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How is your institution dealingwith disruptive technologies?         Terry Anderson, PhD    Professor, Athabasca University
Athabasca University,                   Alberta, Canada                                 34,000 students, 700 courses      ...
*   Athabasca University                                                              Alberta average                     ...
• “Canada is a great  country, much too  cold for common  sense, inhabited by  compassionate and  intelligent people  with...
Our Values• We can (and must) continuously improve the  quality, effectiveness, appeal, cost and time  efficiency of the l...
Our Values• We can (and must) continuously improve the  quality, effectiveness, appeal, cost and time  efficiency of the l...
Three Educ. Technology Disruptions:1. Content Crash2. MOOCs and OERs3. Connectivist learning – Network   effects, Persiste...
Content Crash
Posted on October 30, 2011 by G.E. Ross
Content:A bargain even at 80% off??  Most of us like Free!
Cost of Content
• Cost to produce educational video  – 1995 - $1,000-$3,000 per minute  – 2012 – approaching zero
User Generated Content
Education was Based on Old Models of Scarcity                    P. Banbury 2009
Now: Anyone, Teaching Anything,           to AnyoneLore.com
Educational Response• Open Educational Resources  – Textbooks  – Learning objects  – Open Scholarship
South African open Text project                             “innovative education project has enabled the                 ...
Are Open Texts Associated with       Higher Marks?“students in courses that used FWK textbookstended to have significantly...
We need more than objects, We need an OER culture                    http://wiki.creativecommons.org/OER_Policy_Registryht...
aupress.ca        Canada’s first        Open Access        press!!
But What about MOOCs??
• MOOC History by Alys                         From                         http://prezi.com/754uv3qpe_0k/mooc-           ...
MOOC Completion Rates??• Coursera Course Computational Investing,  January 6, 2013 by Tucker Balch ,• 53,265 enrolled• Com...
Familiar Access rationale• "If we continue to keep the barrier to entry  low, we’ll enable students to taste many many  co...
MOOCs• Free Access• Who benefits from their  attention?• Is partial  knowledge/learning  bad?• The bar has been raised,  w...
MOOCsd Through the Lens of                   Online Learning Pedagogy    1. Behaviourist/Cognitive       – Self Paced, Ind...
xMOOCPedagogy    Gen. 1 - Cognitive Behaviourist• Medium to high quality content  – Screen captures, video lectures, page ...
MOOC Challenges to            Traditional Schools• Are our course really better than those from MIT?• How interactive are ...
2nd Generation - Constructivist• Online Learning Current model – continued  strong growth in US and globally       32% of ...
Constructivist Learning in Groups• Long history of research  and study• Established sets of tools  – Classrooms  – Learnin...
Problems with Groups• Restrictions in time, space, pace, &  relationship - NOT OPEN• Often overly confined by leader expec...
3rd Generation: ConnectivistLearning
Connectivism• Building knowledge networks with resources  and people.
Connectivist Learning    Network                 Persistence     Effects         Accessibility
NOT Learning in a Bubble
PersistenceRosetta Stone
Networks add diversity to learning“People who live in  the intersection of  social worlds are at  higher risk of having  g...
If you want to learn how to fix a pipe, solve a       partial differential equation, write       software, you are seconds...
Connectivist Learning    http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
Walled Gardens (with windows)• Connectivist learning thrives in safe learning  spaces with windows allowing randomness,  e...
Soft-to-hardInto action…   Generations 1-3               Sets, nets and groups
The Landing Platform1,686 plugins available, our installation using about 90Fairly strong development team, plotted roadma...
What is the Landing?• Walled Garden with Windows• A Private space for Athabasca  University – students, staff, alumni• A p...
group       net               set        Where to look first
Multiple rationales for This                  Connectivist Space                                 collectiveSustaining ties...
• Bottom up control and Innovation                                                                   LMSAndersen, Henrikse...
Is Your Institution ready toExploit these opportunities??
http://www.amazon.com/Quality-Software-Management-Anticipating-Change/
• How can your university  exploit and benefit from these  four disruptions?
