The document discusses the future of online education and the role of MOOCs. It notes that expectations around learning have changed and technologies are increasingly cloud-based. There are challenges to adopting new technologies, including barriers to moving forward and challenges for current business models. Technologies that will impact education in the near future include mobile apps and tablets, and in further years, game-based learning and gesture-based computing. MOOCs are discussed as a new platform, with debates around their pedagogical approach and financial viability. Supports like professional development and instructional design are needed for institutions to effectively adopt new technologies.
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
gotoClassroom is a education platform complete with the fundamental tools for educators to manage their classroom. Quickly and at no cost, teachers can create an online presence for each of
their classrooms. Our platform also stands as a hub for organizing and launching useful third party education apps and tools seamlessly integrating them into each classroom.
Career day 2014 at Queens Vocational and Technical HSKristen T
I had the wonderful opportunity to give a talk on Career Day at Queens Vocational and Technical HS this past Friday (6/6/14), these are the slides that I used. I also posted some resources for the students here: http://www.protopage.com/ktreglia#Untitled/Career_Day_2014
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model
Introduction to the Corporate MOOC Conference in HKFabrice Demichel
On June 1, 2015, FFI organised the first Corporate MOOC event in Hong Kong.
This presentation was given by Romain Rouphael as introduction to the event.
Helping the Education Industry Learn and Ascend the Digital Technology CurveCognizant
Our framework and tool enables players in the educational ecosystem - educational institutions, publishers and technology providers - to efficiently evaluate new digital technologies in terms of innovation maturity, learner-centricity and the four dimensions of learning: space, schedule, style and supplement.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
gotoClassroom is a education platform complete with the fundamental tools for educators to manage their classroom. Quickly and at no cost, teachers can create an online presence for each of
their classrooms. Our platform also stands as a hub for organizing and launching useful third party education apps and tools seamlessly integrating them into each classroom.
Career day 2014 at Queens Vocational and Technical HSKristen T
I had the wonderful opportunity to give a talk on Career Day at Queens Vocational and Technical HS this past Friday (6/6/14), these are the slides that I used. I also posted some resources for the students here: http://www.protopage.com/ktreglia#Untitled/Career_Day_2014
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model
Introduction to the Corporate MOOC Conference in HKFabrice Demichel
On June 1, 2015, FFI organised the first Corporate MOOC event in Hong Kong.
This presentation was given by Romain Rouphael as introduction to the event.
Helping the Education Industry Learn and Ascend the Digital Technology CurveCognizant
Our framework and tool enables players in the educational ecosystem - educational institutions, publishers and technology providers - to efficiently evaluate new digital technologies in terms of innovation maturity, learner-centricity and the four dimensions of learning: space, schedule, style and supplement.
LearnIT: Technology Trends in Education (5/14/13)Kristen T
See Wiki with resources:
http://techtrendsineducation.wikispaces.com/home
Slides used during talk given at Fordham University:
In a world where technology is changing faster than ever it's important not to just keep up with what's currently available, but to be thinking ahead. The New Media Consortium just released their 2013 Horizon Project Short List report that includes 12 coming technology trends in higher education. During the LearnIT, we discussed 6 of the top trends (additional slides to follow).
Student Achievement in the Digital Age: How emergent technologies can enhance...Richard Hall
My presentation at The Northern Universities Consortium (NUCCAT) annual conference in Manchester on 19 November 2015. See: http://www.richard-hall.org/2015/11/18/student-achievement-in-the-digital-age-how-emergent-technologies-can-enhance-the-academic-experience/
Empirical Approach to Identifying Digital Learning Innovation TrendsTanya Joosten
The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations’ sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
A Critical Examination of MOOCs with Remarks about Mini-MOOCsCITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-spector/
13 June 2014 (Friday)
14:50 – 15:40
Keynote 3: A Critical Examination of MOOCs with Remarks about Mini-MOOCs
Speaker: Professor J. Michael SPECTOR (Visiting Professor at HKU, Professor of Learning Technologies at the University of North Texas)
Chair: Dr. Sam CHU (Deputy Director, CITE, Faculty of Education, HKU)
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
1. The Future of online Education
Where do MOOCs fit in?
