How To Develop Digital Education

Transcription

1 Digital Education 2025 Opportunities, challenges & paradoxes Professor Jeff Haywood, Vice Principal Digital Education University of Edinburgh, UK 1

2 Learning Technology and Groundhog Day Terry Mayes, 1995 Seen it all before It will blow over a faculty encamped just north of armageddon Robert Zemsky, Checklist for Change 2

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4 Digital Education: 2004 (ish) LAMS main model for course design VLEs mainstreamed Digital libraries stabilising E-portfolios taken seriously Re-usable learning objects fashionable Digital natives / immigrants influential 4

5 Digital Education: since 2004 Explosion in online applications / identities Skype Smartphones & 3G & wifi Pads OER / open everything E-books come of age Online degrees / providers / for-profits MOOCs 5

6 So, where are we now? 6

7 7 ALT-C 2014, Warwick

8 ECAR 2014 Survey of Students & IT 8

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11 Since 2012, University of Edinburgh 16 MOOCs built 19 MOOCs under construction 2 platforms (Coursera, Futurelearn) >1,000,000 enrolments >100,000 completions 11

12 So, if its all going online, what we have to do is simple, isn t it? or is there more to it than that?? 12

13 NMC Horizon Report

14 Disruptive innovation a term coined by Clayton Christensen, describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors. Characteristics of disruptive businesses, at least in their initial stages, can include: lower gross margins, smaller target markets, and simpler products and services that may not appear as attractive as existing solutions when compared against traditional performance metrics. Because these lower tiers of the market offer lower gross margins, they are unattractive to other firms moving upward in the market, creating space at the bottom of the market for new disruptive competitors to emerge. Source: 14

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17 William G Bowen, Tanner Lecture, Stanford University, October

18 Competence-based education 18

19 Globally-recognised metrics of graduate learning 19

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21 MOOC Rapidly expanding range of options to take advantage of, and contribute to, of open data, open science, open humanities, open publications, open education open everything??? 21 UCISA 2015, Edinburgh, March 2015

22 So, is this lot pointing us anywhere helpful? 22

23 Towards an HE system that is: on-demand open by default self-paced location-flexible relevant to life/career now & in future global and local personalised to learning place/style/speed affordable high value-added and in a wide range of subjects! 23

24 An educational portfolio with technology: 2013 On-campus 30,000 students all courses since ~1990 T E C H N Open studies Extension ~17,000 learners enrolled 14 MOOCs 750k learners since 2012 ~15 MOOCs under constructio n Off-campus 2000 students 50 Masters since ~2005 open O L O G Y LITTLE/NO TECHNOLOGY 24

25 An educational portfolio with technology: c2025 On-campus AND off-campus 40,000 students, all with at least one fully online course T E C Off-campus 10,000 students 100 Masters 10s of PGRs Open studies Extension ~17,000 learners enrolled R I C H N O 100s MOOCs 1000s OERs 10,000,000 learners since 2012 Open open H L O G Y 25

26 Serious experiments Offer all courses as open online courses Remote instrumentation / data science Digital literacies for all (really all!) Games / VR Joint online courses with other organisations Virtual mobility Virtual workplaces Instructional design capacity / uptake Offer online taught degrees Remote assessment / invigilation Online courses for students abroad Technology-assisted languages for all Sustainability for all Apply learning analytics systematically 26

27 Potential for scaling up thru technology Content (video, readings, Etc) Text-based interaction (discourse, questions, tweets, posts etc) Assessment (MCQ, short text, essay, peer grading, competence testing) Bespoke academic Input (career advice, high stakes assessment etc) Scalable to massive Human only (1: small) 27

28 So, we can devise a vision and a strategy what s still in our way? 28

29 The Un-changing Higher Education Landscape Durability of existing pedagogies Faculty skillset / student skillset Less student enthusiasm for radical change than the hype implies Risk of action by individual universities is high Lack of incentives / actual barriers (financial legal regulatory ) Inter-locked curricula Physical estate Lack of burning platform 29 ALT-C 2014, Warwick

30 Thank you for listening MSc Digital Education University of Edinburgh ALT-C 2014, 30 Warwick