This workshop was presented by Andrew Sears with ProMeta in Colorado Springs and William Carey International University. The focus was on how we need a new system for Christian education based around the needs of the majority world. You can also find slides on SlideShare.
GC4 and Alternative Models for Christian Accreditation for the Majority WorldCity Vision University
This presentation explains the purpose of the Global Christian College Credit Consortium (GC4) and looks at Alternative Models for Christian Accreditation for the Majority World.
It was presented as a part of the Aqueduct Project Webinar on "The Role of the Accreditation Agency in the Task of Global Pastoral Training” on Friday, April 21, 2017.
Disruptive Innovation and Accreditation in Christian Higher Education for the...City Vision University
Talk on Disruptive Innovation and Accreditation in Christian Higher Education for the Majority World at ICETE Panama on November 1, 2018 by Andrew Sears
These are the slides for our free course. You can find the course on Udemy at:
https://www.udemy.com/academic-program-development-and-accreditation/
and the YouTube Course Playlist at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0VhgBZxVBfZUmt49heXPnhh
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
GC4 and Alternative Models for Christian Accreditation for the Majority WorldCity Vision University
This presentation explains the purpose of the Global Christian College Credit Consortium (GC4) and looks at Alternative Models for Christian Accreditation for the Majority World.
It was presented as a part of the Aqueduct Project Webinar on "The Role of the Accreditation Agency in the Task of Global Pastoral Training” on Friday, April 21, 2017.
Disruptive Innovation and Accreditation in Christian Higher Education for the...City Vision University
Talk on Disruptive Innovation and Accreditation in Christian Higher Education for the Majority World at ICETE Panama on November 1, 2018 by Andrew Sears
These are the slides for our free course. You can find the course on Udemy at:
https://www.udemy.com/academic-program-development-and-accreditation/
and the YouTube Course Playlist at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0VhgBZxVBfZUmt49heXPnhh
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
OTC19: Zero Textbook Cost Degrees - Reducing Equity Gaps or Just Lowering CostsUna Daly
Twenty-six community colleges received Zero Textbook Cost (ZTC) Degree implementation grants from the California Community Colleges Chancellor’s Office. Eliminating the cost of textbooks removes a major barrier to student access and learning. Grantees were also interested in how ZTC degree pathways can address the critical issue of student equity. With this in mind, the ZTC Degree Technical Assistance team has developed four major strategies to promote and measure the link between ZTC degree pathways and equity.
• Collect student outcome data for pathway courses and disaggregate by demographics to better understand the effects on all students.
• Develop the ZTC Degree Equity Champion network to provide a community of practice, coursework, and training materials to promote awareness among students and faculty and linkages with student equity and guided pathways initiatives on campus.
• Promote ZTC Degrees through summits, conference events, and marketing materials to drive awareness and build relationships with the statewide academic senate and the other public higher education systems.
• Develop a course that ties Open Educational Resources to Student Equity, and Guided Pathways to ZTC Degrees.
FLVC OER Summit '19: Leading the Transformation to OpenUna Daly
When an institution decides to promote open educational resources and practices to enhance student equity and achievement, a cultural shift begins. To ensure a successful transition, committed leadership in student facing functions both in and out of the classroom are needed. This shift towards open leads to increased pedagogical choices and access that ultimately gives students greater ownership over their own learning and success. This keynote presentation will launch the attendees into transformational thinking as they engage with OER through the summit.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Principles for Building a Modular Global Christian Educational EcosystemCity Vision University
As we move to a world driven by platforms, the strategy of Christian higher education needs to adjust. This presentation lays out a vision for how Christian higher education might adjust its strategy to compete in a global world dominated by platforms. Learn more at: http://www.globalchristiancollege.org and http://www.cheia.org
YouTube: https://www.youtube.com/watch?v=BdbfvMWl-_o
If this were a "flipped classroom," here would be my discussion questions:
Do you buy this vision and strategy? How can it be improved?
If you do buy this, how can we become change agents to get the larger movement of Christian higher education to adapt its strategy? Who are the key influencers that we need to reach? How can we help bring the change that is needed?
