Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

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This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).

Education

Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new competition
2
© IGI Services 2016
2

Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new competition
3
© IGI Services 2016
3

Perpetual challenges…
• National data on “open” and “distance
learning” remains rare, and therefore little
comparative analysis
• Limited disaggregation by delivery mode and
operational model
• Disparities on definition
© IGI Services 2016
4

Why are US DL specialists loosing share?
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
25 Distance-Only 4Y HEIs1,841 Other 4Y HEIs with Distance Students
2012
2013
2014
Down about 10%
© IGI Services 2016
5
Up over 20%
Source: IPEDS and Observatory analysis
StudentHeadcount(Fall)-Undergraduate
andGraduate
Median
Enrollment=
11,500 (2014)
Median
Enrollment= 194
(2014)

Mixed enrollment trends globally- why?
6
From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016)
© IGI Services 2016

Explaining growth and decline…
Reasons for Growth
• Add genuine capacity
• Common, outcomes-based regulation
• Unique presence/role
Reasons for Decline
• Conventional HEI competition
• Legacy instructional model
• Limited case for modality and scale
© IGI Services 2016
7

Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new competition
8
© IGI Services 2016

How to define and report DL outcomes?
0%
60%
40%
0%
20%
80%
0%
30%
70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Detailed Partial Little or None
Graduation Rates
Graduate Employment
Productivity
© IGI Services 2016
9
Outcomes Reporting- Website assessment
of 10 ODL universities globally From “The State of Open
Universities in the
Commonwealth” report
(CoL/OBHE- 2016)

Maybe openness is not the problem?
© IGI Services 2016
10
Source:
Completing
College (NSCH)-
US Fall 2010
cohort (2016)

Much DL exhibits limited innovation
beyond delivery mode
© IGI Services 2016
11

Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new competition
12
© IGI Services 2016

Top right will drive effectiveness, but
implications for scale and DL? © IGI Services 2016
14
Degrees Degree
Alternatives
Explicit Pedagogy &
Outcomes
Implicit Pedagogy &
Outcomes
DL/Online
HE
CBE
Free MOOCs
Paid MOOCs
Traditional HE
Bootcamps
HEI Certificates
Micromasters
Circle size= enrollment scale
Minerva
Georgia Tech
CS Master’s

Summary…
• DL data- inputs, process, outputs- remains
patchy, muted and complex. Second best?
• Much DL fails to innovate beyond delivery
mode; and makes limited case for scale
• DL being “domesticated” by traditional HEIs
• New models emphasis pedagogy over delivery
mode
• Is blended best mix of pedagogy, access and
scale?
© IGI Services 2016
15

Thank youThank you
Richard Garrett
Director, The Observatory on Borderless Higher Education
richard.garrett@obhe.org
obhe.org
Chief Research Officer
Eduventures
rgarrett@eduventures.com
eduventures.com

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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.

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.

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Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

1. Open & Distance Learning Reflections on Trends OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU) International seminar “Opening higher education: what the future might bring” Berlin, Germany, 8-9 December 2016

2. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 2 © IGI Services 2016 2

3. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 3 © IGI Services 2016 3

4. Perpetual challenges… • National data on “open” and “distance learning” remains rare, and therefore little comparative analysis • Limited disaggregation by delivery mode and operational model • Disparities on definition © IGI Services 2016 4

5. Why are US DL specialists loosing share? 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 1,600,000 25 Distance-Only 4Y HEIs1,841 Other 4Y HEIs with Distance Students 2012 2013 2014 Down about 10% © IGI Services 2016 5 Up over 20% Source: IPEDS and Observatory analysis StudentHeadcount(Fall)-Undergraduate andGraduate Median Enrollment= 11,500 (2014) Median Enrollment= 194 (2014)

6. Mixed enrollment trends globally- why? 6 From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016) © IGI Services 2016

7. Explaining growth and decline… Reasons for Growth • Add genuine capacity • Common, outcomes-based regulation • Unique presence/role Reasons for Decline • Conventional HEI competition • Legacy instructional model • Limited case for modality and scale © IGI Services 2016 7

8. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 8 © IGI Services 2016

9. How to define and report DL outcomes? 0% 60% 40% 0% 20% 80% 0% 30% 70% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Detailed Partial Little or None Graduation Rates Graduate Employment Productivity © IGI Services 2016 9 Outcomes Reporting- Website assessment of 10 ODL universities globally From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016)

10. Maybe openness is not the problem? © IGI Services 2016 10 Source: Completing College (NSCH)- US Fall 2010 cohort (2016)

12. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 12 © IGI Services 2016

13. New Competition…

14. Top right will drive effectiveness, but implications for scale and DL? © IGI Services 2016 14 Degrees Degree Alternatives Explicit Pedagogy & Outcomes Implicit Pedagogy & Outcomes DL/Online HE CBE Free MOOCs Paid MOOCs Traditional HE Bootcamps HEI Certificates Micromasters Circle size= enrollment scale Minerva Georgia Tech CS Master’s

15. Summary… • DL data- inputs, process, outputs- remains patchy, muted and complex. Second best? • Much DL fails to innovate beyond delivery mode; and makes limited case for scale • DL being “domesticated” by traditional HEIs • New models emphasis pedagogy over delivery mode • Is blended best mix of pedagogy, access and scale? © IGI Services 2016 15

16. Thank youThank you Richard Garrett Director, The Observatory on Borderless Higher Education richard.garrett@obhe.org obhe.org Chief Research Officer Eduventures rgarrett@eduventures.com eduventures.com

Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

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