This document discusses the future of education and the opportunities and threats presented by new learning technologies. Key points include:
1. Technologies like Wikipedia, Google, iTunes, YouTube have commodified content and communication, which are essential to education.
2. This commodification both threatens traditional universities but also provides huge opportunities if they embrace new models.
3. MOOCs (Massive Open Online Courses) and projects from Harvard, MIT and others donating millions show growing proliferation of accessible learning projects beyond conventional boundaries.
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
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.
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.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
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
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.
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.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
MOOCs and ICT Education: Disruptive or Merely DistractngUna Daly
MOOCs and ICT Education: Disruptive or Merely Distracting
Computer Science and IT courses were the first MOOCs (massively open online courses) from Stanford and MIT and continue to dominate the online education disruption. Less than two years in, Udacity has announced a new focus on corporate and vocational training and Coursera is partnering with the World Bank to create courses relevant to the developing world.
Although these MOOC providers keep redefining their mission, what if any lessons can ICT Educators at community colleges learn from this online education disruption?
Join us for a discussion about how community colleges might develop and utilize MOOC courses and content. Hear early outcomes from colleges that have already engaged in MOOCs and their visions for future online interaction.
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
2012 has been described at "The Year of the MOOC." This presentation describes where MOOCs came from and why they have drawn hundreds of media stories and commentaries and controversies and, more importantly, millions of investor dollars and claims that MOOCs represent "the future of education." Larger issues are at play—beyond high enrollment numbers in online classes—issues related to technological promise and education, views of students as consumers and of teachers as service providers, the rising price of tuition and shrinking public support of education, all embedded in a culture of entitlement challenged by unprecedented economic austerity. MOOCs, therefore, are as interesting for what they teach us about where we are technologically as they are for what they tell us about the value of education in our democratic society.
The Present and Future of Alternative Digital CredentialsGary Matkin
Presentation begins with a review of the ICDE report on “The Present and Future of ADCs.” The presentation also will provide an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
Career Services for New Generations of UCI Students and EmployersGary Matkin
Presentation describes the importance of the 60-Year Curriculum and the issuance of Alternative Digital Credentials as students move toward graduation to enter the world of work.
The Present and Future of Alternative Digital Credentials. ICDE World ConferenceGary Matkin
This presentation reviews the ICDE report on “The Present and Future of ADCs.” It also provides an update to the report with specific examples of issues that were highlighted that have already, subsequently to the report, come to our attention.
We start with a list of recommendations that reveal the overarching purpose of the report, which encourages and provides guidance to ICDE member institutions who are considering, or have already adopted, ADCs.
Digital Credentials: Why, What, and How. Connecting Learning Outcomes with Em...Gary Matkin
Presented at the UPCEA 2019 Annual Conference.
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials. Gary Matkin
Presented at the Seminar for the Israeli Consortium of Faculty Development Centers (ICFDC).
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
The Present and Future of Alternative Digital Credentials: An Imperative for ...Gary Matkin
This presentation introduces the concept of Alternative Digital Credentials (ADC’s), sometimes referred to as “badges.” It discusses what ADCs are, how they are used, why they are important, how they are an imperative for higher education, how employers are beginning to accept and use ADCs, and what the future of ADCs might be. The basic thesis of this presentation is that ADCs are and will be a permanent feature of the higher education landscape and that societies and institutions that fail to adopt and recognize ADCs will lose their competitive advantage in the marketplace and fall short of their social responsibility.
This seminar series is intended to explore new technology and trends in continuing education.
It is consistent with our 2016 strategic priorities (see document).The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development.This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
The objective of this presentation is to first, set the background, including the most recent events, around MOOCs. Of course, MOOCs are just an extension of a much earlier and deeper movement toward open education, but they represent a very important milestone in the development of universal higher education, where everyone can learn anything, anytime, anywhere, for free. We will also make some predictions, based on solid evidence, about where MOOCs are going and what their effect will be. Then we will develop some institutional strategies that might make sense given the background and predilections.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
2. 1. Prepare you to be released from value judgments
about your own experiences in the
teaching/learning process
2. Show that new learning technology improves
teaching/learning by saving time, providing more
and meaningful, timely feedback
3. Illustrate the ways in which teaching/learning are
going beyond the conventional boundaries in
search of improvement
3.