The intended audience for this presentation is change agents rather than skeptics. I realize that there would need to be a different presentation targeting skeptics, but honestly, I think the best way to win them over will be not through presentations, but by creating new wineskins that demonstrate that this works.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Open Access Week: College of Du Page KeynoteUna Daly
Open Access Week keynote for In Service Day at College of DuPage in Glen Ellyn, Illinois. Choose Generation Open: Transforming Teaching and Learning with Open Educational Resources with Una Daly, Community College Director at the Open Education Consortium and Kate Hess, Faculty Librarian, at Kirkwood College, Iowa.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
OTC19: Zero Textbook Cost Degrees - Reducing Equity Gaps or Just Lowering CostsUna Daly
Twenty-six community colleges received Zero Textbook Cost (ZTC) Degree implementation grants from the California Community Colleges Chancellor’s Office. Eliminating the cost of textbooks removes a major barrier to student access and learning. Grantees were also interested in how ZTC degree pathways can address the critical issue of student equity. With this in mind, the ZTC Degree Technical Assistance team has developed four major strategies to promote and measure the link between ZTC degree pathways and equity.
• Collect student outcome data for pathway courses and disaggregate by demographics to better understand the effects on all students.
• Develop the ZTC Degree Equity Champion network to provide a community of practice, coursework, and training materials to promote awareness among students and faculty and linkages with student equity and guided pathways initiatives on campus.
• Promote ZTC Degrees through summits, conference events, and marketing materials to drive awareness and build relationships with the statewide academic senate and the other public higher education systems.
• Develop a course that ties Open Educational Resources to Student Equity, and Guided Pathways to ZTC Degrees.
FLVC OER Summit '19: Leading the Transformation to OpenUna Daly
When an institution decides to promote open educational resources and practices to enhance student equity and achievement, a cultural shift begins. To ensure a successful transition, committed leadership in student facing functions both in and out of the classroom are needed. This shift towards open leads to increased pedagogical choices and access that ultimately gives students greater ownership over their own learning and success. This keynote presentation will launch the attendees into transformational thinking as they engage with OER through the summit.
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
2016-08-16 High Quality Education for All through Open Education - Keynote at the International Lensky Education Forum in Yakutsk, Sibiria by Christian M. Stracke (OUNL)
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online educationin Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Principles for Building a Modular Global Christian Educational EcosystemCity Vision University
As we move to a world driven by platforms, the strategy of Christian higher education needs to adjust. This presentation lays out a vision for how Christian higher education might adjust its strategy to compete in a global world dominated by platforms. Learn more at: http://www.globalchristiancollege.org and http://www.cheia.org
YouTube: https://www.youtube.com/watch?v=BdbfvMWl-_o
If this were a "flipped classroom," here would be my discussion questions:
Do you buy this vision and strategy? How can it be improved?
If you do buy this, how can we become change agents to get the larger movement of Christian higher education to adapt its strategy? Who are the key influencers that we need to reach? How can we help bring the change that is needed?
The intended audience for this presentation is change agents rather than skeptics. I realize that there would need to be a different presentation targeting skeptics, but honestly, I think the best way to win them over will be not through presentations, but by creating new wineskins that demonstrate that this works.
Webinar-Transnational Education: Growth at the Expense of Quality?DrEducation
To access the recording to the webinar visit ( http://bit.ly/TNE24May ).
A global online discussion on transnational education trends was hosted by University World News, an online publication, in partnership with DrEducation, a higher education research and consulting firm. It attracted more than 950 registered participants from across the international higher education scene.
Cross-border delivery of higher education is becoming a financial necessity for some institutions and a strategic differentiation for others. Transnational education (TNE) takes many forms ranging from joint-degrees and branch campuses to recent emergence of technology-enabled learning. While TNE has provided new opportunities for global engagement and expansion for many institutions, these models often come with challenges of quality. Is growth of TNE dependent on more flexible standards of quality? Or, are we stifling innovation in TNE by putting too many barriers for experimentation?
• Rahul Choudaha, PhD, (Chair), Principal Researcher & CEO, DrEducation, LLC & interEDGE.org
• Nigel Healey, PhD, Pro-Vice-Chancellor (International) and Head of College, Nottingham Trent University
• Jason E. Lane, PhD, Vice Provost for Academic Planning and Strategic Leadership and Senior Associate Vice Chancellor, State University of New York
• Elizabeth J. Stroble, PhD, President, Webster University
• Stéphan Vincent-Lancrin, PhD, Deputy Head of Division and Senior Analyst, OECD
Cross-border delivery of higher education is becoming a financial necessity for some institutions and a strategic differentiation for others. Transnational education (TNE) takes many forms ranging from joint-degrees and branch campuses to recent emergence of technology-enabled learning. While TNE has provided new opportunities for global engagement and expansion for many institutions, these models often come with challenges of quality. Is growth of TNE dependent on more flexible standards of quality? Or, are we stifling innovation in TNE by putting too many barriers for experimentation?
