…“We use to talk morebefore someoneinvented fire”
1. The changing game
1. The changing gamehttp://net.educause.edu/ir/library/pdf/pub7203i.pdf
When was the Gloucester Rugby Club formed?
When was the Gloucester Rugby Club formed?
1873When was the Gloucester Rugby Club formed?
To whom were these questionsaddressed B.G.?
To whom were these questionsaddressed B.G.?… before Google
http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
A completely new type of globallyconnected learneris expecting a new typeof education for new times.What does all this mean?
But waitthere‟s more…1. The changing game
But waitthere‟s more…1. The changing gameEmergence of new business models
No = 51 THE (2011)
But waitthere‟s more…Rapid growth of open learning1. The changing game
The economics of abundance
http://theconversation.edu.au/
http://theconversation.edu.au/
FOMO
The traditional universityis being chiseledaway by powerful global forces and newbusiness models as a multitudeofalternati...
Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon
2. Scenarios forthe future…
2. Scenarios forthe future…What is the preferred future scenariofor Gloucestershire University?
http://www.jiscinfonet.ac.ukhttp://akoaotearoa.ac.nz/
STEP ONE:Identify the major trends and driving forces
• Political• Economic• Social• Technology• Legal• EnvironmentalSTEP ONE:Identify the major trends and driving forces
STEP TWO:Identify the high impact (critical) uncertainties
STEP TWO:Identify the high impact (critical) uncertaintiesGrowth of newglobal online providersEmergence of strategic allia...
STEP THREE:Create the axes of uncertainty
STEP THREE:Create the axes of uncertaintyDisruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustom...
STEP FOUR:Develop the scenario characteristics for eachquadrant
Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsScenario 3 Scenario 4Scenari...
Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOnline
Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOnlineGlouces...
Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOpenGlouceste...
Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOpenGlouceste...
What key assumptions about the future anchoryour preferred scenario?
• Demand for higher education will continue to grow• University qualifications will continue to have global currency• The ...
Be wary of predictions…“Thirty years from now the big universitycampuses will be relics. Universities won‟tsurvive. It‟s a...
“A prudent question is one-half of wisdom.”Francis BaconThoughts…
3. From scenario toimplementation…
3. From scenario toimplementation…• Discuss the options• Identify your preferred scenario• Articulate your vision for the ...
Understand the choices…Standalone PartnershipNiche Offerings Mass OfferingsUndergraduate PostgraduateCentralised Leadershi...
Off Campus in ClassOn Campus out of Class Off Campus out of ClassWhere do you want learning take place?On Campus in Class
PlacesToolsLearner-ContentInteractionLearner-learnerInteractionSpacesTeacher-LearnerInteractionInteractivityFrameworkHow w...
…the„pump, pump,dump‟ model of onlinelearning?How will you avoid…
ConceptualiseWhat do we want to design, who for and why?ConsolidateEvaluate and embed your designThe7Cs DesignFramework
INTERVENTIONSStudy Life CycleHow will you support students?Avoid the goulash approach!
Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon
Conclusion
A conclusion is the placewhere you got tired of thinkingConclusion
ConclusionWhere to next…A = AccessC = CostT = Teaching and LearningI = InteractivityO =Organisational IssuesN = NoveltyS =...
“The greatest challenge to any thinker isstating the problem in a way that willallow a solution.”Bertrand RussellConclusion
http://opac.acer.edu.au:8080/drde/
Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game
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Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game

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Invited presentation at University of Gloucestershire, UK, April, 2013.

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  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
  • • Access to the first year• Access to mid career professionals• Access to second chance learners• Access for cultural reasons
  • Changing Face of Higher Education: How Online, Blended and Open Learning is Changing the Game

