The document discusses the increasing importance of knowledge and higher education globally and nationally. It notes pressures on governments and universities to expand access to higher education while containing costs. This has led to policies encouraging private provision, increased student contributions, performance measures, and use of ICT to reduce delivery costs. Students now expect flexible options and personal attention. For open and distance education providers, there are challenges around research status, competition from private providers, and attracting qualified teaching staff. The document calls for a strategic review of open and distance education to determine strengths and focus, and greater collaboration among institutions.
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Reci...CEW Georgetown
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients finds that if every college was required to have at least 20 percent Pell Grant recipients, nearly 79,000 more Pell students would have to be admitted to 349 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 53 percent at open-access colleges.
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Reci...CEW Georgetown
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients finds that if every college was required to have at least 20 percent Pell Grant recipients, nearly 79,000 more Pell students would have to be admitted to 349 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 53 percent at open-access colleges.
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
Focusing and working locally - while reaching globallyNathaniel Harvatt
Student recruitment, student experience, rankings and employability are all so important, but how can you do this and still support the local community and economy? Do you look to wealthy international students or recruit from your local talent pool? Do you diversify into new types of teaching?
The intelligent use of ‘big data’ and embracing modern marketing techniques can hold the key to identifying the right students for your university, and giving them more personalised support. Making use of this data/information can not only increase retention rates but can nurture talent, push up attainment and improve the student experience.
Transportation Learning Network: A Cooperative Training Approach for Transpor...UGPTI
In a presentation to the Western Association of State Highway and Transportation Officials, UGPTI director Gene Griffin outlined the vision of how the Transportation Learning network will contribute to the on-going success of state departments of transportation.
Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
Campus Consortium Webinar Featuring $60,000 Mobile Campus Grant Award Winner ...Campus Consortium
Paul will share his experience on how you can apply for a Grant just the way Belmont University did. The University was awarded a $60,000 Mobile Campus Grant. Here’s your opportunity to know more:
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Keynote: A Transforming Asia: Challenges and Opportunities for Collaboration in Education Development and Open Educational Resources
Mr. Jouko Sarvi
Benefits and challenges of OER for higher education institutionsMichael Paskevicius
The emergence of teaching materials and processes as open educational resources (OER) in higher education in the 21st century is part of the much larger social movement towards ‘opening up’ what was previously ‘closed’ to all except a limited number of people who paid for access to or use of information and services. Initially OER was understood as sharing specific ‘products’, but it now thought of as including the underlying pedagogical ‘practices’.
That academics and student tutors want to share their intellectual capital openly with the rest of the world is at the heart of the OER movement. Archer’s (2003) notion of the ‘active agent’, offers some insight into why academics (or students) in HEIs may decide to (or not) use and share OER, and how they might respond in an institutional environment which inhibits or encourages the practice of
sharing.
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
Focusing and working locally - while reaching globallyNathaniel Harvatt
Student recruitment, student experience, rankings and employability are all so important, but how can you do this and still support the local community and economy? Do you look to wealthy international students or recruit from your local talent pool? Do you diversify into new types of teaching?
The intelligent use of ‘big data’ and embracing modern marketing techniques can hold the key to identifying the right students for your university, and giving them more personalised support. Making use of this data/information can not only increase retention rates but can nurture talent, push up attainment and improve the student experience.
Transportation Learning Network: A Cooperative Training Approach for Transpor...UGPTI
In a presentation to the Western Association of State Highway and Transportation Officials, UGPTI director Gene Griffin outlined the vision of how the Transportation Learning network will contribute to the on-going success of state departments of transportation.
Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
Campus Consortium Webinar Featuring $60,000 Mobile Campus Grant Award Winner ...Campus Consortium
Paul will share his experience on how you can apply for a Grant just the way Belmont University did. The University was awarded a $60,000 Mobile Campus Grant. Here’s your opportunity to know more:
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Keynote: A Transforming Asia: Challenges and Opportunities for Collaboration in Education Development and Open Educational Resources
Mr. Jouko Sarvi
Pre K 12 Ndlw Power Point Elluminate Mondayvideoreg
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
This webinar will explore how the use of related information, communication, and educational technologies are being used to support and improve Pre K-12 / home school based learning and student achievement. Specific areas of interest may focus on professional development for trainers/educators, cooperative models for developing and distributing instructional materials, best practices around all aspects of blended learning, content management, reusable content, development tools, learning governance, intelligent tutors and other related topics.
http://www.scie.org.au/
http://www.scie.org.au/journals
Objective: To investigate factors influencing College choice among undergraduate students in the University of Eldoret.
Methods: This was a cross-sectional study design. The study site was University of Eldoret with its target population being undergraduate students. Multi-stage sampling technique was employed to select respondents for study from each hostel and final sample size chosen using convenience sampling.