• Rahul Choudaha, PhD, (Chair), Principal Researcher & CEO, DrEducation, LLC & interEDGE.org
• Nigel Healey, PhD, Pro-Vice-Chancellor (International) and Head of College, Nottingham Trent University
• Jason E. Lane, PhD, Vice Provost for Academic Planning and Strategic Leadership and Senior Associate Vice Chancellor, State University of New York
• Elizabeth J. Stroble, PhD, President, Webster University
• Stéphan Vincent-Lancrin, PhD, Deputy Head of Division and Senior Analyst, OECD
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
Arizona OER Summit: Connections to Sustain and Grow Open EducationUna Daly
Keynote for DAY 2 of the Arizona OER SUmmit 2020. Emphasizing the importance of connections between people, institutions, organization over the implementation details of technology, licensing, and content for open education growth. Moving from the Maricopa College District to the entire state of Arizona and through the national CCCOER organization and other open education community members in North America to the world. The world view starts with OEGlobal and then internationally to UNESCO's OER 40C Resolution and finally bringing it back to student benefits through an open pedagogy project at Montgomery College and Kwantlen Polytechnical University linking to the UN Sustainable Development Goals.
Webinar-Technology for Global Engagement-University World News-DrEducationDrEducation
DrEducation and University World News partnered to host a global online discussion (webinar) “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.”
Over 700 professionals from around the world registered for the event. Recording of the event is available through following link. http://bit.ly/TechGlobalEd
The global panel was moderated by Dr. Rahul Choudaha, co-founder DrEducation and interEDGE.org. The panelists were:
- GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
- Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
- Mark Brown, Professor and Director of the National Institute for Digital Learning, Dublin City University
- Kevin Kinser, Professor and Department Head of Education Policy Studies Pennsylvania State University
Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion examined how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?
Why Should You Care About Open Educational Resources?Una Daly
OER Grant Opportunities for California Community Colleges
1. AB 798 Textbook Affordability Act of 2015
2. Achieving the Dream's OER Degree Initiative
3. California State Budget Proposal 2016-17 for OER Degrees
Similar to Majority World Christian Leadership Development and Disruptive Innovation (20)
The Redemption of Technology Workshop (Theology of Technology) by Andrew SearsCity Vision University
This was a 5 hour workshop presented to the Boston Fellows program covering the following topics: Vocation, Theology of Technology, Theology of Work, Media Addiction and Life Balance.
Learn how to balance your use of media and technology through this lesson using a media nutrition pyramid. This lesson provides templates that will help you log your media use, graph into a pyramid and then develop your own media nutrition plan. Available on TED Ed at: http://ed.ted.com/on/VoRBADci
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Discusses how the Christian worldview provides resources for affirming the dignity of work; guiding one's ethical decisions in work; reforming your vocation to have a Biblical perspective on humanity & creation; finding balance between work, rest, and other responsibilities; and showing how work has eternal value and reward.
Discussion of how the Christian worldview can help you find your calling, from City Vision University's Vocation, Calling, and the Purpose of Work class.
Discusses the meaning and importance of worldview in general as well as the Christian worldview specifically, and introduces how the Christian worldview can be applied to the joys and challenges of work
This presentation shows how to use the TAPF method (Topic-Audience-Purpose-Form) to plan a piece of academic writing.
The presentation is used in the English Composition I course at City Vision University (www.cityvision.edu)
Technology Life Balance and Addiction: Gaming, Pornography, TV AddictionCity Vision University
This presentation looks at technology related addiction like facebook addiction, gambling addiction, gaming addiction, information diet, media boundaries, media diet, media nutrition, pornography addiction. How do you create boundaries and balance? How do we use media for growth?
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
Majority World Christian Leadership Development and Disruptive Innovation
1. Majority World Christian Leadership
Development and Disruptive Innovation
Friday, June 23, 2017
Dr. Andrew Sears
President, City Vision University
www.cityvision.edu
andrew@cityvision.edu
https://www.linkedin.com/in/andrewsears
Slideshare: https://goo.gl/8cuVXa
2. The Need 1: Rapid Growth of Higher Education Globally
100 Million
Students
in 2000
263 Million
Students
in 2025
(84% of growth in
the developing world)
Sources Karaim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572.
