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
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
This presentation was given by Anant Agarwal 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).
Curio Webinar - Panel Discussion: The Future of International Foundation Prog...Curio London
Key takeaways from Curio's live panel discussion on the Future of International Foundation Programmes hosted on 4th February.
- What did we learn in 2020?
- Delivery challenges or opportunities?
- Could the market fracture?
- What is next for IFPs?
Click through to find out our expert panellists' insights.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
Karel Van Isacker presented at the “INTERNATIONAL FORUM (ETEP-D) V: Tendencias Tecnológicas Para La Educación y Atención a la Diversidad e Inclusión” on 31 March 2016 at the “Fundación Universitaria Tecnológico Comfenalco”, Colombia.
His presentation “OERs in Europe – Pathway to inclusion” addressed the status of OERs in Europe and how accessibility needs to be addressed.
Tensions in collaboration in a changing landscapeJisc
The Theme 1 keynote: tensions in collaboration in a changing landscape is given by Bill Rammell, Deputy Vice-Chancellor, Plymouth University. Facilitated by Neil Witt (Plymouth University).
Jisc conference 2011
Report ICDE : Quality models in online and open education around the globe: S...eraser Juan José Calderón
The International Council for Open and Distance Education (ICDE) has published the report "Quality models in online and open education around the globe: State of the art and recommendations", a must read for any person concerned with quality in online, open and flexible higher education.
With the Global Education 2030 agenda in mind, the new ICDE report addresses new needs such as quality in MOOCs and Open Education Resources. It also shows that one size does not fit all; that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change.
Open Distance Education in China: Trends and Developments by Haixia Xu (Chine...EduSkills OECD
This presentation was given by Haixia Xu of the National Center for Education Development Research - Chinese Ministry of Education 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).
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
This presentation was given by Anant Agarwal 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).
Curio Webinar - Panel Discussion: The Future of International Foundation Prog...Curio London
Key takeaways from Curio's live panel discussion on the Future of International Foundation Programmes hosted on 4th February.
- What did we learn in 2020?
- Delivery challenges or opportunities?
- Could the market fracture?
- What is next for IFPs?
Click through to find out our expert panellists' insights.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
An initiative to promote coordination and synergies between key stakeholders working to build the capacities of development practitioners who want to become effective facilitators of pro-poor market development.
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
Bridging the digital divide: academic skills and digital literacies to suppor...RichardM_Walker
This presentation reflects on recent developments in the adoption of technology enhanced learning (TEL) tools within the UK higher education sector - in particular the rise of student-controlled and creative technologies to promote information, knowledge-sharing and networking in learning and teaching activities. Current generations of students are now arriving on campus with the expectation that their technologies will seamlessly interconnect with university services and support a flexible and personalised learning experience - engaging them in collaborative knowledge creation activities and developing their learning as producers of ‘content’ (Generation ‘C’). Drawing on the most recent sector-wide research (Jisc, 2017; UCISA 2018), this paper discusses the impact of these technological developments on academic practice – specifically the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
Karel Van Isacker presented at the “INTERNATIONAL FORUM (ETEP-D) V: Tendencias Tecnológicas Para La Educación y Atención a la Diversidad e Inclusión” on 31 March 2016 at the “Fundación Universitaria Tecnológico Comfenalco”, Colombia.
His presentation “OERs in Europe – Pathway to inclusion” addressed the status of OERs in Europe and how accessibility needs to be addressed.
Tensions in collaboration in a changing landscapeJisc
The Theme 1 keynote: tensions in collaboration in a changing landscape is given by Bill Rammell, Deputy Vice-Chancellor, Plymouth University. Facilitated by Neil Witt (Plymouth University).
Jisc conference 2011
Report ICDE : Quality models in online and open education around the globe: S...eraser Juan José Calderón
The International Council for Open and Distance Education (ICDE) has published the report "Quality models in online and open education around the globe: State of the art and recommendations", a must read for any person concerned with quality in online, open and flexible higher education.
With the Global Education 2030 agenda in mind, the new ICDE report addresses new needs such as quality in MOOCs and Open Education Resources. It also shows that one size does not fit all; that improving quality of student experiences is more than ever extremely important, and it warns against implementation of quality models that restrict innovation and change.
Open Distance Education in China: Trends and Developments by Haixia Xu (Chine...EduSkills OECD
This presentation was given by Haixia Xu of the National Center for Education Development Research - Chinese Ministry of Education 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).
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Student involvement, assessment and the production of a university experienceRichard Hall
My presentation at the HEA/University of Huddersfield Integrative Formative Assessment event on 10 July 2012. http://www.heacademy.ac.uk/events/detail/2012/seminars/themes/tw036_huddersfield
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
Taking forward change in technology-enhanced educationRichard Hall
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Taking forward change in technology-enhanced educationguest8720ad21
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Illuminate Forum - Blended Learning in the VET sector - workshop - Neil MorrisNeil Morris
Blended Learning and Technology in the VET sector - workshop
Professor Neil Morris and Melanie Kyle
Workshop at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Learning and Technology in the VET Sector Illuminate session presentation by ...Neil Morris
Blended Learning and Technology in the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Victorian TAFE Association Neil Morris presentationNeil Morris
Creating an educational continuum involving all educational sectors – a discussion
Professor Neil Morris
T: @NeilMorrisDT
Presentation for Victorian TAFE Association, Melbourne, June 2022
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Blended Learning Essentials: getting started online courseNeil Morris
If you are working in further education, skills training, vocational education, workplace learning, lifelong learning or adult education, this free online course is designed to help you understand the benefits of blended learning and how to make more effective use of technology to support your learners.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Azure Interview Questions and Answers PDF By ScholarHat
Unbundling Higher Education
1. Unbundling Higher Education
Professor Neil Morris
Chair in Educational Technology, Innovation and Change, School of Education
Visiting Professor, University of Ulster
3. Definitions
In North America, unbundling is primarily perceived as credit
accumulation, credit transfer and more recently micro-
credentials (e.g. Nanodegrees from Udacity and MicroMasters
from edX); as predicted by Selingo a few year ago (Selingo,
2013).