Both structured and unstructured questionnaires were used as the main tools for data collection. The researchers interviewed respondents by asking them prompt questions on issues observed when making decisions to join a particular college. Data was analyzed using both qualitative and quantitative methods. To describe factors influencing College decision, factor analysis method was employed
Ralph A. Wolff, President and Executive Director
Western Association of Schools and Colleges
Accrediting Commission for Senior Colleges and Universities
2012 Australian Higher Education Survey ResultsJohn Burgher
Extensive research is put into interviewing the Australian Higher Education Sector to ensure top quality conference agendas. The content strives to be a reflection of the most critical issues, challenges and opportunities that will impact the Higher Education Sector over the next 12 months.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
Symposium: An institutional voice to support teachers and learners in blended...alanwylie
A Symposium presentation by Dr Dolene Rossi a symposium member from CQUniversity for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Reshaping distance education – returning the student to centre stagealanwylie
A parallel presentation by Dr Barrie Todhunter from the University of Southern Queensland for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
Pre-Service Teacher Education for the Management of Actual and Virtual Classesalanwylie
Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
OER Panel Presentation by Dr Rory McGreal, Athabasca University for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
A Story of Ox Carts and Airplanes: Converging the Promise and Reality of eLea...alanwylie
Keynote presentation by Phil Ice, Ed.D. Associate VP, Research and Development, American Public University System for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Locating the student voice in the quality debatealanwylie
Quality panel presentation by Trish Andrews for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Staffing and Qualifications: A personal perspectivealanwylie
Anticipation the Future Panel presentation by Professor Graham Webb for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Anticipating the future: developing leaders, researchers and practitioners of...alanwylie
Anticipation the Future Introductory Panel presentation by Anne Forster for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Research at Athabasca University: Boxes, square pegs & round holesalanwylie
Anticipation the Future Panel presentation by Rory McGreal for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Distance Education in Aotearoa/New Zealand: Challenges and Opportunitiesalanwylie
The Australian Keynote presentation by Associate Professor Mark Brown, Director, Teaching, Learning & Distance Education for the DEHub/ODLAA 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Openness: A sociological, psychological, legal and technological movement.alanwylie
OER Panel Presentation by Professor Terry Anderson, Athabasca University, Canada for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER and associated practices – opportunities and challengesalanwylie
OER Panel Presentation by Professor Gráinne Conole, The Open University, UK for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER Panel Presentation by Dr Carina Bossu – DEHub, University of New England for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Presentation by Professor Sandra Wills, University of Wollongong for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
The Geography of Distance Education Research - Bibliographic Characteristics ...alanwylie
Keynote presentation by Olaf Zawacki-Richter, University of Oldenburg, Germany, Center for Lifelong Learning, Faculty of Educational and Social Sciences for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The distinctiveness of australian distance education – thealanwylie
The Australian and New Zealand Keynote Panel presentation by Emeritus Professor Bruce King for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Coverage International context for Higher Education Australian context Implications for Open and Distance Education
3. Context For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living – more than land, than tools, than labour. Today’s most technologically advanced economies are truly knowledge-based World Bank 1999, World Development Report, Knowledge for Development, 1998-1999, p. 16
4. Implications The level of skills and knowledge of citizens – a competitive advantage for nations Universities central to national competitiveness as knowledge producers and disseminators Unprecedented interest by governments in the missions as well as the performance of universities in research and in teaching Recognition by individuals that university qualifications are critical for personal success
5. Implications for nation states Participation in Higher Education rising in response to national and individual pressures to increase qualification levels Concerns everywhere about the public costs of maintaining research competitiveness and supporting rises in participation Concerns everywhere about the impact on quality of provision, support and outcomes as participation increases Some public concern (real or feigned) about differential access to Higher Education between social groups
6. Some Public Policy Responses Governments everywhere seek to contain costs of expansion by Increasing student contributions Differentiating institutional roles Finetuning funding Developing more stringent performance measures Encouraging private provision Identifying ICT as means to economise on delivery costs
7. Student responses Growth of the position that they are customers and want ‘good service’ The full time on campus student is becoming rarer as part time study while working or part time work while studying full time become the norm Students want flexible options, technologically mediated delivery but personal attention- high tech and high touch
8. The Australian scene Productivity argument accepted HE still a public good and increased numbers to be funded but funding regime under review Focus on action to increase participation of marginalised groups Major focus on research performance and funding Concerns about participation, access and outcomes of rural and remote communities Growth in private provision supported Dual mode institutions are the past model, flexible delivery to all is now the norm
9. Pressures on open and distance delivery internationally Renewed focus on research reinforces existing status gulfs within and between universities and could imperil a focus on teaching performance Continuing status gulf between public institutions which educate a predominately full time student population and those where the cohort is predominately part time/ distance and/or open entry- often differentiated in terms of institutional title, funding levels and accreditation requirements
10. Pressures on open and distance delivery internationally 2 Competition from private, teaching only providers which exploit economies of scale or delivery partnerships. Public providers in danger of becoming residual providers? How effectively can we cost various models of open and distance delivery? The battle for qualified English speaking academic staff over the next two decades will be intense. Low status, poorly funded institutions will find it difficult to attract staff
11. So what next? A clear eyed and honest strategic review of the strengths and weaknesses of the field by practitioners is long overdue Institutions need to decide the game they are in and seek to be the best in it- not try to be in several games Flexible delivery for all may be the right decision for most but not for all Greater collaboration among institutions whose focus is open and distance education would help to build scale, reputation, better research on the field and a stronger community of practice