Quality - challenges for Post-traditional higher education?! Do MOOCs change the idea of the university?

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presentation at the annual meeting of the Council of Higher Education Accreditation in Washington 27 January 2014

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Quality - challenges for Post-traditional higher education?! Do MOOCs change the idea of the university?

  1. 1. Quality: Challenges for Post Traditional Higher Education? Do MOOCs change the idea of the university?! Ulf-Daniel Ehlers
  2. 2. Presentation in short
  3. 3. What is it we are in currently? • Traidional • Modern/ Industrial (Post traditional) (Quality!) • Individualized / Rip&Mix / Patchwork (Quality?)
  4. 4. What are the challenges of the emerging model? Modern (Massification ) HE Model Post modern HE Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Certification bound Learning experience in the foreground Certifiation of knowledge/ achievements Assessment of competences Institution bound De-institutionalised Institution‘s reputation determines value Experience + practice value gain importance Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
  5. 5. Why are MOOCs & Open Eductaion so popular? MOOC characteristics Modern (Massification ) HE Model Post modern HE Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Certification bound Learning experience in the foreground Certifiation of knowledge/ achievements Assessment of competences Institution bound De-institutionalised Institution‘s reputation determines value Experience + practice value gain importance Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
  6. 6. What are the important imperatives for QA? • Quality and Innovation are one family • Technology is a game changer • Openess leads to disaggregation
  7. 7. http://www.oer-europe.net/ 7
  8. 8. Presentation long version
  9. 9. Welcome!! Prof. Dr. Ulf-Daniel Ehlers 
 Vicepresident Quality and Academic Affairs, Baden-Wurttemberg Cooperative State University President European Foundation for Quality in E-Learning, Brussels (www.efquel.org)
  10. 10. • • • • • • • • Part 1: MOOCs are a sympton. The cause is a changing idea of the university Old Terms which struck New me and which are important to clarify! Different Traditional Industrial Model & Massification Modern Post traditional Post modern
  11. 11. Bologna University, Italy (1088) http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
  12. 12. University of Bochum, Germany (1965) http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
  13. 13. Workers Housing, Plymouth, UK http://www.fotocommunity.de/pc/pc/display/19141958
  14. 14. Guggenheim Museum, Bilbao Guggenheim, Bilbao http://en.wikipedia.org/wiki/File:Guggenheim-bilbao-jan05.jpg
  15. 15. STATA Center, MIT (2004) http://web.mit.edu/jsaa/www/photos/stata.jpg
  16. 16. Which graduates? Depth in a knowledge field, depth in a system Ability to act successfull across disciplins, contexts and systems
  17. 17. Which Qualification? Today‘s Scenario Today Top Managers Experts Senior Managers Senior Specialists Managers Specialists Operational, Back Office © Matthias Landmesser, 2013
  18. 18. Which Qualification? Future Scenario Future Drivers: Top Managers     Experts Senior Managers Senior Specialists Specialists Operational, Back Office Managers Globalisation Changed Value Chain Demographic Change Growing Complexity And therefore … 1. More higher qualifications 2. New academic job profiles 3. Cross-Competencies gain importance © Matthias Landmesser, 2013
  19. 19. Are MOOCs really the question? Or is it a question of HE systems change? Evolving questions: • What is post traditional higher eductaion? • Is it not rather post industrial / post modern higher education? • Do we have to look at the HEI or the traditional learner? • How can we prepare for the new learner? Precisely: • How can HEI cater for the quality needs of the 21st century student? Are MOOCs doing that?
  20. 20. First conclusion: Where does that leave us? • The traditional model: Exclusively for few chosen. • The modern (massification) model: Standard model for masses. • The post-modern model: Individualised and diversified HE (Rip and Mix Approach/ Patchwork)
  21. 21. Part 2: The changing nature of HE The open questions...: 1. What are the characteristics of ‚the modern HE model?‘ 2. What are the needs of the 21st centruy student? 3. How do MOOCs fit in there? And then - more general: What does that mean for Quality of Open Education?
