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LTSI 2013 - Setting The Context

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LTSI 2013 - Setting The Context

  1. 1. Scottish Girl
  2. 2. Never SecondsDaily School Lunches
  3. 3. THE POWER OF ONESETTING THE CONTEXT FOR THE LTSIGlenn Platt, C. Michael Armstrong Chair & Professor, AIMSArmstrong Institute for Interactive Media StudiesLTSI 2013
  4. 4. ROADMAPNorth Star: Why Do We Do This?Forces Of Institutional Change: Everything Is ChangingPrinciples Of Good Teaching: Nothing Is ChangingSteps To Evolve With Learning Environment
  5. 5. IntroductionHistory Does Not Repeat Itself,But It Sure Rhymes A Lot
  6. 6. Executives at theMegabookstore.Imagine The Meeting
  7. 7. Flap Harder.
  8. 8. SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY?The Role of Higher Education
  9. 9. Convey knowledge.The Role of Higher Education
  10. 10. Create knowledge.The Role of Higher Education
  11. 11. Develop the person.The Role of Higher Education
  12. 12. Contribute to society.The Role of Higher Education
  13. 13. Signal ability.The Role of Higher Education
  14. 14. Seed innovation.The Role of Higher Education
  15. 15. BUT THE SYSTEM ISBREAKING DOWN.University System Collapse
  16. 16. The cost is too high.University System Collapse
  17. 17. You have to go to mountain.University System Collapse
  18. 18. There’s no control over the clock.University System Collapse
  19. 19. The “experts” are local.University System Collapse
  20. 20. Universities changeone funeral at a time.University System Collapse
  21. 21. Faculty hire peoplejust like themselves.University System Collapse
  22. 22. Tenure is broken.University System Collapse
  23. 23. Technology DiffusionUniversity System Collapse
  24. 24. WHAT’S DRIVING THISBREAKDOWN?Disruptive Change
  25. 25. Disruptive Change: What’s Driving this Breakdown?Change in DemographicsChange in Knowledge ConstructionChange in the Consumer ModelChange in the Stakeholder Relationship
  26. 26. Changing demographics.Tectonic ChangeThe new traditional student.Disruptive Change: Change in Demographics
  27. 27. Location independence.Disruptive Change: Change in Demographics
  28. 28. Work and family.Disruptive Change: Change in Demographics
  29. 29. Acceleration of K-12.Disruptive Change: Change in Demographics
  30. 30. Flattening of knowledgehierarchy.Disruptive Change: Change in Knowledge Construction
  31. 31. Changes in how we learn.Disruptive Change: Change in Knowledge Construction
  32. 32. Growth in interdisciplinarity.Disruptive Change: Change in Knowledge Construction
  33. 33. Parents/students focus on value.Disruptive Change: Change in the Consumer Model
  34. 34. Increase in debt.Disruptive Change: Change in the Consumer Model
  35. 35. Low barriers to entry.Disruptive Change: Change in the Consumer Model
  36. 36. Decreased loyalty.Disruptive Change: Change in the Consumer Model
  37. 37. Increase in unbundled options.Disruptive Change: Change in the Consumer Model
  38. 38. Increase in pre-college options.Disruptive Change: Change in the Consumer Model
  39. 39. Increase stakeholder involvement.Disruptive Change: Change in the Stakeholder Relationship
  40. 40. It’s about the portfolio.Disruptive Change: Change in the Stakeholder Relationship
  41. 41. EDUCATIONAL ENTREPRENEURSHAVE STEPPED IN TO FILL THE GAP.The Entrepreneurs
  42. 42. The uncollege movement.The Entrepreneurs
  43. 43. MOOCs.The Entrepreneurs
  44. 44. MOOCs.The Entrepreneurs
  45. 45. Badging and certificates.The Entrepreneurs
  46. 46. Free lectures.The Entrepreneurs
  47. 47. Free courses.The Entrepreneurs
  48. 48. Inverted/flipped content.The Entrepreneurs
  49. 49. Packaged/curated content.The Entrepreneurs
