opportunities, challenges & paradoxes · open r i c h t e c h n o l o g y an educational...

Professor Jeff Haywood, Vice Principal Digital Education

University of Edinburgh, UK

[email protected]

http://homepages.ed.ac.uk/jhaywood

1AHUA, Stirling University, April 2015

Digital Education 2025

Opportunities, challenges & paradoxes

mailto:[email protected]

http://homepages.ed.ac.uk/jhaywood

“Learning Technology and Groundhog Day”

Terry Mayes, 1995

2

Seen it all before

It will blow over

“a faculty encamped just north of armageddon”

Robert Zemsky, Checklist for Change

AHUA, Stirling University, April 2015

2005 2025 2015


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’


Explosion in online applications / identities

Skype

Smartphones & 3G & wifi

Pads

OER / open everything

E-books come of age

Online degrees / providers / for-profits

MOOCs

Digital Education: since 2004



So, where are we now?

ALT-C 2014, WarwickAHUA, Stirling University, April 2015

7

ECAR 2014 Survey of Students & IT


www.coursera.org/edinburgh

11

Since 2012, University of Edinburgh

16 MOOCs built

19 MOOCs under construction

2 platforms (Coursera, Futurelearn)

>1,000,000 enrolments

>100,000 completions


http://www.coursera.org/edinburgh


So, if its all going online, what we have to do is simple, isn’t it?

or is there more to it than that??

NMC Horizon Report 2014


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: http://www.claytonchristensen.com/key-concepts/


http://www.claytonchristensen.com/key-concepts/

William G Bowen, Tanner Lecture, Stanford University, October 2012


Competence-based education


19

Globally-recognised metrics of graduate learning

21UCISA 2015, Edinburgh, March 2015

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???

MOOC


So, is this lot pointing us anywhere helpful?

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!


On-campus30,000 studentsall coursessince ~1990

Off-campus2000 students50 Masterssince ~2005

open

T

E

C

H

N

O

L

O

G

Y

An educational portfolio with technology: 2013

14 MOOCs750k

learnerssince 2012

~15 MOOCs under

construction

24

Open studiesExtension~17,000 learners enrolled

LITTLE/NO TECHNOLOGY


On-campus AND off-campus40,000 students, all with at least one fully online course

Off-campus10,000 students100 Masters10s of PGRs

open

R

I

C

H

T

E

C

H

N

O

L

O

G

Y

An educational portfolio with technology: c2025

100s MOOCs1000s OERs10,000,000

learnerssince 2012

Open studiesExtension~17,000 learners enrolled

Open


“Serious experiments”

Remote instrumentation /

data science Games / VR

Instructional design

capacity / uptake

Digital literacies for

all (really all!)

Joint online courses

with other

organisations

Offer all courses as

open online courses

Online courses for

students abroad

Technology-assisted

languages for all

Offer online

taught degrees

Remote assessment /

invigilation

Apply learning

analytics

systematically

Virtual mobility

Sustainability for all

Virtual workplaces


27

Content

(video,readings,

Etc)

Text-based interaction

(discourse, questions,

tweets,posts etc)

Assessment

(MCQ,short text,

essay,peer grading,competence

testing)

Bespokeacademic

Input

(career advice,high stakes assessment

etc)

Scalable to massive Human only (1: small)

Potential for scaling up thru technology



So, we can devise a vision and a strategy

what’s still in our way?

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

The Un-changing Higher Education Landscape

ALT-C 2014, Warwick

30

Thank you for listening

© MSc Digital Education

University of Edinburgh

http://online.education.ed.ac.uk/ALT-C 2014, Warwick

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