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What you can learn from Universities’ response to digital disruption

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Digital disruption is coming to education. How universities fight back: some have decided to "self-disrupt" by partnering with MOOCs providers. What can businesses learn from this?
Based on full blog post at http://blog.enabled.com.au/digital-disruption-education/

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What you can learn from Universities’ response to digital disruption

  1. 1. EDUCATION DISRUPTED What businesses can learn from universities' response Full post at https://goo.gl/sBqMXJ
  2. 2. 15 YEARS F R O M N O W M O R E T H A N H A L F O F T H E U N I V E R S I T I E S [ I N A M E R I C A ] W I L L B E I N B A N K R U P T C Y . ” Clayton Christensen - Harvard Business School professor who coined the term Disruptive Innovation
  3. 3. Universities find themselves asking the following question: “ H O W C A N I J U S T I F Y C H A R G I N G S T U D E N T S $ 4 5 , 0 0 0 A Y E A R T O A T T E N D L A R G E L E C T U R E S W H E N T H E Y C A N F I N D B E T T E R E X E M P L A R S O N T H E I N T E R N E T ? ”
  4. 4. Education and learning videos earn 4X the watch time of animal videos on the platform today (YouTube data, 2017) YOU THINK CATS ARE BIG ON YOUTUBE?
  5. 5. F O R - P R O F I T O T H E RN O N - P R O F I T T H E R I S E O F M A S S I V E O P E N O N L I N E C O U R S E S ( M O O C s )   Universities are feeling the pinch of potential disruption from online learning
  6. 6. Harvard and MIT created a MOOC platform called edX in 2012. This was in response to the “tsunami” of MOOCs predicted to revolutionise higher education. H O W S E L F - D I S R U P T I O N B E C O M E S T H E A N S W E R
  7. 7. E D X O V E R V I E W edX partners with over 120 universities, nonprofits, and institutions around the world who host courses on their platform. 
  8. 8. Before discussing disruption, let’s go back to the basics W H Y D O U N I V E R S I T I E S E X I S T ? O R W H A T J O B S D O S T U D E N T S “ H I R E ” U N I V E R S I T I E S F O R ?
  9. 9. J O B # 2 J O B # 3J O B # 1 U S I N G T H E J O B S T O B E D O N E F R A M E W O R K Here are a few jobs that students "hire" universities for Personal interactions with lecturers and fellow students Knowledge itself and the process of acquiring  knowledge Job-readiness training
  10. 10. T O D I S R U P T U N I V E R S I T I E S , M O O C P R O V I D E R S N E E D T O H E L P U S E R S D O E N O U G H O F T H E S E “ J O B S ” B E T T E R e d X ’ s a t t e m p t c a n b e e n c a p s u l a t e d i n t h e i r 3 p r o g r a m s :   M i c r o M a s t e r s , P r o f e s s i o n a l C e r t i f i c a t e , X S e r i e s
  11. 11. P O T E N T I A L L Y D O I N G J O B # 2 A N D # 3 B E T T E R P O T E N T I A L L Y D O I N G J O B # 3 B E T T E R P O T E N T I A L L Y D O I N G J O B # 2 B E T T E R K n o w l e d g e i t s e l f a n d t h e p r o c e s s o f a c q u i r i n g k n o w l e d g e J o b - r e a d i n e s s t r a i n i n g J o b - r e a d i n e s s t r a i n i n g K n o w l e d g e i t s e l f a n d t h e p r o c e s s o f a c q u i r i n g k n o w l e d g e
  12. 12. W H Y H A V E M O O C s B E E N A B L E T O T H R I V E ? They target non-consumers of traditional university courses- people who think university degrees are too expensive or complex. Examples: Make knowledge more accessible and in many cases, free Target those pursuing professional learning with self-paced courses Offer more vocational, modern, specific or just courses on subjects that you’d never find in university degrees (e.g. courses on personal time management, understanding body language etc.)
  13. 13. E X P E R T S + C O N T E N T + T I M E + C R E D I T   T H E U N B U N D L I N G O F E D U C A T I O N MOOCs unbundle education and let people pick and choose what they want People can learn for free and pay when they want a certificate People can pick the subjects they are interested in instead of full-fledged degrees MicroMasters in 6 months vs. full Masters degree in 18 months
  14. 14. EDX AS SELF-DISRUPTION H a r v a r d a n d M I T h a v e e m b a r k e d o n d u a l - p a t h j o u r n e y . T h e y s t i l l k e e p t h e e x i s t i n g b u s i n e s s m o d e l w h i l e d a b b l i n g i n t o a n e w t e c h n o l o g y - e n a b l e d m o d e l b a s e d o n M O O C s .
  15. 15. Australian universities have also put their courses onto platforms such as edX and Coursera. See next slide for their alignment with respective MOOC platforms as of today. OTHER UNIs HAVE JOINED THE MOOC MOVEMENT
  16. 16. A U S T R A L I A  
  17. 17. I S T H I S E N O U G H T O F I G H T D I S R U P T I O N ? Let’s analyse universities' response through the three lenses – human, technology, business.
  18. 18. R E C O G N I S E T H E N E E D F O R E D U C A T I O N T O M E E T L E A R N E R S ' N E E D S I N S T E A D O F D I C T A T I N G T H E P R O G R A M S T R U C T U R E O R L O C A T I O N O F L E A R N I N G . It’s not pure chance that human-centred design has gained prominence over the years
  19. 19. H U M A N - C E N T R E D With the aim of improving course outcomes, unis should start with some very human-centred questions: What motivates students to learn and persist? What helps students retain knowledge? What are the best ways to teach complex ideas? How can we assess what students have learned? What is best taught in person vs. online?
  20. 20. UNI'S TRUMP CARD “If established institutions make judicious use of learning technology where it demonstrably helps students, they gain credibility to insist that most of what else they offer on campus is a qualitatively different experience—one that technology can’t replace”  MIT Technology Review
  21. 21. New marketing and sales channel: reaching new market segments (previously non-consumers) Branding awareness/goodwill: not only in terms of academic reputation, but also social impact (free courses for those who can’t afford degree education) B U S I N E S S B E N E F I T S
  22. 22. IT’S STILL TOO EARLY TO TELL THE ROI OF HAVING MOOCs BUT...    “It’s not as if iTunes killed the Rolling Stones or going to a Rolling Stones concert, in fact maybe those are even more attractive now because you can buy a playlist on iTunes.” 
  23. 23. Believe that it can never replace the real experience and hence, do nothing Race to put courses online just because everyone is doing it Ask the right questions before rushing to actions, e.g. what problems are we not solving or can we solve better for our users/learners? T Y P I C A L U N I ' S R E S P O N S E S T O D I S R U P T I O N
  24. 24. THE SAME NARRATIVE APPLIES IN THE CORPORATE SETTING Downplay the risk of becoming irrelevant Race to buy more tech Take a more holistic approach to digital transformation In the face of disruption, companies can choose to:
  25. 25. ARE YOU TAKING THE RIGHT ACTION (IF ANY)? I T ’ S E V I D E N T T H A T D I S R U P T I O N I S H A P P E N I N G A C R O S S T H E B O A R D Read full post at http://blog.enabled.com.au/digital-disruption-education/ C R E A T E D B Y

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