In the UK, unbundling is currently viewed as the
disaggregation of learning into smaller parts which offers, in
theory at least, opportunities for HEIs to separate traditionally
integrated components and reimagine new products and
services (Yuan et al., 2013).
5. Unbundling scenarios
School
College
University
Employment
Higher Education
School Employment
Degree apprenticeship (employment and F2F/online study at College / University)
F2F course at
University
Online course
at University
F2F course at
University
Employment
Managed curriculum with College + University + Alternative provider (mixture of F2F,
blended and online only courses) [rebundled]
Online course
with alternative
provider
F2F project
course at
University
Online course
at University
Qualification
through
accreditor
6. Why is unbundling happening
now in the HE sector?
• Influence of ‘disruption’ in other sectors (e.g. music, shopping,
business)?
• Ability to offer flexible learning opportunities as a result of advances in
digital technology?
• Government pressure to increase access, reduce inequality, raise
employment, improve flexibility?
• Institutional strategies to diversify student cohort, grow student body,
retain student markets?
• Pressure from private / alternative providers creating an alternative HE
market?
• Pressure from students for more flexible learning pathways to meet
their diverse needs?
• Created by actors within organisations who are just making it happen?
12. Future of universities?
Clayton Christensen, the Harvard Business Professor termed
the ‘father of disruption’ holds extreme views about the future
of universities as a result of unbundling, marketization and
digital technology:
“Some will survive. Most will evolve hybrid models, in which
universities license some courses from an online provider like
Coursera but then provide more-specialized courses in
person. Hybrids are actually a principle regardless of industry.
If you want to use a new technology in a mainstream existing
market, it has to be a hybrid.” (Christensen 2013)
Extract from blog at unbundleduni.com
13. “Recent developments have spurred critical commentaries,
pointing to a problematic ‘darker side’ of marketisation . This
darker side might include, for example, the ‘selling’ of
pedagogy to the (sometimes) highest bidder; the fragmenting
of the educational offering and the packaging of ‘learning’ into
byte-sized attractions (Nixon, Scullion and Hearn, 2016);
ultimately, this could lead to the trivialisation of the challenge
of learning and the casualisation of academic labour.”
Darker side of marketisation?
Extract from blog at unbundleduni.com
14. Elements of Higher Education provision
being unbundled and rebundled
Learning
materials
Supporting
content
Teaching Tutoring
Learning
pathways
Peer-to-peer
learning
Learning
support
Learning
services
Assessment Feedback Accreditation Qualifications
Learning
platforms
Informal
learning
services
Training /
skills support
Equipment
(generic and
specialist)
16. Potential benefits and risks of
unbundling
Benefits
Access
Flexibility
Inclusiveness
Student-focused
Market-led costs
Risks
Fragmented curriculum
Quality / regulation
Misalignment with employer
requirements
Cannabilisation of HE sector
Further inequality
17. Web: http://unbundleduni.com/
Twitter: @unbundledHE
Facebook: https://www.facebook.com/unbundledHE/
Email: Laura Czerniewicz (laura.czerniewicz@uct.ac.za)
This research project, led by Laura Czerniewicz (UCT) and Neil
Morris (Leeds), examines changes in higher education that,
according to some, are leading to the “unbundling” of educational
provision – the intersection of increasingly disaggregated
curricula and services, the affordances of digital technologies, the
growing marketisation of the higher education sector itself and the
inequalities which characterise both the sector and the contexts in
which they are located.
Funded by the Economic and Social Research Council (UK)
and the National Research Foundation (South Africa)
Image: PeterG, used under licence from Shutterstock.com
Logos: Copyright University of Leeds and University of Cape Town
18. Leeds’ journey to unbundled and
rebundled Higher Education provision
19. Rationale
• Strategic (Maintaining competitive edge; protecting /
growing cohorts; Obtaining ROI on digital investment
through re-purposing; utilising in-house expertise; focus on
internationalisation and employability)
• Student demand (Flexible learning pathways requested;
supporting diverse student population across many levels)
• Changing policy landscape (UK HE Bill; UK visa situation;
Brexit; focus on skills training; Degree apprenticeships)
• Commercial partnerships (Shared risk; shared values;
external expertise; speed to market; innovation)
22. Online standalone credit-
bearing courses
10 credits
awarded by
University of
Leeds
Over 60,000 joiners on these ‘programs’ since September 2016
First credit awards issued February 2017 from learners around the world
23. Online CPD courses with
industry partners
• Delivering demand led
CPD courses for
professionals
• Partnering with
organisations to deliver
internally facing online
staff development
courses
24. Partnership with Pearson
Education
• Masters level Online
Distance Learning
programmes
• University responsible for
design, development,
delivery and award of
degrees
• Pearson responsible for
marketing, recruitment and
some student support