Theories of Disruptive             Technologies• Disruptive technologies:  – Lead to profound change    in the business mo...
Disruptive technologies• “are typically:  – cheaper,  – simpler,  – smaller,  – more convenient to use" Clay Christensen (...
Impact of Disruptive Technologies• Student’s access to content and learning  activities no longer directly controlled by  ...
Excerpts from The Innovator’s Solution – page 183-4 -- PROCESSES:”“… Innovating managers often try to start new-growth bus...
Christensen, C., &Raynor, M. (2003). Innovators Solution. Cambridge: HarvardBusiness School.
A context for successful disruption• An enduring Culture of Innovation• Learning communities of practice within the  insti...
E-learning Readiness of         Thailand’s Universities (2011)• A list of many “top down” recommendations!• “Faculty suppo...
Learning as Dance    (Anderson, 2008)                       • Technology                         sets the                 ...
• More flexible   To control your                  networked destiny you                  must be more flexible           ...
http://www.slideshare.net/terrya/new-pedagogies-new-technologies-disruptive-threats-to-open-universities or http://tinyurl...
Thailand 2013 keynote
Thailand 2013 keynote
Thailand 2013 keynote
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Thailand 2013 keynote

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Keynote to AAROC conference in Bangkok

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  • http://www.flickr.com/photos/shaunmcgregor/with/1021362437/http://photo.accuweather.com/photogallery/details/photo/70561/Winter+is+here+in+full+forcehttp://www.flickr.com/photos/shaunmcgregor/1021362437/
  • http://peeragogy.org/
  • Andersen, Henriksen, Secher &Medaglia, (2007) "Costs of e-participation: the management challenges", Transforming Government: People, Process and Policy, 1(1)29 - 43
  • A learning technology, by definition, is an orchestration of technologies, necessarily including pedagogies, whether implicit or explicit.
  • Transcript of "Thailand 2013 keynote"

    1. 1. How is your institution dealingwith disruptive technologies? Terry Anderson, PhD Professor, Athabasca University
    2. 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. 3. * Athabasca University Alberta average low temperature in January -19 C.Population density Canada - 3.36 people per sq km (35 million) Thailand - 118.43 people per sq km (66 million)
    4. 4. • “Canada is a great country, much too cold for common sense, inhabited by compassionate and intelligent people with bad haircuts”. – Yann Martel, Life of Pi, 2002.
    5. 5. Our Values• We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience.• Student control and freedom is integral to 21st Century life-long education and learning.• Current educational models do not scale for lifelong learning for all residents of our planet.
    6. 6. Our Values• We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience.• Student control and freedom is integral to 21st Century life-long education and learning.• Current educational models do not scale for lifelong learning for all residents of our planet.
    7. 7. Three Educ. Technology Disruptions:1. Content Crash2. MOOCs and OERs3. Connectivist learning – Network effects, Persistence and participation beyond the course Dealing with disruption
    8. 8. Content Crash
    9. 9. Posted on October 30, 2011 by G.E. Ross
    10. 10. Content:A bargain even at 80% off?? Most of us like Free!
    11. 11. Cost of Content
    12. 12. • Cost to produce educational video – 1995 - $1,000-$3,000 per minute – 2012 – approaching zero
    13. 13. User Generated Content
    14. 14. Education was Based on Old Models of Scarcity P. Banbury 2009
    15. 15. Now: Anyone, Teaching Anything, to AnyoneLore.com
    16. 16. Educational Response• Open Educational Resources – Textbooks – Learning objects – Open Scholarship
    17. 17. South African open Text project “innovative education project has enabled the government to print more than 2.4 -million free maths and science textbooks for a nominal cost.” SA Times, Mar. 2012 Siyavula | Technology-powered Learning"we are opening" in Nguni. www.siyavula.com/
    18. 18. Are Open Texts Associated with Higher Marks?“students in courses that used FWK textbookstended to have significantly higher grades andlower failing and withdrawal rates than those incourses that did not use FWK texts.”Feldstein, et al.(2012). Open textbooks and increasedstudent access and outcomes. EURODL, 3. Retrieved fromhttp://www.eurodl.org/?p=current&article=533.