4.
5.
6. American families of 4 are considered
impoverished if they make less than $22,000 per
year
It is estimated that the poverty rate for children will
rise to 25%
This is the largest generation to be raised in hard
times since the Great Depression
7.
8.
9. Hunger
Disease
Global Warming
Terrorism
K-12 Education
Religious Strife
Population Growth
Environmental Degradation
Economic Development
Natural Catastrophes
Energy
12. What Would They Do?
How Would They Spend Their Time?
What Would Happen to Their Children?
13. By 2025, 98 million graduates of
secondary education WILL NOT be
able to attend college
14. To serve these students, 4 large
campuses, serving 30,000
students, would have to be built
EVERY WEEK for the next 15 years
15. Imagine a world in which
everyone
could learn
anything
anywhere
anytime
for
free
16. Education becomes ubiquitously available at
little or no cost
Twoelements that are essential to
education—content and communication—
which are already commoditized
Thecommodification of education both
threatens and provides huge opportunities for
universities
17. Content/Information
Wikipedia Google iTunes YouTube
Communication/Interaction (Web 2.0)
Skype Facebook Twitter
Learning Pathways
Flat World Kahn
OCWC Merlot Connexions
Knowledge Academy
18. Threatened by New Competition
Many
Alternative
Providers
Free Free
Supplemental
Instruction Content
Traditional
Higher
Alternative Education Accessible
Standards Repositories
& Values
Proliferating
Learning
Projects
21. Harvard and MIT are donating $30 million each to
develop education via the Internet. Online students will not
earn credit, but the move is still seen as bringing prestige to
the field.
June 30, 2012 marks my 39th anniversary in the field of university continuing education. I have a personal knowledge of the evolution of our field and of higher education. This is an advantage and also, as I understand every day, a huge disadvantage as we look into the future. One objective of this presentation is to describethe struggles I have with what is happening as I compare where the world of teaching and learning is going, and, at the same time to wonder and promise of that future. Over the last decade I have seen what I call the “second revolution in higher education.” This second revolution has been triggered mainly by Internet-based technology, which is having as profound effect on education, and especially higher education, as the invention of the printing press, which triggered the first revolution. This presentation is, however, not so much an historical tour of the evolution I have witnessed but more of a description of what is happening and what will happen. When I say “what is happening,” I had better have read the morning newspaper because things are happening so quickly now that it is very hard to keep up with things. When I say “what will happen” I am not talking about a prediction so much as I am about the logical projection of what we see happening today into the very near future. From the beginning of the advent of online learning, there were three “promises” that prognosticators posed for online education: 1) that it would improve access to teaching learning, 2) that it would be less expensive and 3) that it would be more effective than current methods in terms of individual learning. At least the first two promises have undeniably been achieved. The third, about learning effectiveness, is less clear to many people. So my second objective of this presentation is to show you that the third promise has also been achieved and is actively being advanced. In proving this to you I do not claim that the methods which we experienced are necessarily worse or that the new methods are substitutes for the old methods. My objective is illustrate hat learners today have many more choices and ease of access to those choices than ever before. My third objective in this presentation is to move beyond, even further, the traditional notions of learning effectiveness that I have listed here for you, into the very science of the brain and of the study of human behavior on the micro level. Here we will be getting into some less documentable trends, but I hope to have you experience something about what I mean—learning how to think.
On April 19, 2012, drag racer driver Matt Hagan walks away unhurt from a 260 mile per hour fire ball. View clip at: http://www.youtube.com/watch?v=T2ktuzqeHCsFirst impressions? (Probably incredible that he walked away, and that he was angry that he didn’t win the race.) Note that he seemed completely oblivious to the technology that saved his life and prevented injury. Similarly, we are often oblivious to the technological changes that we employ everyday, including the technology of teaching and learning. Email, Internet access, just-in-time access (a click away) substitutes for trips to the library. I asked my 95 year old mom, born in1917 what technology she felt had the biggest impact on her life when it was introduced. What was her answer? Radio. How many of you listened to the radio outside your car? How many of you listened to something other than music or news (or talk) on the radio? How many of you remember Arthur Godfrey? The Lone Ranger? The Shadow? The FBI story? Sky King? How many of you remember listening to Amos and Andy? How many of you can remember when you, and your neighbors, did not have a television set in the house? How many of you remember listening and watching Jack Benny and his paid (sometimes) servant Rochester? The point I am making is that not only do we often forget about the impact technology has had on us, we also don’t recognize how that technology expressed the cultural milieu that it represented. A modern professional drag racer would view the video we just watched in quite a different context than we come from. And a drag racer who stopped drag racing even just ten years ago, would have even a deeper appreciation for what the technology achieved in this film.