Lutz, W., & KC, S. K. (2013). Demography and Human Development: Education and Population Projections. UNDP-HDRO Occasional Papers,
(2013/04). Retrieved from http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdf
137 Million New Students in Developing Countries by 2025
4.9 billion middle class globally by 2030
3. The Need 2: The Rise of Non-Western Christianity
5. 1900 1970 2000 2007 2025
South 21% 59% 86% 91% 99%
West 79% 41% 14% 9% 1%
21%
59%
86%
91%
99%
79%
41%
14%
9%
1%
0%
20%
40%
60%
80%
100%
120%
Growth of Christianity by Region
Status of Global Mission 2014, Todd Johnson
http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf
6. Is Education More Secular or Christian Globally?
Perry L. Glanzer, "Dispersing the Light: The Status of Christian Higher Education around the Globe," Christian Scholar's Review 43 (2013): 321-43.
Status of Global Mission 2014, Todd Johnson http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf
It depends on how you frame the question
7. The Majority of Christian Education is Alternative Education
ACCREDITED EDUCATION
NONTRADITIONAL, BUT
ACCREDITABLE EDUCATION
(GROWING DRAMATICALLY)
Bible
Colleges
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Bible Institutes Ministry Experience
Professional Experience
Alternative Education Courses
Bible Studies
Sermons
Educational Discipleship Programs
Christian Radio,
TV, Websites,
Books & Apps
Small Groups
NONTRADITIONAL, NON-
ACCREDITABLE EDUCATION
PRIMARILY
PARACHURCH
PRIMARILY
CHURCH
Correspondence & Continuing Ed
Conferences
8. We can’t repeat the mistakes of the
past by expecting the majority world
to wear the “suits” of Western
accreditation, but there still must be
appropriate standards and signals
needed.
Source: Wikipedia Article on Assimilation of Native Americans
Higher Education vs. Tertiary Education vs. Vocational Education
9. Industry Map: Supporting a Healthy Christian Tertiary Educational Ecosystem
ACCREDITED HIGHER
EDUCATION
NONTRADITIONAL, BUT
ACCREDITABLE EDUCATION
MOOCs & Open Ed
Udemy, Coursera, EdX, Futurelearn, Open2study,
Open University, Udemy, Khan Academy, Duolingo
Alison, YouTube, iTunesU, Open Learn, OLI
Christian Mega Universities
Liberty, Grand Canyon
Christian Universities
CCCU, IAPCHE, Overseas Council
Paid Courseware
Pearson, Mcgraw-Hill, Lynda.com,
Skillshare, Pluralsight, Dream Degree
Acrobatiq, Cengage, CogBooks, Flat World
Bible Colleges
ABHE Schools, ICETE, ATS
Online Christian Universities
CCCU, TRACS, DEAC, IAPCHE, ICHE
Alternative Credit Providers
Straighterline, Saylor, Ed4Online
EdX, JumpCourse, Pearson, Sofia
UC Irvine Extension, Modern States
Christian Free & Open Courses
ThirdMill.org, ChristianUniversity.org, Harvestime.org, Global University Global Reach, Aqueductproject.org
Open Biola, Covenant Seminary, Regent Luxvera, Christian Leaders Institute, TransformingtheChurch
OpenSeminary.com, BiblicalTraining.org, Coram Deo, Multiply Movement, Truthfortheworld.org
Commercial Christian Courseware
Right Now Media, Lumerit, Logos Mobile Ed,
Zondervan, BibleMesh.com, Ligonier Connect
Bible Institutes
10’s of thousands globally
Open Textbooks
saylor.org/books, openstax.org,
courses.candelalearning.com/catalog/lumen
collegeopentextbooks.org, textbookequity.org
open.umn.edu/opentextbooks/
Missions/Ministry Training
i.e. YWAM U Nations
Vocational Qualification Providers
>50% of global market,
10’s of thousands of Training Centers
Ministry & Professional Experience
Prior Learning Assessment
Christian Continuing Education
Insight.org, Lifepointemedia.com, Lifeway.com, Livingontheedge.org, Precept.org,
Sampsonresources.com, Sampson.ed.com, Walkthru.org, Answersingenesis.org,
Bsfinternational.org, Christiancounselingceu.com
Secular
Partners
Seminaries
ATS
TERTIARYEDUCATION
Home School College Credit
veritycollegeeducation.org,
creditsbeforecollege.com Unaccredited Ordination Training
Berean School, Lamp Seminary
Church & Ministry Micro-Campuses
Southeastern, Northwest, Kings University, Kirkland, Beulah Heights,
CaCHE, Virtues Campus, Foundation University
Secular Micro-campuses
Kepler, Minerva, Coursera Learning Hubs,
edX U.Lab, Khan Lab School,
Bridge International Academies
10. Dead Capital
$9.3 trillion
400 million in India with
No Identification
Undocumented
Alternative
Education
Trillions of $ of lost value?
