Changing landscapes in learning and teaching Will on line turn universities off line?

Transcription

1 TU Changing landscapes in learning and teaching Will on line turn universities off line? Dirk Jan van den Berg President of EUA 16th General Assembly Université Libre de Bruxelles 4th of April 2014

2 Wondering around in on-line land, our (not so defined) coordinates 2 TU 7 years ago, we started to fully engage in Open Coursware and we made virtually our lectures available to our on campus students; a service highly appreciated by our students; still wide away from on line learning. We were not prepared for the quite sudden rise of Massive Open Online Courseware, but almost intuitively we felt it very necessary to engage. We have no clear outline of where developments will lead us, but we pledged to rather make mistakes then to miss the boat. So we are very much in a experimental mode, trying to respond to these developments and we are very ready to share our experiences.

3 Video clip The MOOC Revolution

4 Data on education, age, gender and nationality in our MOOC population 4 22% 21% 2% 20% Water 32% 4% 17% 2% Solar 18% 23% 36% 3% TU High School BSc Doctorate 28% Water 72% Associate degree MSc / Professional degree Other / No data 21% Solar 79% Male Female United States Canada India Pakistan Nigeria Mexico Brazil Colombia Spain UK Netherlands 80 other nationalities 47% 17% 2% 15% 2% 1%2% 3% 3% 3%2%3%

5 Striking points in our MOOC experience 5 TU Incredible global outreach, ca. 100 nationalities involved Access to a very rich talent pool A variety of backgrounds and drivers A very modular take up Not only inside out, but also outside in, blended learning Creation of very active, self learning, virtual communities A new impetus for educational work in the university Paradoxically, need for a strong on-campus base Very uncertain in which direction on line will go

6 6 TU Undeniable trends that will push on line education 1 Access 2 Demographics 3 Harvard Business School doesn t teach entry-level accounting anymore, because there is a professor out at Brigham Young University whose online accounting course is just so good that Harvard students use that instead. "When outstanding becomes so easily available, average is over. (Thomas Friedman) To meet the demand for higher education 5 TU s need to be created, every week, for the coming 15 years Educational technologies will become available in a very rapid pace. Evaluation of teaching progress will become more refined and individualised. Strategies for mastery' will be redrawn.

7 What did we do? 7 TU Further professionalised our media center capacity Became member of a platform, we opted for Enthousiasmised our teaching staff, we issued calls for proposals Produced MOOC s Tapped into the 'on line discussion' with peers and other players Engaged the government into a policy dialogue on on line education Set up the Extension School Outreach to the secondary school system

8 8 TU

9 Rapid increase in diversity of on line offerings Features Value Price Certificate 9 Access criteria Master level On campus module Access criteria Minor/Master Faculty inter. Small groups Access criteria Faculty interaction Small groups xseries Ba/Ma level Identification Peer learning Portfolio for continuing education New HE groups in Emerging Economies Blended learning: quality and performance Networks in teaching research Full tuition Fee for services tutoring, testing diploma Fee for services tutoring testing Fee for ID-verification and testing Accredited Full degree Diploma Accredited Formal (<10EC) Mastery Program Module SPOC MOOC 2.0 Open access Bachelor level Peer learning Sharing Marketing Reputation Free Completion MOOC TU OCW

10 Possible revenue generating models 10 License model: sharing revenues between platform provider and university TU Administrative fees: for identity-verification Recruitment fees: from corporations for recruiting talented students Premium/Fremium model: free and upgraded paid versions of the MOOCs and services Data/advertisement: monetizing on the digital profiles, behaviour and social characteristics of millions of users of the platform.

11 Who will be impacted when and how? A blackboard sketch 11 Importance Professional training Recruitment Curriculum design Learning methods Educational patterns Cost efficiency Access to prestige Education methodology Debundling Uneven massification Reputation Access Funding Relevance National e-policies Secondary Schools Universities Corporate sector TU A sse Students m s s t n e Flexibility Requirement Footloose Lead universities Methodology Remedial Excellence Life long learners New Agents Time

12 Debundling: what it could look like 0-5 yrs 5-10 yrs yrs 12 Innovation PhD education Blended learning Universities Universities On campus learning Regulated pathways Universities On line (modular) courses Regulated pathways Corporate demand Corporate "Academies" New agents Regulated pathways by other players TU On line distribution Massive open on line HE uptake by interested individuals Presence in Higher Education

13 No clicks without bricks 13 1 full online master (25 courses) 2 modules, 1 minor, 1 master (6 courses) 50 students (30 on-campus) Master level On line Distance Full Master Degree / Accredited Course Certificate Offerings Campus Education on-campus students Top-class research facilities World famous university library Bachelor Master Phd 2 blended Bachelors Massive Open OnlineCourses 5 MOOCs (> enrollments) Certificates of Completion 3 MOOCs running Spring 2014 Bachelor level No Credits TU Open CourseWare More than 120 courses online & weblectures recorded Unique visitors > 800 /day Courses from Bachelor and Master No interaction with faculty No accredited certificate

14 Video clip The Extension School

15 Strategic focus of the Extension School 15 TU Expand and diversify experiments with open & online education in order to find new revenue models Create new growth potential for education Focus the online portfolio on new and upcoming global markets for Continuing Learning (post-initial / BRIC) Strengthen collaboration with partners in edx Find new revenue streams for a sustainable business model Incorporate online modules in regular curriculum Set up a research program on teaching methodologies, together with Leiden University and Erasmus University Rotterdam

16 The Extension School in our organisation 16 Supervisory Board Executive board Workers- / Students Council Teaching / Research Support services Governance Cross-cutting activities E-activities TU Facility & building management Finance / procurement HR management ICT Legal services Library Strategy shared/roadmap Centralized budgeting process Planning & Evaluation cycle Comprehensive management s Shared/Embedded services Direct daily contact Marketing & communications Strategy / funding support Student & Education services DEMO - Workshop Shared /Embedded services / ICT Extension School Aerospace eng. Architecture Civil eng. and Geo technology Electro, Math. & I-technology Industrial Design eng. Mechanical, Materials & Maritime eng. Physics and Applied Science, Policy & Management Themes (DRI s) Domains (Institutes) Graduate School Energy Mobility and Infras Environment Health Robotics Transport Safety & Security Climate Process Wind energy