Members inc: UK Ed Director of Ed for Microsoft Director of Research and Strat CISCO Pearson Pres HE advisor for the BA Director of Higher Education for Apple And a collection of VC pro-VCs Deans etc
All VCs will be considering this Spending review Student numbers Not cheap but cheaper than putting up new buildings
Mapped against a slightly simplified version of the JACS subject groups. Mainly ‘vocational’ courses at all levels. Main factor: students in work can’t get into institutions or niche subjects. 424 courses
Improve websites rec Terminology rec + link to better data idea. Mention aggregation service rec
Parallel market? Should it be expanded in current areas or broadened? – Link to rec 9 on Market Intelligence esp international 175 courses What about high kudos academic?
Use one of Rebecca's refs. Find stat on humanities from the British academy. What the Gov want Joke about diff between public and private Is this the future? Not STEM subjects fault as such
Can industrialise because of contact.
With OER etc contact becomes king (not content or context) Mention visitors and residents It’s the social science not the science of the web that will dominate the next decade. Who is sat next to you? what are they thinking? Are they particularly attractive? Challenge for increasingly online education
Better contact for online students?
Not the science but the social science of the web
PPE: claiming six cabinet members and three Labour leadership contenders
STEM is good it’s what we aren’t doing that is the problem.
Helping people with FT jobs to gain a Higher Education Social Return on investment Learning not earning Educational capital Will there be more funding for this?
Within ed Govt should fund things which don’t have a return on investment
As a community we have a responsibility towards this With regards to PPPs? Report comes out in sept
Quote from report? Important to project the character of HE through our online efforts
Sailing against the trade winds?
Sailing against the trade winds? ALT-C 2010 David White Technology-Assisted Lifelong Learning (TALL) Department for Continuing Education University of Oxford http://www.tall.ox.ac.uk
Online Learning Task Force <ul><li>“… to help UK higher education remain a ‘world leader’ in online learning, growing its international market share by 2015.” </li></ul><ul><li>Chaired by Dame Lynne Brindley, chief executive of the British Library. </li></ul><ul><li>Reports to government this autumn. </li></ul>The task force is “trying to dispel some of the myths that online learning is a second-rate alternative” Dame Lynne Brindley http://www.hefce.ac.uk/news/hefce/2009/taskforce.htm
HEFCE Study of Online Distance Learning <ul><li>Published mid September </li></ul><ul><li>Written Jan – March 2010 </li></ul><ul><li>Current provision of ODL in the UK </li></ul><ul><li>Case study profiles of 9 institutions </li></ul><ul><li>Institutional experiences of ODL </li></ul><ul><li>Improve discoverability </li></ul><ul><li>Promote successful business models </li></ul><ul><li>Provide advice on institutional infrastructure </li></ul>“ Any course, at any HE academic level, which has a significant portion delivered to students online”
Subject areas: directly provided HEFCE Study of UK Online Learning
Discoverability http://xkcd.com/773/ “… discovering what is on offer is ‘ridiculously difficult’, with information often buried on websites” Dame Lynne Brindley, Times Higher, July 2010
Subject areas: in partnership HEFCE Study of UK Online Learning
Digital diploma mills? llamnudds Noble, D. F. (1998) Digital Diploma Mills: the Automation of Higher Education, Science as Culture , 7(3):355-68. PPPs “require some culture change”
Expectation of engagement “ I think one of the clear things that we see among a lot of students is the desire to connect with other students, and that’s something that technologies can clearly facilitate.” “… the model that we’ve got to support the pedagogy that we use with the online programmes means that we never have more than 20 to a class.” HEFCE Study of UK Online Learning “ We have a bank of student support advisors who, on the whole, are young graduates. …whether it be by phone, by text, by Skype, by email, they’re in touch with these students all of the time. As soon as their engagement is dipping a little bit they’re in touch with them. It’s like having a mother.”
Contact Eventedness - Fellowship Cormier and Siemens: Through the Open Door: Open Courses as Research, Learning, and Engagement. EDUCAUSE Review, July/August 2010. http://bit.ly/cmHqqb
The myth of the f2f student? Richard James et al: The First Year Experience in Australian Universities: Findings from 1994 to 2009 (Uni of Melbourne & Griffith Uni) <ul><li>First year Australian Undergraduates: </li></ul><ul><li>Number of hours a week studying online: 2004: 4.2 - 2009: 6.5 </li></ul><ul><li>Number who believe they are known by at least one lecturer: </li></ul><ul><li>2004: 66% - 2009: 58% </li></ul>
“ Technology is vital but not central” <ul><li>“… by far the biggest pressure I think is the cultural change in not having academics sitting in their offices doing their lectures waiting for students to come to them, but doing that whole engagement process of going out and chasing and the different way that you have to manage distance students and keep their motivation going. And I think that’s a big cultural shift, and that’s where we’d need to put the investment.” </li></ul><ul><li> HEFCE Study of UK Online Learning </li></ul>add1sun
Technological determinism? “… today's students live and breathe Web 2.0” “ students' technological expectations were broadly being met, but …there were concerns about ‘a gap between the ability of students to use these technologies and the ability and willingness of (academics) to use them’” Visitors and Residents: http://bit.ly/pi2qv
Who would like one of these? HandyFlash.de iPhone 5
Against techno-utopianism “ the ‘imaginary’ upon which future-oriented projects are premised often takes for granted the contemporary existence of and continued progress towards a universal, technologically-rich, global ‘knowledge economy’, the so-called ‘flat world’ of neo-liberal rhetoric”. Facer and Sandford, The next 25 years?: future scenarios and future directions for education and technology, JCAL Feb 2010 The future isn’t always as we expect à voir etc...
PPE, Oxford Social Anthropology, Cambridge Paul Clarke Liberal Democrats "All in all, it's how the class system works.“ Geoffrey Evans, fellow in politics, Nuffield College, Times Higher, Sept 2010
Widening the STEM / MBA – humanities divide numberstumper FireFawkes
Social mobility? “… unless we think about the issues now as we imagine the new system, we might end up with a clear social dividing line between the two forms of receiving higher education." Prof Geoffrey Crossick
Widening access Fully online courses in English from level 1 (pre GCSE) through to an eCommunications BA. Social Return on Investment
My thoughts <ul><li>Professional post-grad courses should largely operate within market forces </li></ul><ul><li>Non STEM/Business courses should be supported </li></ul><ul><li>Role of the Edtech needs to evolve </li></ul>The expanding divide between the arts/humanities and those courses with a direct vocational/economic benefit does not have to be replicated online
What is the ‘Digital Identity’ of UK Higher Education? Matt Gorecki ‘ Field for the British Isles’ Anthony Gormley
<ul><li>Deconstructing the neutrality of technology in higher education. </li></ul><ul><li>Social relations, mass intellectuality and a pedagogy of excess. </li></ul><ul><li>The cult of openness. </li></ul><ul><li>Technology and power in higher education. </li></ul>http://bit.ly/brd4QY “… exceed pure techno-scientific knowledge in the pledge of responsibility” Jacques Derrida, The University Without Condition
Thanks <ul><li>email@example.com - www.tall.ox.ac.uk </li></ul><ul><li>twitter.com/daveowhite </li></ul><ul><li>Special thanks to Dr Richard Hall </li></ul>Study of UK Online Learning will be available on the HEFCE website mid September http://bit.ly/brd4QY