    19. 19. We need more than objects, We need an OER culture http://wiki.creativecommons.org/OER_Policy_Registryhttp://www.poerup.info/
    20. 20. aupress.ca Canada’s first Open Access press!!
    21. 21. But What about MOOCs??
    22. 22. • MOOC History by Alys From http://prezi.com/754uv3qpe_0k/mooc- history/ a MOOC History by Alyssa Martin
    23. 23. MOOC Completion Rates??• Coursera Course Computational Investing, January 6, 2013 by Tucker Balch ,• 53,265 enrolled• Completed the course: – 4.8% of those who enrolled – 18% of those who took a quiz. – 39% of those who submitted the first project.
    24. 24. Familiar Access rationale• "If we continue to keep the barrier to entry low, we’ll enable students to taste many many courses, and that may be a good thing for education.” Tucker Balch
    25. 25. MOOCs• Free Access• Who benefits from their attention?• Is partial knowledge/learning bad?• The bar has been raised, we have to add value beyond content or “subject matter content”
    26. 26. MOOCsd Through the Lens of Online Learning Pedagogy 1. Behaviourist/Cognitive – Self Paced, Individual study 2. Social Constructivist – Groups, LMS 3. Connectivist – Networks and CollectivesAnderson, T., &Dron, J. (2011). Three generations ofdistance education pedagogy.IRRODL, 12(3), 80-97
    27. 27. xMOOCPedagogy Gen. 1 - Cognitive Behaviourist• Medium to high quality content – Screen captures, video lectures, page turners• Machine scoring of quizzes and assignments• Optional testing (for fees) and emergent accreditation – Badges, challenge exams for credit
    28. 28. MOOC Challenges to Traditional Schools• Are our course really better than those from MIT?• How interactive are our instructors?• Do we accredit seat time, courses or learning?• Will our students choose our fees over free?• Is American learning (knowledge) the same as Thai learning?• Can we develop a business model from free MOOCs?
    29. 29. 2nd Generation - Constructivist• Online Learning Current model – continued strong growth in US and globally 32% of higher education students now take at least one course online.
    30. 30. Constructivist Learning in Groups• Long history of research and study• Established sets of tools – Classrooms – Learning Management Systems – Synchronous (video & net conferencing) – Email• Need to develop face to face, mediated and blended group learning skills Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
    31. 31. Problems with Groups• Restrictions in time, space, pace, & relationship - NOT OPEN• Often overly confined by leader expectation and institutional curriculum control• Usually Isolated from the authentic world of practice• “low tolerance of internal difference, sexist and ethicized regulation, high demand for obedience to its norms and exclusionary practices.” Cousin & Deepwell 2005• “Pathological politeness” and fear of debate Relationships• Group think (Baron, 2005)• Poor preparation for Lifelong Learning beyond the course Paulsen (1993) Law of Cooperative Freedom NOT Scaleable
    32. 32. 3rd Generation: ConnectivistLearning
    33. 33. Connectivism• Building knowledge networks with resources and people.