  50. 50. Free content.The Entrepreneurs
  51. 51. Learning networks.The Entrepreneurs
  52. 52. Learning networks.The Entrepreneurs
  53. 53. Adaptive SystemsThe Entrepreneurs
  54. 54. Alternative funding models.The Entrepreneurs
  55. 55. Alternative funding models.The Entrepreneurs
  56. 56. ResearchnetworksThe Entrepreneurs
  57. 57. SO WHAT’S THE PURPOSE OF AUNIVERSITY ANYWAY…REVISITEDThe Role of Higher Education
  58. 58. Convey knowledge.The Role of Higher Education…Revisited
  59. 59. Convey knowledge.The Role of Higher Education…Revisited
  60. 60. Create knowledge.The Role of Higher Education…Revisited
  61. 61. Contribute to society.The Role of Higher Education…Revisited
  62. 62. Contribute to society.The Role of Higher Education…Revisited
  63. 63. Signal ability.The Role of Higher Education…Revisited
  64. 64. Seed innovation.The Role of Higher Education…Revisited
  65. 65. THE END OF THE UNIVERSITY.Mainstream Media
  66. 66. SO, HOW DOES THETRADITIONAL UNIVERSITY EVOLVE?Managing Change
  67. 67. The power of one.Managing Change
  68. 68. The power of one.Managing Change
  69. 69. Managing Change: So, How Does the Traditional University Evolve?Changes in Institutional StructureChanges in Individual Perception & Practice
  70. 70. Unbundled educational structures.Managing Change: Changes in Institutional Structure
  71. 71. Permeable institutional walls.Managing Change: Changes in Institutional Structure
  72. 72. Flexible institutional collaborations.Managing Change: Changes in Institutional Structure
  73. 73. Faculty as independent contractor.Managing Change: Changes in Institutional Structure
  74. 74. Re-examine tenure.Managing Change: Changes in Institutional Structure
  75. 75. Embed apprentice model.Managing Change: Changes in Institutional Structure
  76. 76. De-privilege institutional contentManaging Change: Changes in Institutional Structure
  77. 77. Focus onquestions notdepartments.Managing Change: Changes in Institutional Structure
  78. 78. Inspire student-driven inquiry.Managing Change: Changes in Perception & Practice
  79. 79. Encourage experimentation.Managing Change: Changes in Perception & Practice
  80. 80. Focus on curation.Managing Change: Changes in Perception & Practice
  81. 81. Create a culture of innovation.Managing Change: Changes in Perception & Practice
  82. 82. Hire people who think this way.Managing Change: Changes in Perception & Practice
  83. 83. Reconceptualize the faculty role.Managing Change: Changes in Perception & Practice
  84. 84. HOW DO WE CHANGE ASINSTRUCTORS?Managing Change: Changes in Perception & Practice
  85. 85. Not Content, But ContextManaging Change: Changes in Perception & Practice
  86. 86. Content• PowerPoint• Email• Web Site• Social Media• Video• Online LearningContext• Simulation• Experience• Co-Creation• Mash-Ups• Networked Learning• CommunityNot Content, But ContextManaging Change: Changes in Perception & Practice
  87. 87. DIGITAL REFORMATTING OF YOUR EXISTINGCOURSE CONTENT IS NOT SUFFICIENTStart Here:
  88. 88. Rethink Your Course1. What are your learning objectives?2. How would you assess the success of thecourse?3. What have you always wanted to do in acourse, but couldn’t?4. What outcomes do you value?5. What would a successful graduate of thecourse “look like?”6. How is knowledge constructed in your fieldand does your course reinforce thisprocess?7. How do your students constructknowledge?
  89. 89. Distance-Based LearningManaging Change: Changes in Perception & Practice
  90. 90. CONCERNS, MYTHS, & CHALLENGES
  91. 91. IS THIS A PROBLEM WITH TEACHING OR APROBLEM WITH DISTANCE TEACHING?Litmus Test
  92. 92. START WITH THE STUDENT
  93. 93. DISCUSSION

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