The half life of the impact of technology in teaching and learning is also very short. My son graduated from USC over a year ago. I doubt that he went into the USC library more than 5 times. To us that sounds somehow off base and unacceptable. The fact is that the library came to him as well as literally hundreds of search engines (mainly Google). Whereas we went to the library, identified the Dewey decimal number set that covered our subject of interest, and,if we had “stack privileges,” were able to find a shelf with many lineal feet of books on the subject. That is how we viewed information. My son (and your children and grandchildren) view information through a portal of a word search. Their minds are “wired” differently form ours. So it is no huge leap to consider that they might learn differently than we learned. How can we guide this change without being a part of the culture that produced it?
This set of slides is an effective way of showing the growth of world population. It could serve as an introduction to many subjects. For instance, I could say that coffee production in the last 150 years had increased 30-fold. You would immediately associate the progression I just showed you with coffee production even though only a small period of time is represented by the last 150 years, and that before then very few people consumed coffee. You would also ignore the intervening variable, that population growth, while a probable significant factor in coffee production growth, depends on an intervening variable—the fact that a portion of the population and the new generations like coffee. If I said, for instance, that the dandelion population of the world had increased, my statement would be less supported in your minds by the population growth display—there is not a clear connection between dandelions and population since dandelions have no clear relevance to peoples lives. Here we see that there is a difference between causation and correlation in our interpretation of the display we saw. Now suppose I said to you, the growth in population is causing the world to get warmer. In this case, the visual display is most effective if you: 1) Believe that the world is getting warmer (which is in accordance with the vast preponderance of scientific evidence) and 2) that humans are having an effect on that warming (ditto). If you believe in the first place that those two propositions are true, the visual display is dramatic confirmation. If, however, you have heard that there is some controversy about these two propositions, you might not find the visual display so convincing. The point I am making is that the selection of this learning object influences the student’s response to the learning treatment that follows. Teachers who understand the responses to such displays can alter their teaching in strategic ways.Let me provide another example.
More than 16 million children are now living in poverty and, for many of them, a proper home is elusive. Some cash-strapped families stay with relatives; others move into motels or homeless shelters. But, as Scott Pelley reports, sometimes those options run out, leaving an even more desperate choice: living in their cars. 60 Minutes returns to Florida, home to one third of America's homeless families living without shelter, to find out what life is like for the epidemic's youngest survivors.If you are like me, you responded emotionally to what you have seen and if you were in a course on homelessness, the fact that you heard directly from a homeless person who happened to live within 50 miles of you would have an impact. Please assess your own emotional response to each of these examples. Those of you who responded with more emotion to ____ than to ____ raise your hands. Today we have the technology to actually measure your responses rather than relying on the self assessment you just made. We could wire your brain up and actually measure the difference in brain activity under each viewing. This might seem like an extreme and unlikely example but in fact, brain research is beginning to intersect with research on learning in very direct ways. For instance, we could correlate subjects with similar responses by age, ethnicity, socioeconomic status and so forth and then tailor our learning treatment to the audience. Our goal would be to get students really engaged in their learning experience. Some of you have heard about Target’s ability to determine from a change in a customers purchasing habits that she has become pregnant and we suspect that our purchases on Amazon are not only subjecting us to targeted ads for similar books but now also for discounts and sales of everything from Mexican food to beauty products. Scary as it may sound, that same use of technology could and is being used to help students find the right learning treatment for them as individuals. Watch full story at http://www.cbsnews.com/video/watch/?id=7358670n
See “Homeless: The Motel Kids of Orange County” trailer at http://www.youtube.com/watch?v=HznOyrzJMN0
Following the population growth theme again, from what you saw you probably would not have much trouble in accepting this statement and this prospect.
The solution to every problem requires large numbers of people to be educated at varying levels.
Following the population growth theme again, from what you saw you probably would not have much trouble in accepting this statement and this prospect.