Why Now? Technology Is Enabling Centralized Record Keeping
Needed to Document Alternative Education
11. Why Now? What’s driving this opportunity?
1. Rise of the global South
◦ Need new educational system and structures designed around the needs of the majority
world
2. Increase in bi-vocational pastors globally
◦ Increased importance of government recognition of education credentials in second
vocation
3. Growth of accreditation systems for vocational qualifications
◦ Growth in globally transferable priced affordably for the masses in the majority world
◦ 150 countries around the world now have national qualifications frameworks or NQFs
4. Growth of unbundled education and accreditation
◦ Growth of MOOCs, mobile apps and open education
◦ Increased opportunity for combining national education and transnational education into
globally recognized credentials
◦ See my Clayton Christensen Institute article (Part 1, Part 2) & accreditation reform
bibliography
Source: http://www.universityworldnews.com/article.php?story=20170328000916417
12. 10 million+ students
at $1,000/student
Radically Affordable
Mobile Education
The Need for Disruptive Innovation
Traditional
Christian
Higher
Education
(A few million students
At $10,000/student)
10 x
More
Users
1/10th
Cost
Radically Affordable
Blended Education
100 million+ students
at $50/student
13. Unbundling & Rebundling Strategy Getting Indigenous
Theological Education to work with Accreditation
YWAM
UofN Courses
Open
Education
Industry
Certifications
MOOCs
& Apps
Top-Up Degrees
(City Vision, etc)
University
Courses
Books & Paid
Courseware
1.Christian
Courseware
Internships &
Missions Trips
Alternative
Ed Providers
YWAM UofN Campuses
(Microcampuses/Study Centers)
Vocational
Qualifications
(GC4)
4. Uncredentialed
Local Coaches
3. Christian Worldview
Program Designers
• Course market becomes more like book and software markets to reduce costs & improve quality
• Christian courses become more modular and less interdependent where possible
• University becomes system integrator of content and tech platforms.
2. Credentialed
Online Faculty
Ordination
Vertically
Integrated
University
Virtually Integrated
University
Transformation is a core
competency of Missions Agencies
Horizontally Integrated Rebundled University
Unbundled
Christian Programs
Faculty role is unbundled into
4 specialized positions
Access to
Opportunity
(branding, licensing
& quality assurance)
Transformative
Experience
(primarily affective)
Metacognition
& Skills
(psychomotor &
high-level cognitive)
Knowledge &
Content
(low-level cognitive)
PartnershipsDEGREE
14. Global Christian College Credit Consortium (GC4)
Path to a $5,000 degree
Level 3
Freshman
Level 4
Sophomore
$3,500
$100 +
partner tuition
$100 +
partner tuition
$100 +
partner tuition
City Vision
DEAC US Accredited
University
GC4 (in TechMission)
as Qualifi Qualification
Ofqual UK Accredited
University
Degree
(1 year)
Level 5
Junior
www.globalchristiancollege.org
15. Summary of Key Requirements for GC4 Accreditation
1. Requires centralized system for transcript information
◦ Preferred to have a centralized system for all grading & assessments
unless controls are in place to standardized quality of assessments
◦ Modules need to be mapped into standards for credit hours
2. Instructors doing grading need to have completed the program
they are teaching or have a Bachelor’s or above
◦ In locations without credentialed faculty can use online grading
◦ Need to provide letter validating prior learning for faculty
16. Program is pending accreditation review.
Only $2,400 for majority world students who transfer in 18 credits
17. Biola x
Education
Lay the foundation in skills and Christian
worldview you need to become a
transformative teacher.
X
Trinity Education
Social Entrepreneurship
Learn how to transform the world
through social enterprises based in a
Christian worldview.
