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Universities for the Future (OE Global 2015)

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Universities for the Future (OE Global 2015)

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Universities for the Future (OE Global 2015)

  1. 1. Universities for the Future: Disruption and the Role of Open Education Presentation to Open Education Consortium Global Conference 2015 Banff, AB, Canada, 22 April 2015
  2. 2. DeakinDigital Pty Ltd Challenges and criticisms
  3. 3. DeakinDigital Pty Ltd Asking the right question… • How do we preserve the status quo of higher education? versus • What is the role of higher education in the future? – Role – Structure – Function – Funding – Stakeholder alignment
  4. 4. CHALLENGES AND THE POTENTIAL FOR DISRUPTION Higher Education Sector
  5. 5. DeakinDigital Pty Ltd Defining the problem: an holistic approach • Cost and value of a degree • Graduate employability and time to productivity • Competency-based education • Democratization of knowledge (and access) • Unbundling, re-bundling and credentialing • Peer-to-peer economy and higher education
  6. 6. DeakinDigital Pty Ltd Defining the problem: an holistic approach • Cost and value of a degree • Graduate employability and time to productivity • Competency-based education • Democratization of knowledge (and access) • Unbundling, re-bundling and credentialing • Peer-to-peer economy and higher education
  7. 7. DeakinDigital Pty Ltd Accountability and graduate success • Employment – Post-graduation metric of higher education success • Employability definitions – Employment-centred: ability [of graduates] to gain initial meaningful employment, or to become self-employed, to maintain employment, and to be able to move around within the labour market – Competency-centred: a set of achievements – skills, understandings and personal attributes – that makes graduates more likely to gain employment and be successful in their chosen occupations European Commission/EACEA/Eurydice, 2014. Modernisation of Higher Education in Europe: Access, Retention and Employability 2014 . Eurydice Report. Luxembourg: Publications Office of the European Union.
  8. 8. DeakinDigital Pty Ltd Understanding competence • Competence: it’s not how you teach it’s how you measure • It is binary – “you can or you can’t” • Progression is not via scores but levels of competence – Evident in higher education graduate outcomes or attributes – Same attributes for all qualifications but at different levels • Requires context to be valid • Is independent of how you achieved competence
  9. 9. DeakinDigital Pty Ltd Enroll in qualification (bundle) • Core curriculum with approved electives • Provider delivers courses and content • Tutorials, Practicals, Labs, etc • Provider has some responsibility for progress • Provider’s information resources are included • Provider examinations and assessments • Accreditation with an award • Variable Fees (20k – 38k per year) • Additional Fees may be charged • Register in a subject, course, module, certification • Self-guided according to personal/career goals • Access content from anywhere (free – fee) • Fee-based; simulations; experience (incomplete) • Responsible for own progress and motivation • The web; community resources • Variable – badges, vendor & other certifications • Badges & certifications; Reliant on consortia & RPL • Unbundled fees; from free to service-based fees • Consumer driven Products and Services: Unbundling of education From this… To this
  10. 10. UNDERSTANDING THE NATURE OF DISRUPTIVE INNOVATION
  11. 11. DeakinDigital Pty Ltd Disruptive vs Sustaining Innovation From The Innovator’s Dilemma (1997) Clayton Christensen
  12. 12. DeakinDigital Pty Ltd Sustaining Innovation vs Disruptive Innovation • Sustaining Innovation – Improvements in teaching, learning, technology or services – Neither technology nor content are disruptors in themselves • Disruptive Innovation changes business and operational models – Revenue is no longer tied to a time-served model – Student achievement is recognised in terms of professional competence (ie: measurable attributes that are industry relevant) – Recognition of learning outside formal education becomes mainstream – Alternative accreditation is embraced and integrated (eg badges, certifications, etc)
  13. 13. ROLE AND IMPACT OF OPEN EDUCATION In relation to Disruptive Innovation
  14. 14. DeakinDigital Pty Ltd Open Education…
  15. 15. DeakinDigital Pty Ltd Open Education is neutral to disruption • May support existing higher education – OER – Revise, Reuse, Remix, Redistribute = reduce cost – Open Courses and MOOCs as outreach – Opportunity for innovation in content and approaches to learning • May support disruption to higher education – Democratisation of knowledge and learning – Alternative models evolve around free content and recognition
  16. 16. DeakinDigital Pty Ltd Information wants to be free… On the one hand, information wants to be expensive, because it’s so valuable. The right information in the right place just changes your life. On the other hand information wants to be free, because the cost of getting it out is getting lower and lower all the time. So you have these two fighting against each other. Stuart Brand, 1984
  17. 17. DeakinDigital Pty Ltd Success Factors for Open Education • Impediments to success – Not the de facto approach to content and courses – The only reason OER exists is the 4Rs but it’s too hard (ok… 5Rs) – Quality is often criticised • But continuous improvement via the 4Rs fixes that • For Open Education to be successful: – All content must be easy to Revise and Remix – Courses should routinely be comprised of Open Educational Content – Content must be agnostic to platforms and technologies
  18. 18. UNIVERSITIES FOR THE FUTURE What should they be like?
  19. 19. DeakinDigital Pty Ltd Breaking down the monolith (1996: Seely Brown et al) a) to enable students to engage in open learning, exploration, and knowledge creation b) simultaneously, to provide the resources to help them work in both distal and local communities, and c) to offer them the means to earn exchangeable, equivalent credentials for work done in class, on-line, or through hands- on experience. From The University in the Digital Age
  20. 20. DeakinDigital Pty Ltd Vision To provide the most highly valued, evidence-based employability credentials for continuous career development using smart systems
  21. 21. DeakinDigital Pty Ltd DeakinDigital’s model is premised upon: • Democratisation of knowledge and availability of content • Digital disruption’s trend to make that which was monolithic more granular (eg music; publishing etc) • Systemic pressures on traditional education models – Lack of affordability – Lack of scalability – Unmet demand, especially in emerging economies • Assessment-only model breaks credit-hour models • Better alignment with transferrable workforce skills
  22. 22. DeakinDigital Pty Ltd Framework Alignment Model Communication Digital Literacy Critical Thinking Problem Solving Self-management Teamwork Global Citizenship Discipline KSA competency/capability Graduate Learning Outcomes 10 9 8 7 6 5 4 3 1 2 AQF Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Level Descriptor Discipline KSA Level competency/capability Generic Descriptors Communication Digital Literacy Critical Thinking Problem Solving Self-management Teamwork Global Citizenship Discipline KSA competency/capability Industry-specific Assessment Per Industry / Framework Credentials AQF = Australian Qualifications Framework Incl. Industry Frameworks Qualification- (Evidence-based) In the future…
  23. 23. DeakinDigital Pty Ltd Critical Thinking Problem solving Teamwork Global citizenship Professional Expertise (Discipline-specific KSA) Digital literacy Digital literacy Critical thinking Problem solving Collaboration Cultural awareness Deep discipline Broad discipline Professional ethics Emotional awareness Self-management Self Management Communication Communication Graduate Learning Outcomes Credentials © DeakinDigital
  24. 24. DeakinDigital Pty Ltd DeakinDigital Assessment • Robust assessment model across multiple methods • Aligned to current best practice in higher education • Recognition of Professional Practice – Not just RPL, PLAR, etc • Assessment Guide derived from Professional Capability Standard • Is designed to assess professional capabilities (employability skills) • Comprised of: – Reflective testimony – Curated evidence – Alternative assessments if applicable (eg competency-based psychometrics) – Video interview
  25. 25. DeakinDigital Pty Ltd

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