    34. 34. Connectivist Learning Network Persistence Effects Accessibility
    35. 35. NOT Learning in a Bubble
    36. 36. PersistenceRosetta Stone
    37. 37. 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
    38. 38. If you want to learn how to fix a pipe, solve a partial differential equation, write software, you are seconds away from know-how via YouTube, Wikipedia and search engines. Access to technology and access to knowledge, however, isn’t enough. Learning is a social, active, and ongoing process. What does a motivated group of self-learnersneed to know to agree on a subject or skill, findand qualify the best learning resources about thattopic, select and use appropriate communicationmedia to co-learn it? http://peeragogy.org/
    39. 39. Connectivist Learning http://terrya.edublogs.org/2012/12/18/connectivy-your-course/
    40. 40. Walled Gardens (with windows)• Connectivist learning thrives in safe learning spaces with windows allowing randomness, external participation and public presentation
    41. 41. Soft-to-hardInto action… Generations 1-3 Sets, nets and groups
    42. 42. The Landing Platform1,686 plugins available, our installation using about 90Fairly strong development team, plotted roadmap44
    43. 43. What is the Landing?• Walled Garden with Windows• A Private space for Athabasca University – students, staff, alumni• A public Place• A user controlled creative space• Boutique social network• Networking, blogging, photos, microblogging, polls, calendars, groups and more• A campus for Athabasca
    44. 44. group net set Where to look first
    45. 45. Multiple rationales for This Connectivist Space collectiveSustaining ties CooperationMaking ties SharingAd hoc networks SerendipityKnowledge diffusion net set Interest -orientationSocial capital Sense-makingSocial presence Collective intelligence Intentional discovery group Courses Committees Research groups Study groups 48 Centres and departments 48
    46. 46. • Bottom up control and Innovation LMSAndersen, Henriksen,Secher&Medaglia, (2007) "Costs of e-participation: the management challenges", ELGGTransforming Government: People, Process and Policy, 1(1)29 - 43
    47. 47. Is Your Institution ready toExploit these opportunities??
    48. 48. http://www.amazon.com/Quality-Software-Management-Anticipating-Change/
    49. 49. • How can your university exploit and benefit from these four disruptions?
    50. 50. Theories of Disruptive Technologies• Disruptive technologies: – Lead to profound change in the business model, customer base or functionality of an existing organization• Sustaining technology – Increases efficiency or effectiveness of current product or process
    51. 51. Disruptive technologies• “are typically: – cheaper, – simpler, – smaller, – more convenient to use" Clay Christensen (1997) – access to new users (social justice?) • Classic examples are the micro computer, digital cameras or the innovations of the industrial model of distance education.
    52. 52. Impact of Disruptive Technologies• Student’s access to content and learning activities no longer directly controlled by institution• Very significant reductions in costs of some models of education• Teacher role may be threatened• Opportunities for “de-skilling” and further industrialization of academic role
    53. 53. Excerpts from The Innovator’s Solution – page 183-4 -- PROCESSES:”“… Innovating managers often try to start new-growth businesses using processes that were designed to make the mainstreambusiness run effectively..the new game begins before the old game ends.Disruptive innovations typically take root at the low end of markets or in new planes of competition at a time when the corebusiness still is performing at its peak -- when it would be crazy to revolutionize everything. It seems simpler to have onesize-fits-all processes.
    54. 54. Christensen, C., &Raynor, M. (2003). Innovators Solution. Cambridge: HarvardBusiness School.
    55. 55. A context for successful disruption• An enduring Culture of Innovation• Learning communities of practice within the institution• New partnerships, exploiting net tools• Extensive use of OERs and cloud computing• Constant work on testing and accreditation• Are you building learning networks???
    56. 56. E-learning Readiness of Thailand’s Universities (2011)• A list of many “top down” recommendations!• “Faculty support is essential, especially in nurturinggrassroots ideas from the faculty rather than imposing a top-down pedagogical approach. Institutions must offer instructional technology support to help faculty so that theycan focus on the instruction rather than the technology.” p. 130 E-learning Readiness of Thailand’s Universities. Comparing to the USA’s Cases ApitepSaekow and Dolly Samson International Journal of e-Education, e-Business, e-Management and e-Learning, 1(2), June, 2011
    57. 57. Learning as Dance (Anderson, 2008) • Technology sets the beat and the timing. • Pedagogy defines the moves.
    58. 58. • More flexible To control your networked destiny you must be more flexible than your environment. The Law of Requisite Variety Ross Ashby (1956)
    59. 59. http://www.slideshare.net/terrya/new-pedagogies-new-technologies-disruptive-threats-to-open-universities or http://tinyurl.com/9nxr74f Your comments and questions most welcomed! Terry Anderson terrya@athabascau.ca Blog: terrya.edublogs.org
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