  22. 22. What are the characteristics of ‚the traditional HE model?‘ Modern (Massification ) HE Model Defined degrees Study in a degree framework Curriculum is oriented to professions Expert led/ Prof. led knowledge transfer Exam driven/ Certification bound Certifiation of knowledge/ achievements Institution bound Institution‘s reputation determines value Clear timebound structure of degrees Disciplins are structure giving Disciplin oriented: canon of methods and knowledge Academic status, traditions, clothing Differentiation against „non-higher education“ Post modern HE Model
  23. 23. What are the needs of the 21st centruy student? Modern (Massification ) HE Model Post modern HE Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Certification bound Learning experience in the foreground Certifiation of knowledge/ achievements Assessment of competences Institution bound De-institutionalised Institution‘s reputation determines value Experience + practice value gain importance Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
  24. 24. In essence Post-Modern HE: Disaggregation of the model Diversification of the model (Do MOOCs fit here? By the way – what is the definition of MOOC? mooc.efquel.org)
  25. 25. MOOC characteristics Modern (Massification ) HE Model Post modern HE Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Second conclusion: in the foreground Learning experience MOOCs meet many requirementsofof a contemporary Certifiation of knowledge/ achievements Assessment competences Institution bound model – but personalDe-institutionalised HE tutoring, certification or Institution‘s reputation determines value Experience + practice curriculum pathways are not yetvalue gain importance solved. Exam driven/ Certification bound Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
  26. 26. Part 3: Some grand quality challenges ahead for providers of post modern HE 1. The quest of „individualised quality“ CONCEDE 2. The quest of openess  OPAL 3. The quest of recognition  OERTest + VMPass 4. An exploration into MOOC quality
  27. 27. www.efquel.org/projects
  28. 28. www.oer-quality.org
  29. 29. http://www.oer-europe.net/ 32
  30. 30. Part 4: The MOOC Quality Project 12 weeks, 12 experts, 12 posts, 12.000 Readers, >150 comments mooc.efquel.org
  31. 31. 1. Massive Target Audience? • Change from „no target audience“-thinking to having one in mind, even if it is wide. Take into acount new participation profiles. Lurkers Drop-ins MOOC Active participants Passive participants HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available: http://mfeldstein.com/the-fourstudent-archetypes-emerging-in-moocs/
  32. 32. 2. Mixing Groups? • Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed) • Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
  33. 33. 3. Learning Across Contexts • Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes. • Quality measures become individualised, quality methods like self- & peer-assessment and –reflection are suitable. http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
  34. 34. 4. Support Self-Organization • Be open about your requirements of selforganisation, provide scaffolding for those who lack that self-organisation. http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
  35. 35. 5. Declare What‘s in it! Be precise about the content and purpose of the MOOC (selfdeclaration) and keep promises! (Use a MOOC description model) 1. 2. 3. 4. 5. 6. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centred to teacher-centred and highly structured), 1. 2. 3. 4. 5. 6. the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. (Conole 2013)
  36. 36. 6. Peer-to-Peer Pedagogy • Use peer-to-peer pedagogy: peer-learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning • Understand that teaching is not a prerequsite of learning. http://www.naset.org/uploads/pics/choice.gif
  37. 37. 7. MOOCs Support Choice Based Learning • Get away from – the notion that „ending a MOOC early“ means dropping out – looking at MOOCs like (structured, paced, timebound) courses • Be aware that MOOC learning is an opt-in/out learning model • MOOCs follow voluntary sequencing and are based on choices. The choices they offer make their attractiveness. http://www.naset.org/uploads/pics/choice.gif
  38. 38. Prof. Dr. phil. Habil. Ulf-Daniel Ehlers ehlers@dhbw.de WWW.EFQUEL.ORG EFQUEL office in Brussels Rue des deux Eglises 35 B – 1000 BRUSSELS BELGIUM Tel : + 32 2 639 30 32 Fax : + 32 2 644 35 83 Email : info@efquel.org

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