City Vision x
Business Administration
Get real-world experience from a biblical
perspective to succeed as a Christian in
business.
ORUx
Ministry & Leadership
Learn to lead others in transforming lives
in Jesus name and the power of the Holy
Spirit.
Third Millennium
Old Testament Survey
Accredited Through GC4 Accredited Through GC4
ChristianUniversity.org
Church Leadership
Free, Accredited Through GC4 Free
Biola x
Christian Worldview
$40
BibleMesh
Greek
$40
Proof of Concept Mockup
for Higher Education
Committee of Imagination
Summit on Global
Christian Higher Education
18. Mobile Vision: Accredited Mobile Courses to Millions
Courses
Global Christian
College Credit
Consortium (GC4)
The Bible App Quality Mobile Courses
+
Accreditation
+
21. Policy Recommendations for Majority World Accreditation
1. Revise Faculty Requirements for Accreditation. Only require that faculty have the same level of education that
they are teaching (not one level above). “See one. Do one. Teach one.”
◦ ABHE, ICETE
2. Government Recognized Transnational Accreditation. Develop an international network of radically affordable
accredited vocational education institutions that can delegate their accreditation to institutions within other countries
and top up degree universities.
◦ GC4, TOPIC
3. Majority world pricing models. Provide accreditation pricing on a per student basis with minimal up front cost to
accommodate capital-poor institutions.
◦ ABHE, ICETE, GC4, TOPIC
4. Indigenous Leadership Development. Develop radically affordable accredited programs to train majority world
leaders in online and blended education.
◦ BGU, City Vision, Overseas Council
5. Christian MOOCs & Courseware. Develop accredited global courseware platforms for online and blended
education translated and culturally contextualized for the majority world.
◦ Imagination Summit
6. Democratize Instruction. Use online/remote faculty and courseware to enable wider base of local coaches/tutors
with limited training to teach and contextualize (as is widely done with Christian small group curriculum with DVDs
and RightNowMedia.com-Netflix of small groups)
◦ BGU, City Vision, Overseas Council
7. Articulation Agreement Consortium. Develop a Christian consortium to enable articulation agreements to happen
on a many-to-many basis rather than one-to-one (possibly with tiers). Similar to CASE.
◦ ABHE, ICETE building an interface of standards to groups like TOPIC
22. Unbundled Christian Educational Ecosystem
Accredited Degree Pathways
Any Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison, Excelsior), etc.
Alternative Credit MechanismsGC4, ICHE, GlobalAccreditation.com, ACE Credit, Vocational Qualifications, Standardized Tests, PLA, Articulation Agreements
See: Christenson Institute Articles (part 1, part 2)
Church & Ministry Micro-campuses & Study CentersUnaccredited Christian Models: CaCHE, Virtues Campus, Foundation University
Accredited Christian Models: Southeastern, Northwest, Kings University, Kirkland, Beulah Heights, etc.
Other Faith Based Models: Jesuit Worldwide Learning, LDS Pathway
Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African Virtual University, Knod, African Leadership
University, One University, and Akilah Institute.
Courseware & DistributionChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org, TransformingTheChurch.org, Covenant
Seminary, Regent Luxvera, Christian Leaders Institute, Global Reach, Coram Deo, Truthfortheworld, Open Church
Christian For Fee/Commercial: BibleMesh.com, Right Now Media, Lumerit, Logos Mobile Ed, Zondervan, Ligonier Connect
“Secular” Courseware: Udemy, Coursera, EdX, Futurelearn, Open2study, Open University, Udemy, Khan Academy, Duolingo, Alison, Open Learn, OLI, Lynda
Digital Distribution: Apps, Web/LMS, MOOC platform, Bible App, YouTube, iTunes, digital devices, print, church & ministry partnerships, corporate partnerships
Delivery Method: offline-only, blended, online-only, mobile-only
Bible Schools
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Bundled
Traditional Consultants/System Integrators/Solution Providers: Nonprofit (CaCHE); Commercial: (BibleMesh.com, Lumerit)
Students (2016): 5 million
Projected Annual Growth: -5% to +5%
Non-Credit Students (2016): 1 million For Credit Students (2016): 10,000
Projected Annual Growth: 50% to 1,000%
Dominant
Business
Model:
For Fee
Services
(need seed
funding)
$50/yr to
$5,000/yr
Dominant
Business
Models:
Freemium
or Donor-
Based
Products
What we can influence
23. What is the Global Christian College Credit Consortium (GC4)
Global Christian College Credit Consortium (GC4) is work area of
CHIEA to provide course level accreditation to ministry schools
◦ We are doing this under Qualifi, which offers accreditation under the
vocational frameworks structure of Ofqual in the UK. Level 3, 4 & 5
certificates/diplomas may be recognized in many commonwealth countries,
and are considered accredited for transfer credit evaluation.