2. -- People expect to be able to work, learn, and
study whenever and wherever they want to.
-- The technologies we use are increasingly
cloud-based and expectations of IT
decentralized support.
-- The world of work is increasingly
collaborative, driving changes in the structure
of student projects .
Key Trends 1
3. Key Trends 1
-- Abundance of resources and relationships are
easily accessible via the Internet.
-- Education paradigms are shifting to include
online learning, hybrid learning, and collaborative
models.
--There is a new emphasis in the classroom on
more challenge-based and active learning.
4. What are the Challenges to adopting
new technology that provides online
education? 1
1. Economic pressures and new models of
education are bringing unprecedented
competition to the traditional models of
higher education.
2. Evaluations have not kept up with the
new scholarly forms of authoring,
publishing, and researching.
3. Digital media literacy continues its rise
in importance.
5. What are the Challenges to adopting
new technology that provides online
education? 1
4. Institutional barriers present major challenges to
moving forward with emerging technologies.
5. Increasing challenges for libraries.
6. Current business models of universities and
libraries are being challenged.
6. Technologies to Watch 1
Near Horizon -- within next 12 months
Mobile apps
Tablet computing
7. Technologies to Watch 1
Mid-term Horizon – 2 to 3 years
Game- based learning
Learning Analytics
12. Open = related to several concepts:
the software is open-source,
registration is open to anyone, the
curriculum is open, the sources of
information are open, the
assessment processes are open, and
the learners are open to a range of
different learning environments.
Massive
14. The xMOOCs are making the
headlines
What are the problems with them?
15. What are the implications of
open teaching for
universities?
Are MOOCs a new teaching
modality or are they just using old
pedagogy with new technology?
16. Can xMOOCs make money? 2
Where will the money come from?
-- certification (students pay for a badge or
certificate)
-- secure assessments (students pay to have
their examinations invigilated)
-- employee recruitment (companies pay for
access )
-- applicant screening
(employers/universities pay for access to
records to screen applicants)
17. -- human tutoring or assignment marking (for
which students pay)
--Selling the MOOC platform to enterprises
to use in their own training courses)
-- sponsorships
-- Tuition fees
Can xMOOCs make money? 2
18. What do you see as the future
of online education at your
institution?
19. What needs to be put into place for
your institution to seriously
implement online education?
20. Barriers or Factors affecting
Effective Adoption of Technology
-- the prevailing methods of instruction impede the most
effective application of technology
--have we learned how to make new technologies transform
teaching?
-- instructional workload
-- often too much emphasis on the technology itself and lack of
support for faculty
-- clear direction, sustained commitment, and financial
incentives needed
-- merely providing tools is unlikely to provide a significant
increase in effective use of technology in instruction
21. Supports needed:
-- instructional development
-- faculty consultation and professional development
-- learning space/environment design and support
-- knowledge management/learning objects support
-- research and development
-- multimedia development and production
-- distance learning support and consulting services
22. References
1 NMC & EDUCAUSE. (2012). Horizon Report: 2012 Higher Education Edition. The New Media
Consortium.
http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
2 Daniel, Sir John. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and
Possibility. Retrieved on February 20, 2012 at
http://www.tonybates.ca/wp-content/uploads/Making-Sense-of-MOOCs.pdf
Other References Used
Siemens, G. (2012). MOOCs are really a Platform, elearnspace. Retrieved on February 20, 2012 at
http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
Hill, P. (2012) Four Barriers That MOOCs Must Overcome to Build a Sustainable Model. E-Literate.
Retrieved on February 20, 2012 at http://mfeldstein.com/four-barriers-that-moocs-must-overcome-
to-become-sustainable-model/
Rodriguez, C. (2012). MOOCs and the AI-Stanford like Courses: Two Successful and distinct course
formats for massive open online courses. Retrieved on February 20, 2012 at
Legg, T., Adelman, D., & Levitt, C. (2009). Constructivist Strategies in online distance education in
Nursing. Journal of Nursing Education, 48(2), 64-69.
Garrison, D. & Akyol, Z. (2009). Role of instructional technology in the transformation of higher
education. Journal of Computing Higher Education, 21,19-30.