disruptive innovation in higher education - wystc 2014
DESCRIPTION
How the future might look! World Youth and Student Travel Conference, Dublin 2014. Recording available here: http://itsligo.adobeconnect.com/p4nq0l7bckd/TRANSCRIPT
23 – 26 September | Dublin, Ireland
The essential global youth travel industry event
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What might the future look like?Disruptive Innovation in Higher Education
24th September, 2014
Brian Mulligan, Institute of Technology Sligo
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2IT Sligo Online
• Since 2002• >1200 online students
– No funding!• Award Winning!
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• % of US academic officer who believe they are doing a good job at preparing students for employment.
• 96• % of business leaders who agree that graduates have the requisite skills for success in the
workforce
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Are graduates prepared for the workforce?
Things need to change!
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4What can you NOT learn online?
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What types of online learning are you aware of?
“Turn to your neighbour” – Mazur
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6Interactive Multimedia
Click to continue!
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7Video
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8Live online
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9Asynchronous Discussion – Bulletin Boards
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• Peer Learning• Projects• Research
Collaborative Learning
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• Physical• Human interaction• Business• Numerical
Simulation
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12Remote control of equipment
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13Reading
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One size does not fit all!
Adaptive learning
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15Self-testing and feedback
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16Massive Open Online Courses
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• Interactive Multimedia, • Video, • Live online • Asynchronous discussion, • Collaborative learning• Simulation• Remote control of equipment • Adaptive Learning• Reading• Self-testing• MOOCs
How many did you get?
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• Assessment– Objective tests– Assignment dropboxes and feedback tools– Robot Graders– Peer Assessment– Online exam supervision
• Data Analytics• Virtual Learning Environments (Learning Management Systems)• SCORM• Learning Technology Integration (LTI)
Other tools
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19What can you NOT learn online?
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Is “free” the future of learning?
Potential for Disruption
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• Professional content• Length of videos• Ease of content creation• Ease of publishing• Interesting content• Free music• Videos of cats
What made Youtube so popular?
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22You can learn anything online…….well, almost!
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23They say it’s never too late to play the piano.
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24Or even more useful skills.
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26So what’s the problem?• I don’t know what I need to learn!• How can I prove I know stuff?
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27Structured Learning
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28MOOCs
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29Self paced courses
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30Putting them together.
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32What about Certification?
• Certification requires– assessment– identity verification
• Cannot be done for free– But we can bring down the cost.
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33Disaggregation
• “Unbundling” of Learning from Assessment– Learning can be free– Assessment a fraction of course cost.
• Colleges starting to offer “Competency Based Education”
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34Alternative Credentials
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36Financial Sustainability
• Providers can recoup their expenditure in other ways.• Courses are not that expensive to develop.
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37The state of free learning
• Learning is free NOW!• There will be lots more.• Assessment will cost money – not much
• Full accreditation is coming.
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Is higher Education getting more expensive?
Contrast with the cost of formal education
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• Drivers– Affordability– Employer dissatisfaction
• Enablers– MOOCs - free online learning– Scale -> Low-cost– Unbundling - Disaggregation– Competency Based Education– Alternative credentials
• 2nd tier and private most at risk – Moody’s
The Perfect Storm for Disruption
“There’s a tsunami coming” John Hennessy, President, Stanford
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• Nobody really knows!• A possible scenario• 2 type of institutions
So what might the future look like?
Residential
Online
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• Institutions become:– Curriculum designers– Curators– Monitors– Advisors/Tutors– Assessors and Accreditors
• Learning materials– Free or low cost from elsewhere– Developed internally
General
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• Low-cost• Assessment driven• Option to purchase extras• Some attendance• Most students will work– Study at their preferred pace
• High Quality
Online
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• More expensive• More prestigious• “Flipped” blended learning.• Smaller tutorial groups• Extensive built in work placement
Residential
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• Build your degree from many sources• Individual online courses– Free/paid, public/private
• Work place training• Competency Based Assessment• Recognition of Experiential Learning• Mutual recognition of credits
Flexible
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• The nature of higher education– Research /Teaching conflict– Tenure– Collegiality– Accreditation processes– Lack of real competition
• Customer confidence– Students– Parents
• Regulations and Market distortions
Barriers to Change
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46Any Questions? brian.mulligan.googlepages.com