◦ May also develop multilateral alliance of Christian articulation agreements
similar to CASE
◦ GC4 legally resides as a program of the Christian nonprofit TechMission
◦ Have initial approvals, but still in pilot stage
www.globalchristiancollege.org
Theoretical Framework: Video, my Clayton Christensen Institute blog post (Part 1, Part 2)
24. New Models of Transnational Education
US Accredited Degree
Final Year as Online
or Blended Learning
• Online Faculty
UK Vocational
Accreditation for
First 3 Years
• Online Faculty
(as needed)
Indigenously Led
Education in
Unaccredited
Local Institution
• Local Coaches &
Grading Faculty
Radically Affordable US University Degree
Recognized by National Government & Local Institutions
Editor's Notes
Top 1% of global income means you make more than $32,400.
Cost plus pricing (traditional) vs. target costing
Tertiary Education Stats from: https://www.youtube.com/watch?v=tOTjtsrKOqI
By 2050, between 1 and 2.5 billion people will have a tertiary education.
Market: $900 billion market in 2005, $1.5 trillion in 2012, $2.5 trillion 2017
# students outside Western countries: 30 million in 1980, 140 million in 2010
84% of growth from developing countries from 2000 to 2010
Mexico 1.9 million to 2.8 million in past decade
India: under 10 million to over 20 million in past decade
Jesus said, “I do what I see the Father doing.” I believe that one of the primary stories of what God is doing is the growth of Christianity in non-Western countries. Discussed a lot by Kevin Phillips.
According to Todd Johnson, by 2025, the non-Western Christians will represent 69% of global Christendom and 99% of growth.
What business in the world after seeing that 99% of its future growth was in a particular market wouldn’t invest most of its resources there?
So I want us to spend a few minutes to have a discussion to help with this reframing. At many schools in Christian higher education, the focus is on how can we keep from shrinking by 10%. I think we are spending too much of our effort on that, and not enough on the opportunity presented on the next slide.
About 1/3 of the universe is dark matter/energy
Hernando de Soto estimates that $9.3 trillion is in dead capital
https://hbr.org/product/aadhaar-india-s-unique-identification-system/712412-PDF-ENG
India had no nationally accepted way to prove identity and hence 42% of the population at the base of the pyramid had to resort to bribery to access entitlements, while a web of fake or multiple identities facilitated criminal diversion of government subsidies.
http://www.strategy-business.com/article/Social-Entrepreneurship-by-the-Billions?gko=6124e
Sending more teachers is a critical part, but how do we decrease the cost by a factor of 10?
Unbundling teacher/faculty: reduce cost with less skilled mentors, how small groups are led
Vertically integrated:
Move from a vertically integrated university to a modular networked university
Does the university have to be all things to all people?
Most instructors can never compete for teaching with the podcasts I listen to
In some cases this will be better and in other cases it will be much worse
But it is what the trend is toward
Global Christian College Credit Consortium (GC4) is work area of CHIEA to provide course level accreditation to ministry schools
We are doing this under Qualifi, which offers accreditation under the vocational frameworks structure of Ofqual in the UK. Level 3, 4 & 5 certificates/diplomas may be recognized in many commonwealth countries, and are considered accredited for transfer credit evaluation.
May also develop multilateral alliance of Christian articulation agreements similar to CASE
GC4 legally resides as a program of the Christian nonprofit TechMission
Have initial approvals, but still in pilot stage
The Bible App might be “the top global Christian platform” in the same way that WeChat is its own platform.
What if we offered a year of accredited Bible school to all of Indonesia for $50. Promote on TV, radio
Note: projections are author’s own estimate to make a point on growth potential.
We can influence whether traditional CHE grows by 5% or shrinks by 5% as well as whether unbundled grows by 100% or 1,000%. I would argue that investing in the growth of the unbundled ecosystem is the better investment, but we should focus on both
Because 1) of the current impact of traditional CHE and 2) unbundled CHE’s growth potential still needs to be proven.