Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Upcoming SlideShare
What to Upload to SlideShare
What to Upload to SlideShare
Loading in …3
×
1 of 56

How to stay relevant as a university - is the road to insignificance paved with MOOCs, digital exams and performance metrics?

0

Share

Download to read offline

A presentation given at the Digital Examination Forum on June 2 2020. A critical stance against investments in ed-tech solutions for efficiency reasons only.

Related Books

Free with a 30 day trial from Scribd

See all

Related Audiobooks

Free with a 30 day trial from Scribd

See all

How to stay relevant as a university - is the road to insignificance paved with MOOCs, digital exams and performance metrics?

  1. 1. HOW TO STAY RELEVANT AS A UNIVERSITY WHEN SOCIETY DEMANDS EFFICIENCY? Is the road to insignificance paved MOOCs, digital exams, and performance metrics? Per Olof Arnäs, PhD Vice Dean of Education Technology Management and Economics Chalmers University of Technology Sweden with
  2. 2. Higher ed ”CIRCUMSTANCES" SDI R UPT N OI PER OLOF ARNÄS *UNIVERSITIES WE* ARE UNDER
  3. 3. PER OLOF ARNÄS A TWO-FRONT ASSAULT EFFICIENCY WINS OVER EFFECTIVENESS OUR RELEVANCE IS QUESTIONED
  4. 4. PER OLOF ARNÄS EFFICIENCY… …AND EFFECTIVENESS EFFICIENCY = DO THINGS RIGHT EFFECTIVENESS = DO THE RIGHT THINGS
  5. 5. Education m anagem ent University management Faculty PER OLOF ARNÄS EDUCATION AT A UNIVERSITY - FUNCTIONS
  6. 6. Education m anagem ent University management Faculty PUBLIC FUNDING Feedback Efficiency targets PER OLOF ARNÄS
  7. 7. Education m anagem ent University management Faculty Distributionoffunding PUBLIC FUNDING Feedback Efficiency targets Feedback PER OLOF ARNÄS
  8. 8. Education m anagem ent University management Faculty Distributionoffunding Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback Courses PER OLOF ARNÄS
  9. 9. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback Performance/Excellence Courses PER OLOF ARNÄS
  10. 10. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback Performance/Excellence Courses PER OLOF ARNÄS
  11. 11. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation Performance/Excellence Courses PER OLOF ARNÄS
  12. 12. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence Courses PER OLOF ARNÄS
  13. 13. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence DEVELOPMENT Courses PER OLOF ARNÄS
  14. 14. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence Efficiency initiatives Economies-of-scale Courses PER OLOF ARNÄS
  15. 15. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence Efficiency initiatives Economies-of-scale Online teaching/MOOCs Courses PER OLOF ARNÄS
  16. 16. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence Efficiency initiatives Economies-of-scale Online teaching/MOOCs Digital exams Courses PER OLOF ARNÄS
  17. 17. Education m anagem ent University management Faculty Distributionoffunding Createprerequisites Education requirements PUBLIC FUNDING Feedback Efficiency targets Feedback The bureaucratic side The academic side • Manage resources • Maximise use of funds • Maximise internal resource utilisation • Curriculum design • Teaching • Assess/create relevant education content • Examine Performance/Excellence Efficiency initiatives Economies-of-scale Online teaching/MOOCs Digital exams Covid-19 Is this where we are today? Courses PER OLOF ARNÄS
  18. 18. PER OLOF ARNÄS RELEVANCE HOW ARE WE PERCIEVED BY STUDENTS AND INDUSTRY?
  19. 19. PER OLOF ARNÄS
  20. 20. Education can be found in many places PER OLOF ARNÄS
  21. 21. Do I really need a degree to get a job? Do I really need student loans? PER OLOF ARNÄS