Yet there is absolutely no way that the demand for education, to sustain social and economic growth and to address our many problems, can be satisfied by traditional higher education.
The demands for workforce education cannot be met by traditional degree programs. Degree education is not affordable by world economies and is often not the appropriate format for many learning objectives.
The purpose of this presentation is to make and document the point that this is no longer a vision, but now a prediction. This prediction presents serious threats to traditional higher education, and, in fact, gives us a window into what has been called “post-traditional” higher education. Institutions now have a responsibility to help our institutions recognize the opportunities and threats that this “imperative” holds for their futures.
First, two critical aspects of education, content and communication have become free or very low cost. Commoditization is a more recent concept, created by Tim O’Reilly, founder and CEO of O’Reilly Media, Inc., and who coined “Web 2.0” to distinguish what he saw as the use of the Web as a communication and social networking vehicle as contrasted with its initial use as a content and information delivery vehicle. Observing the growth and dynamics behind the development and progress of open source software (free, developed through voluntary communities), O’Reilly applied the “law of conservation of attractive profits” to the phenomenon of open products. When attractive profits disappear at one stage in the value chain because a product becomes modular and commoditized, the opportunity to earn attractive profits with proprietary products will usually emerge at an adjacent stage.
Commoditization pushes the traditional “value proposition” of an industry to the periphery of the good or service. The consequences of the commodification of education are more clearly seen if we observe what happened in the content and communication industries. Providers of content (publishers, encyclopedias) gave way to organizations which provided free content but charged or benefitted from peripheral services (Wikipedia, Google, iTunes and YouTube). Commodification of communications spawned the social network industry and web-based communication (Skype, Facebook, and Twitter). In education we’re seeing the creation of organizations and businesses designed to deliver free services associated with learning pathways (repositories of learning objects and supplemental instruction). Again, the OER/OCW movements are the result of and benefit from the long-term shift in education toward commodification.
Traditional higher education is surrounded by potential competitive factors related to universal access.
Howard Gardner's Multiple Intelligence Theory was first published in his book, Frames of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behavior - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities.To view the multiple intelligences test, visit http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple intelligences tests
Lewin, T. “Instruction for the Masses Knocks Down Campus Walls.” New York Times, March 4, 2012. “While the vast potential of free online courses has excited theoretical interest for decades, in the past few months hundreds of thousands of motivated students around the world who lack access to elite universities have been embracing them as a path toward sophisticated skills and high-paying jobs, without paying tuition or collecting a college degree. And in what some see as a threat to traditional institutions, several of these courses now come with an informal credential (though that, in most cases, will not be free).” To read complete New York Times article, visit http://www.nytimes.com/2012/03/05/education/moocs-large-courses-open-to-all-topple-campus-walls.html?pagewanted=all
For complete article see: http://articles.latimes.com/2012/may/03/local/la-me-0503-harvard-online-20120503
Perhaps the most extensive effort by a major institution is the non-degree certification movement as the recently announced MITx venture which is an interactive e-learning venture on an open platform that is expected to host "a virtual community of millions of learners around the world.” MITx will offer certificates to non-matriculated students who complete open courses. Further, self-learners will be able to communicate with others (including MIT students) and, for a “modest fee,” be issued a “credential” from MITx. Video located at: http://www.youtube.com/watch?v=p2Q6BrNhdh8&feature=player_embedded
Offered through Udacity after its launch on January 23, 2012, “Introduction to Artificial Intelligence” enrolledover 160,000 students from more than 190 countries in its first class. The 23,000 students who completed the Artificial Intelligence course were emailed a PDF file (suitable for framing) showing their percentile score, but not the Stanford name; 248 students, none from Stanford, earned grades of 100 percent.To read complete article visit http://www.nytimes.com/2012/03/05/education/moocs-large-courses-open-to-all-topple-campus-walls.html?pagewanted=all
Complete WallStreet Journal story at http://online.wsj.com/article/SB10001424052702303299604577326302609615094.html.
Coursera a higher-ed startup focused on bringing Ivy League caliber courses to the masses, for free. Coursera has the ability to reach a vastly engaged audience from their partnerships with universities like Stanford, Princeton, and UPenn.
Private capital and start ups based on the technologies or business plans around free education are proliferating in a bewildering way. This slide is a depiction of that confusion.