    1. 1. The Changing Face of Higher Education:How Online, Blended and Open Learning is Changing the GameProfessor Mark BrownDirector, National Centre for Teaching and LearningDirector, Distance Education and Learning Futures Alliance
    2. 2. Brief introductions…1. Name2. Position3. Interest
    3. 3. About National Centre…
    4. 4. About DELFA…http://delfa.massey.ac.nz• Innovation hub• Global think tank• Networked community• Interdisciplinary development• International Advisory Board• Engine for new learning futures
    5. 5. About Massey…
    6. 6. About Massey…
    7. 7. ManawatuAlbany WellingtonDistanceAbout Massey…
    8. 8. Now we can go to them…Previously international students had tocome to usAbout Massey…
    9. 9. • Working professionals –postgraduate specialisations• First year of study -undergraduate• Cohorts of students inpartnership with other institutions• Specific cultural groups• Short coursesInternational…About Massey…
    10. 10. Off-shore Programmes• World Bank – MVM/MPH (Biosecurity)- South Asia- Russia• Singapore Food Technology | Early Childhood• Vietnam English Language (DEEP) / Business Studies• Brunei Defence Studies• Asia e-University• Open Universities Australia• University of New DelhiAbout Massey…
    11. 11. Over 4000 online environmentsAbout Massey…
    12. 12. About Massey…
    13. 13. Expanding access to tertiary education has always been centralto Massey‟s mission.About Massey…
    14. 14. Expanding access to tertiary education has always been centralto Massey‟s mission.More than any modern university we are committed to promotingdevelopment and life-long learning.About Massey…
    15. 15. Expanding access to tertiary education has always been centralto Massey‟s mission.More than any modern university we are committed to promotingdevelopment and life-long learning.Massey understands the transformative potential ofdistance education for inspiring people to better themselves,forbuilding capacityfor change withincommunities and forpromoting wider societal benefits.About Massey…
    16. 16. Questions…“A prudent question is one-half of wisdom.”Francis Bacon
    17. 17. The Changing Face of Higher Education:How Online, Blended and Open Learning is Changing the GameProfessor Mark BrownDirector, National Centre for Teaching and LearningDirector, Distance Education and Learning Futures Alliance
    18. 18. The big issues…• What are the big issues facing highereducation providers?- Locally- Nationally- Globally
    19. 19. 1. The changing game2. Scenarios for the future3. From scenario to implementationOutline…
    20. 20. Universities under fire…“We use to talk morebefore someoneinvented fire”
    21. 21. 1. The changing game
    22. 22. 1. The changing gamehttp://net.educause.edu/ir/library/pdf/pub7203i.pdf
    23. 23. When was the Gloucester Rugby Club formed?
    24. 24. When was the Gloucester Rugby Club formed?
    25. 25. 1873When was the Gloucester Rugby Club formed?
    26. 26. To whom were these questionsaddressed B.G.?
    27. 27. To whom were these questionsaddressed B.G.?… before Google
    28. 28. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be
    29. 29. A completely new type of globallyconnected learneris expecting a new typeof education for new times.What does all this mean?
    30. 30. But waitthere‟s more…1. The changing game
    31. 31. But waitthere‟s more…1. The changing gameEmergence of new business models
    32. 32. No = 51 THE (2011)
    33. 33. But waitthere‟s more…Rapid growth of open learning1. The changing game
    34. 34. The economics of abundance
    35. 35. http://theconversation.edu.au/
    36. 36. http://theconversation.edu.au/
    37. 37. FOMO
    38. 38. The traditional universityis being chiseledaway by powerful global forces and newbusiness models as a multitudeofalternativeproviders emerge.What does all this mean?
    39. 39. Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon
    40. 40. 2. Scenarios forthe future…
    41. 41. 2. Scenarios forthe future…What is the preferred future scenariofor Gloucestershire University?
    42. 42. http://www.jiscinfonet.ac.ukhttp://akoaotearoa.ac.nz/
    43. 43. STEP ONE:Identify the major trends and driving forces
    44. 44. • Political• Economic• Social• Technology• Legal• EnvironmentalSTEP ONE:Identify the major trends and driving forces
    45. 45. STEP TWO:Identify the high impact (critical) uncertainties
    46. 46. STEP TWO:Identify the high impact (critical) uncertaintiesGrowth of newglobal online providersEmergence of strategic alliances between universitiesIncreased supply reduces the cost of qualificationsReduction of government funding to universitiesIncreased demand for part-time study optionsIncreased demand for customised study optionsIncreased demand from staff for flexible work conditionsEmergence of new technological innovations
    47. 47. STEP THREE:Create the axes of uncertainty
    48. 48. STEP THREE:Create the axes of uncertaintyDisruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferings
    49. 49. STEP FOUR:Develop the scenario characteristics for eachquadrant
    50. 50. Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsScenario 3 Scenario 4Scenario 1 Scenario 2
    51. 51. Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOnline
    52. 52. Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOnlineGloucestershireLife
    53. 53. Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOpenGloucestershireOnlineGloucestershireLife
    54. 54. Disruptive Business ModelsConventional Business ModelsStandardisedOfferingsCustomisedOfferingsGloucestershireOpenGloucestershireGlobalGloucestershireOnlineGloucestershireLife
    55. 55. What key assumptions about the future anchoryour preferred scenario?
    56. 56. • Demand for higher education will continue to grow• University qualifications will continue to have global currency• The university from which students graduate will continue tomatter• Students (and other types of learners) will continue to selectuniversities based on their reputation and internationalranking• Increasing numbers of learners and organisations are lookingfor flexible models of study involving a mix of formalprogrammes and continuing professional developmentWhat key assumptions about the future anchoryour preferred scenario?
    57. 57. Be wary of predictions…“Thirty years from now the big universitycampuses will be relics. Universities won‟tsurvive. It‟s as large a change as when wefirst got the printed book.”(Peter Drucker, Forbes, 1997)
    58. 58. “A prudent question is one-half of wisdom.”Francis BaconThoughts…
    59. 59. 3. From scenario toimplementation…
    60. 60. 3. From scenario toimplementation…• Discuss the options• Identify your preferred scenario• Articulate your vision for the future• Establish and market a clear brand• Clearly scope the requirements
    61. 61. Understand the choices…Standalone PartnershipNiche Offerings Mass OfferingsUndergraduate PostgraduateCentralised Leadership Decentralised LeadershipCentralised Production Decentralised ProductionBlended Fully OnlineSynchronous AsynchronousSupported Technology Unsupported TechnologyQuality Assurance Quality EnhancementFormal Learning Spaces Informal Learning Spaces
    62. 62. Off Campus in ClassOn Campus out of Class Off Campus out of ClassWhere do you want learning take place?On Campus in Class
    63. 63. PlacesToolsLearner-ContentInteractionLearner-learnerInteractionSpacesTeacher-LearnerInteractionInteractivityFrameworkHow will you design for interaction?
    64. 64. …the„pump, pump,dump‟ model of onlinelearning?How will you avoid…
    65. 65. ConceptualiseWhat do we want to design, who for and why?ConsolidateEvaluate and embed your designThe7Cs DesignFramework
    66. 66. INTERVENTIONSStudy Life CycleHow will you support students?Avoid the goulash approach!
    67. 67. Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon
    68. 68. Conclusion
    69. 69. A conclusion is the placewhere you got tired of thinkingConclusion
    70. 70. ConclusionWhere to next…A = AccessC = CostT = Teaching and LearningI = InteractivityO =Organisational IssuesN = NoveltyS = Speed
    71. 71. “The greatest challenge to any thinker isstating the problem in a way that willallow a solution.”Bertrand RussellConclusion
    72. 72. http://opac.acer.edu.au:8080/drde/
    73. 73. Thoughts…“A prudent question is one-half of wisdom.”Francis Bacon

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