  22. 22. PER OLOF ARNÄS A TWO-FRONT ASSAULT HOW CAN WE KEEP/INCREASE THE RELEVANCE OF OUR EDUCATION WHEN WE ARE CHALLENGED BY BOTH INDUSTRY, GOVERNMENTS AND 19-YEAR OLDS? CAN WE BE BOTH”EFFICIENT” AND”EFFECTIVE”?
  23. 23. By Thomas Estermann and Veronika Kupriyanova JUNE 2019 A USTREAM REPORT Efficiency, Effectiveness and Value for Money at Universities EUA 2019PER OLOF ARNÄS TECHNOLOGY AS AN EFFICIENCY MEASURE
  24. 24. WHAT ARE OUR CORE COMPETENCES? IS IT… TEACHING?
  25. 25. WHAT ARE OUR CORE COMPETENCES? IS IT… TEACHING? NO! SOME OF THE WORLD´S BEST TEACHERS ARE AVAILABLE FOR FREE ONLINE.
  26. 26. IS IT… CURRICULUM DESIGN? WHAT ARE OUR CORE COMPETENCES?
  27. 27. IS IT… CURRICULUM DESIGN? NO, NOT ANYMORE… YOU CAN TAILOR YOUR OWN PATH ONLINE WHAT ARE OUR CORE COMPETENCES?
  28. 28. HOWEVER… MENTORING AND TUTORING ARE STILL IN MOST CASES REQUIRED IN ORDER TO LEARN AND INTERNALISE COMPLEX SUBJECTS
  29. 29. IS IT… ADMINISTRATION? WHAT ARE OUR CORE COMPETENCES? EFFICIENCY?
  30. 30. IS IT… ADMINISTRATION? YES, POSSIBLY! WE ARE REALLY GOOD AT MANAGING LARGE GROUPS OF STUDENTS. WHAT ARE OUR CORE COMPETENCES? EFFICIENCY?
  31. 31. IS IT… VALIDATION OFKNOWLEDGE? YES, DEFINITELY! WE ARE EXPERTS AT THIS! WHAT ARE OUR CORE COMPETENCES?
  32. 32. ACTUALLY… VALIDATION IS THE ONE OF FEW UNIQUE THINGS THAT WE STILL HAVE TO OFFER… WHAT ARE OUR CORE COMPETENCES?
  33. 33. …APART FROM THE SOCIAL EXPERIENCE AND MATURITY PROCESS OF HIGHER EDUCATION OF COURSE… WHAT ARE OUR CORE COMPETENCES?
  34. 34. PER OLOF ARNÄS THE CASE OF DIGITAL EXAMINATION SYSTEMS… …WHAT ARE THE BENEFITS?
  35. 35. PER OLOF ARNÄS COST STRUCTURE OF EXAMINATION
  36. 36. PER OLOF ARNÄS ANALOG VS. DIGITAL
  37. 37. PER OLOF ARNÄS ECONOMY-OF-SCALE
  38. 38. PER OLOF ARNÄS LEARNING CURVE FOR THE TEACHER
  39. 39. PER OLOF ARNÄS FIXED COSTS AREGOING DOWN
  40. 40. PER OLOF ARNÄS ADMINISTRATION COST IS LOWERED(A LOT)
  41. 41. PER OLOF ARNÄS ECONOMY-OF-SCALE INCL. ADMINISTRATION
  42. 42. PER OLOF ARNÄS ACTUALLY… …THIS HAS BEEN THE MAIN REASON FOR INVESTING IN DIGITAL EXAMINATION VERY EFFICIENT!
  43. 43. The slippery slope of rational arguments Relevance TimePER OLOF ARNÄS
  44. 44. The slippery slope of rational arguments Low cost Relevance TimePER OLOF ARNÄS YEAH!
  45. 45. The slippery slope of rational arguments Low cost Scalable Relevance TimePER OLOF ARNÄS YEAH! WE LOVE IT!
  46. 46. The slippery slope of rational arguments Low cost Scalable Standardisation Relevance TimePER OLOF ARNÄS YEAH! WE LOVE IT! FAN TASTIC!
  47. 47. The slippery slope of rational arguments Low cost Scalable Standardisation Relevance TimePER OLOF ARNÄS YEAH! WE LOVE IT! FAN TASTIC! HEY! WHAT HAPPENED? WHERE ARE ALL OUR STUDENTS? THEY ALL WENT TO WORK FOR AMAZON AFTER TAKING ONE OF THEIR FREE AI COURSES.
  48. 48. Relevance Time CAN’T WE USE TECHNOLOGY TO INCREASE RELEVANCE INSTEAD? PER OLOF ARNÄS
  49. 49. WE CAN USE DIGITAL EXAMS AS A WAY TO FREE UP TIME... PER OLOF ARNÄS
  50. 50. WE CAN USE DIGITAL EXAMS AS A WAY TO FREE UP TIME... MIYAGI-TIME PER OLOF ARNÄS
  51. 51. WE CAN USE MACHINE LEARNING TO ANALYSE TEST RESULTS… PER OLOF ARNÄS
  52. 52. WE CAN USE MACHINE LEARNING TO ANALYSE TEST RESULTS… TO LEARN WHAT EACH INDIVIDUAL STUDENT NEEDS PER OLOF ARNÄS
  53. 53. WITH DIGITAL EXAMINATION TOOLS… PER OLOF ARNÄS
  54. 54. WITH DIGITAL EXAMINATION TOOLS… PER OLOF ARNÄS IT IS EASY TO GIVE RICH, INDIVIDUAL FEEDBACK TO EACH STUDENT …USING SCALABILITY TO OUR ADVANTAGE
  55. 55. WE NEED TO LOOK AT ED TECH FROM AN EFFECTIVENESS PERSPECTIVE… PER OLOF ARNÄS …BEFORE WE BECOME IRRELEVANT
  56. 56. HOW TO STAY RELEVANT AS A UNIVERSITY WHEN SOCIETY DEMANDS EFFICIENCY? Is the road to insignificance paved MOOCs, digital exams, and performance metrics? Per Olof Arnäs, PhD Vice Dean of Education Technology Management and Economics Chalmers University of Technology Sweden with MAYBE NOT!

×