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The 2011-2014 higher education landscape:
Seismic shifts, challenges, and pressures

George Veletsianos, PhD
Canada Research Chair
Associate Professor
School of Education and Technology

Athabasca University, Faculty of Health Disciplines, Edmonton, Feb 2014
What are your hopes for the future of
higher education?
What are your concerns?
The Horizon Report Trends
The Horizon Report Trends

Via Ruben Puentedura as quoted by http://bit.ly/Ma8YrX
Contemporary universities are facing
numerous powerful forces that may
shape their future.
a worldwide
economic downturn
globalization and
competition

purpose of education
- Employment?
Rebirth of edtech

impact of emerging
technologies

changing
demographics

pressures for
accountability

curtailment of public
funding

(Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010).
a worldwide
economic downturn
globalization and
competition

purpose of education
- Employment?
Rebirth of edtech

impact of emerging
technologies

An increasing
desire by faculty
members,
educators, &
designers to “do
better” to “do
more”

changing
demographics

pressures for
accountability

curtailment of public
funding

(Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010).
Emerging Technologies
•  May or may not be new technologies
•  Evolving, “coming into being”
•  Go through “hype cycles”
•  Not yet fully understood
•  Not yet fully researched
•  Potentially disruptive (but potential is unfulfilled)
(Veletsianos, 2010)
Higher Education in 2011-2014:
Sense of urgency. And tension.
The case of FutureLearn
Techno-enthusiasm & technodeterminism* dominate
e.g., Technology will ____________
Narratives of disruption & revolution
(*skeptics are not the same as naysayers)
At times, it feels like déjà vu with a
dose of more of the same…
“Motion picture is destined to revolutionize our education
system …in a few years it will supplant largely, if not entirely,
the use of textbooks”

“Education over the Internet is going to be so big it is going
to make e-mail usage look like a rounding error”
“Strong	
  pressures	
  to	
  produce	
  mediocre	
  
instruc1onal	
  products	
  based	
  on	
  templates	
  
and	
  preexis,ng	
  content.”	
  
Wilson,	
  Parrish,	
  &	
  Veletsianos,	
  2008	
  	
  
“Examples	
  of	
  	
  
outstanding	
  [online]	
  instruc1on	
  	
  
are	
  hard	
  to	
  find.”	
  
Wilson, Parrish, & Veletsianos, 2008
Disaggregation & Unbundling
“Whether the practice is called
outsourcing, contracting out, or
privatizing, the impact is the
same. Food services, health
care, the bookstore…endless
array of activities that
universities used to manage…”

Kirp,	
  .L	
  (2003).	
  Shakespeare,	
  Einstein,	
  and	
  the	
  Bo3om	
  Line:	
  The	
  Marke9ng	
  of	
  Higher	
  Educa9on.	
  
Cambridge,	
  MA:	
  Harvard	
  University	
  Press	
  	
  
“Online program management services”
But where does it stop? Are there institutional core
functions that should be safeguarded?
But where does it stop? Are there institutional core
functions that should be safeguarded?
The role of the faculty member
The roles of instructional designers,
tutors, instructors
Course assistants
Teaching assistants

Academic Advisor,
Mentor, Coach
Instructor/Instructional
Technologist
Professor/Instructional
Designer

“academic freedom,
shared governance,
a livable wage,
greater job security
for non-tenure-track
faculty
teaching and
scholarship cannot be
fully unbundled…”
Efficiency. Automation. And robots.
Data Analytics. Big Data.
The “new science of learning”
“Adaptive, personalized, granular
learning”
Open Practices
Open Education  Open Scholarship
Open Sharing
In closing

Myth: Classrooms are the same today
as they were hundreds of years ago.
The reality: Educational institutions are
always evolving and reflect the
societies which house them.
What does our society look like? That’s
what our institutions will look like.

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The 2011-2014 higher education landscape: Seismic shifts, challenges, and pressures

  • 1. The 2011-2014 higher education landscape: Seismic shifts, challenges, and pressures George Veletsianos, PhD Canada Research Chair Associate Professor School of Education and Technology Athabasca University, Faculty of Health Disciplines, Edmonton, Feb 2014
  • 2. What are your hopes for the future of higher education? What are your concerns?
  • 4. The Horizon Report Trends Via Ruben Puentedura as quoted by http://bit.ly/Ma8YrX
  • 5. Contemporary universities are facing numerous powerful forces that may shape their future.
  • 6. a worldwide economic downturn globalization and competition purpose of education - Employment? Rebirth of edtech impact of emerging technologies changing demographics pressures for accountability curtailment of public funding (Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010).
  • 7. a worldwide economic downturn globalization and competition purpose of education - Employment? Rebirth of edtech impact of emerging technologies An increasing desire by faculty members, educators, & designers to “do better” to “do more” changing demographics pressures for accountability curtailment of public funding (Morrison, 2003; Schwier, 2012; Siemens & Matheos, 2010; Spanier, 2010).
  • 8. Emerging Technologies •  May or may not be new technologies •  Evolving, “coming into being” •  Go through “hype cycles” •  Not yet fully understood •  Not yet fully researched •  Potentially disruptive (but potential is unfulfilled) (Veletsianos, 2010)
  • 9. Higher Education in 2011-2014: Sense of urgency. And tension. The case of FutureLearn
  • 10.
  • 11. Techno-enthusiasm & technodeterminism* dominate e.g., Technology will ____________ Narratives of disruption & revolution (*skeptics are not the same as naysayers)
  • 12. At times, it feels like déjà vu with a dose of more of the same…
  • 13. “Motion picture is destined to revolutionize our education system …in a few years it will supplant largely, if not entirely, the use of textbooks” “Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error”
  • 14. “Strong  pressures  to  produce  mediocre   instruc1onal  products  based  on  templates   and  preexis,ng  content.”   Wilson,  Parrish,  &  Veletsianos,  2008    
  • 15. “Examples  of     outstanding  [online]  instruc1on     are  hard  to  find.”   Wilson, Parrish, & Veletsianos, 2008
  • 17. “Whether the practice is called outsourcing, contracting out, or privatizing, the impact is the same. Food services, health care, the bookstore…endless array of activities that universities used to manage…” Kirp,  .L  (2003).  Shakespeare,  Einstein,  and  the  Bo3om  Line:  The  Marke9ng  of  Higher  Educa9on.   Cambridge,  MA:  Harvard  University  Press    
  • 18.
  • 20. But where does it stop? Are there institutional core functions that should be safeguarded?
  • 21. But where does it stop? Are there institutional core functions that should be safeguarded?
  • 22. The role of the faculty member The roles of instructional designers, tutors, instructors
  • 23. Course assistants Teaching assistants Academic Advisor, Mentor, Coach Instructor/Instructional Technologist Professor/Instructional Designer “academic freedom, shared governance, a livable wage, greater job security for non-tenure-track faculty teaching and scholarship cannot be fully unbundled…”
  • 24.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30. Data Analytics. Big Data. The “new science of learning” “Adaptive, personalized, granular learning”
  • 31.
  • 32. Open Practices Open Education  Open Scholarship
  • 34. In closing Myth: Classrooms are the same today as they were hundreds of years ago. The reality: Educational institutions are always evolving and reflect the societies which house them. What does our society look like? That’s what our institutions will look like.