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Presentation to UniSA - Graduate Education at a distance

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I stayed home and delivered this presentation via video conferencing at midnight on a cold night in March in Canada. Awww... my shrinking carbon footprint. …

I stayed home and delivered this presentation via video conferencing at midnight on a cold night in March in Canada. Awww... my shrinking carbon footprint.
Requested topic was innovations in graduate education at a distance.

Published in: Education

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  • I was not there but I enjoyed reviewing the slides today from Sunny Qld.
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  • Hello Terry,

    I was in the audience for your presentation and enjoyed it very much, as did my colleagues from the Department of Decision Sciences at Unisa. I have downloaded your slides for reflection.

    Thanks and regards,

    Glyn
    Pretoria
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  • Clow, D. (2013). MOOCs and the funnel of participation. Paper presented at the LAK '13: 3rd International Conference on Learning Analytics & Knowledge, Leuven, Belgium. Retrieved from Retrieved from http://oro.open.ac.uk/36657/1/DougClow-LAK13-revised-submitted.pdf
  • Transcript

    • 1. Innovation and Disruption– ODL and Graduate EducationTerry AndersonProfessor, Centre for Distance Education
    • 2. Athabasca University,Alberta, Canada 34,000 students, 700 courses 100% distance education Graduate and Undergraduate programs Master & Doctorate * Athabasca University Distance Education *Athabasca Only USA Accredited University University in Canada
    • 3. 3Growth of Graduate education
    • 4. 4Growth of demand for grad programs DEGREE INFLATION !!
    • 5. 5Fastest Growing group at Athabasca Highest Tuitions!Older students Faculty Research• MBA• Master of Health• Master of Nursing• Master of Education
    • 6. 6Innovations in Online Graduate Education• E-Portfolios• Social Networks• Production of Artifacts• Research opportunities• Peer review of Thesis• PLAR, MOOCs and Credentialing
    • 7. E-Portfolio• Process and product• Archiving, artifacts and reflections• At a course, program or institutional level• CVs and the next step• Network entity and presence• Lifelong learning• Personal ownership of process and product• Exportable to other archives and use ??
    • 8. 8Innovations in online Graduate Education• E-Portf http://www.nie.edu.sg/practicum/practic um-structure/niefolio Students Creating Net presence
    • 9. 9
    • 10. 10Social Networks
    • 11. Social Media• Tools for Building Personal Networks of people and Resources• Means to reify and share knowledge• Ownership and identity• Supports long term partnerships, relationships, alumni• Weak and strong ties• Boundary crossing and serendipity• Place for coalescence of Sets into networks and groups, nets into groups.• Discovery, external validation “danger of good ideas”
    • 12. NOT Learning in a Bubble
    • 13. Networks add diversity to learning“People who live in the intersection of social worlds are at higher risk of having good ideas” Burt, 2005, p. 90
    • 14. Educational Theoretical Rationale• Social Presence• Cooperative work in self-paced programming• Interaction results in increased social, institutional and academic integration, leading to increased completion rates (Tinto, 1987)• Need to develop a virtual campus supporting community beyond course interactions• Social Capital Building• Student Control and identity• Persistence and Networking (Connectivism)• Potential for community and alumni contribution
    • 15. 3 Generations of Distance Learning Pedagogies 1. Behaviourist/Cognitive – Self indiv- Paced, Individual Study idual 1. Social constructivist – Groups, classes group 1. Connectivist – Networks net Anderson, T., &Dron, J. (2011). Three generations of distance education pedagogy.IRRODL, 12(3), 80-97.Anderson, T., &Dron, J. (2011). Three generations of distance education pedagogy.International Review of Research on Distance and Open Learning, 12(3), 80-97
    • 16. 16
    • 17. 17
    • 18. 18
    • 19. 19Production of Artifacts• Have you or your students contributed to Wikipedia this week?
    • 20. PersistenceRosetta Stone
    • 21. 21Students as researchers• More Challenging at a distance• Need for Synchronous, project management tools
    • 22. Research Paradigms  Quantitative~ discovery of the laws that govern behavior  Qualitative ~understandings from an insider perspective  Critical~Investigate and expose the power relationships  Pragmatic~interventions, interactions and their effect in multiple contexts (design-based, action research
    • 23. Students Thesis reviews “The underlying philosophy with this peer review approach is that students should manage their involvement without supervisors’ intervention firstly because supervisors might change the nature of dialogues (create a power asymmetry) and secondly because the Peer Portal is meant to reduce the work load for supervisors, not create another task to take care of.”AGHAEE, N., HANSSON, H. 2013Peer Portal: Quality enhancement in thesis writing using self-managed peer revieon a mass scale.IRRODL 14(1), Aghaee, N., & Hansson, H. (2013). Peer Portal: Quality enhancement in thesis writing using self-managed peer review on a mass scale. 2013, 14(1). http://www.irrodl.org/index.php/irrodl/article/view/1394/2436.
    • 24. Moocs• Massive: - Scalable, How big is Massive?• Open – Free as in tuition for students, not as in editing, reproduction, remixing• Online – may support F2F MeetUps• Course – Bounded by topic and time frame, paced or continuous
    • 25. Duke University/ CoursEra 2012 Bioelectricity: A Quantitative Approach Promoted to millions through Coursera 12,000 Registered, Paced 4,000 no shows first week 313 (4%) from 37 countries completedClow, D. (2013). MOOCs and the funnel ofparticipation.
    • 26. • “The students who drop out early do not add substantially to the cost of delivering the course. The most expensive students are the ones who stick around long enough to take the final, and those are the ones most likely to pay for a certificate”. Daphne Koller, Founder Coursera
    • 27. 27The Interaction Equivalency Theorem byAnderson (2003)• Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student– teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience.• Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences. Seehttp://equivalencytheorem.info/
    • 28. 28
    • 29. IS UNISA READY TOEXPLOIT THESEOPPORTUNITIES??
    • 30. http://www.amazon.com/Quality-Software-Management-Anticipating-Change/
    • 31. • Slides on SlideShare: • http://tinyurl.com/bzfdtlg• https://landing.athabascau.ca• terrya@athabascau.ca• Terrya.edublogs.org

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