New pedagogies; New technologies: Disruptive Threats to open Universities
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Transcript of New pedagogies; New technologies: Disruptive Threats to open Universities
New pedagogies; New technologies:
Threat or Opportunity For Open Universities?
Prof. Terry Anderson Athabasca University
Canada
• Why have Open Universities succeeded in the past??– Lower costs?– Higher quality?– Easier access?– More effective use of new technologies (even
postal mail!)?
• But, are Open Universities, a solution for the last century??
Photo courtesy of Alan Alaga [email protected]
Theories of Disruptive Technologies
• Disruptive technologies:– Lead to profound change in
the business model, customer base or functionality of an existing organization
• Sustaining technology– Increases efficiency or
effectiveness of current product or process
Disruptive technologies
• “are typically:– cheaper, – simpler, – smaller, and, – more convenient to use" Clay Christensen (1997)– access to new users (social justice?)
• Classic examples are the micro computer, digital cameras or the innovations of the industrial model of distance education.
Principles of Open Universities
• “Athabasca University, Canada’s Open University, is dedicated to the removal of barriers that restrict access to and success in university-level study and to increasing equality of educational opportunity for adult learners worldwide.” Athabasca Mission Statement
Open Principles for Open Research
Universities should provide open access (OA) to their research output.
Universities should not limit the freedom of faculty to submit their work to the journals of their choice.
Universities …should continue to bear the costs of peer review, in order to assure its survival, while recognizing that the forms and venues of peer review are changing.
SPARC Open Access Newsletter, April 2008, by Peter Suber.
Principles of Open Scholarship
• “open scholarship has a strong ideological basis rooted in an ethical pursuit for democratization, fundamental human rights, equality”
• “open scholarship emphasizes the importance of digital participation for enhanced scholarly outcomes” - ACCESSS
Veletsiano & Kimmons (2012) Assumptions and challenges of open scholarship. IRRODL 13(4)
Principles of Open Educational Resources
• Efficiency • Openness – review, comments, revision• Access – to anyone, anywhere• Cost – FREE• Simplicity – modular, adaptable• Equality –access to all, to reduce multiple
potential disadvantages
Principles of Open Market
• Individual Rights• Limited government, spontaneous order• No entitlement, property rights• Speed to market• Responsiveness to consumer demand• Driven by potential for Profit
Values ChecklistContext Access Equality
Social Justice
Simplicity Speed Efficiency Values Total
Open University
3 3 1 1 1 9
OA Research
3 1 3 3 2 12
OER content
3 3 3 2 3 14
Private Educ.
Market
2 1 3 3 3 12
Open Market
1 1 1 3 3 8
Disruptive tech.
3 2 3 3 3 14
1= neutral 2= minor concern 3= driving principle
Values Score CardWithin Education
Context Access Equality Social Justice
Simplicity Speed Efficiency Values Total
Campus University
1 2 1 1 1 6
Open University
3 3 1 1 2 10
MOOCs (CoursEra)
3 1 3 3 3 13
People’s Univ. 3 3 3 2 2 13
MITx 3 3 3 3 2 14
Disruptive Technology
3 2 3 3 3 14
1= neutral 2= minor concern 3= driving principle
How is your Institution Threatened by New Disruptive Technologies??
Image from http://suite101.com/article/5-disruptive-innovation-myths-debunked-a218032
Four Potentially Disruptive Technologies
• Open Educational Resources (OERs)• New pedagogies• Open research• Prior Learning Accreditation
1. Open Educational Resources
a ‘perfect storm’ of:
• capacity• distribution• need
Types of OER• Learning objects, units, textbooks, scholarly articles
• Multimedia objects (Videos,Flash etc.)
• Courses, programs full curriculum
• Open Source Tools
Millions of OERs are available
ProjectGutenberg
Is your institution a contributor or a consumer?
A learning resource doesn’t become an OER unless it is licensed
aupress.ca
Canada’s first Open Access press!!
OER Disruptions
• Can you really “de-culture” educational content? Is it necessary to do so?
• How many subject matter experts do we really need?
• Am I defined by the content I produce?• Is remixing and mashing easier and faster than
creating anew?
NO FRILLS Universities• Volkswagen Fiat, Ryanair, Walmart, Easyjet
Anderson & McGreal (in press)
NO FRILLS• banking, groceries, department stores, travel
agencies, accommodations, mobile telephony, stock brokering
Education has been relatively
immune from such disruptive
technologies
No-Frills dangers for Open Universities
• Students may abandon full-service
• Discount service could replace it
• May reduce sustainability of full-service
However in other sectors, low cost
providers induce innovation & do not kill off mainstream (eg. airlines, banking)
Open University Services• content development & instructional design• student support• distribution/sales• library services• research faculty & grads • direct instruction, tutors • registration services • social servicesCan we afford and do students need them all?
2. New Pedagogies
• Generations of Dist. Educ. Pedagogies1. Cognitive Behaviourist2. Constructivist3. Connectivist
Behaviourist/Cognitive Pedagogy Is:
• Logically coherent, existing independent of perspective or context
• Capable of being transmitted• Assumes closed systems with discoverable
relationships between inputs and outputs• Readily defined through learning objectives• Works best when produced using industrial
models – scaleable• Substitutes student-content interaction for
student-student and student-teacher interaction
Constructivist Knowledge
• Created rather than transmitted• Confirmed and validated socially• Benefits from challenge and contradiction
30
Constructivist DE Pedagogy• Group Orientated• Membership and exclusion, closed • Not scalable• Classroom at a distance• Hierarchies of control• Focus on collaboration and shared purpose
group
Connectivist Knowledge
• Is created by linking to appropriate people and objects
• May be created and stored in non human devices
• Is as much about capacity as current competence
• Assumes the ubiquitous Internet
Connectivist DE Pedgaogy2004
• Helps learners create and sustain new networks• Focuses on creation and building of network artifacts• Stresses exposure, filtering, referral and re-purposing• Is scalable• Is international
George Siemens,
Disruptions of Connectivism
• Demands net proficiency of students and teachers
• Openness is scary• New roles for teachers and
students• As yet, only emergent
business models
http://cogdogblog.com/2012/07/17/mooc-hysertia/
Is your Open University exploiting both the old and the
New Pedagogies?
3. Open Research
Free subscriptions at www.iroodl.org
Open research - Self-Archiving in Institutional Repositories
• Public duty to disseminate information• Increases personal and intuitional web
presence• Visible indicator of Open University
contribution
“The results reveal, however, that there is still a great need for promotion in order to create more awareness. If Malaysian universities want institutional repositories to be successful, then authors need to be educated on the importance of self archiving articles into institutional repositories” Singeh, Abrizah & Karim (2012)What inhibits authors to self-archive in Open Access repositories?
How Can Open Universities Succeed and make a Difference
(values) ??• Strategic Research Focus
• Scholarship of Teaching• Ed Tech R & D• E-learning spinoffs
• Open Data/ Open Research• Open Access to Results
– Does your University demand public archiving?
4. Alternative Credentialing
• From measuring time to measuring learning.• Competency rather than credit based• Measuring the learning, not the source of that
learning• Decoupling assessment from teaching
Massive Open Online Courses (MOOCs)
Coursera Hits 1 Million Students, With Udacity Close Behind (Chronicle of Higher Education Aug. 2012)
• Is your Institution ready to Credential learning from other sources – even MOOCs??
Open Courses From America Find Eager Audiences in China
Chronicle of Higher Education Oct. 3, 2012
Colorado State Becomes the First American University to Accept MOOCs for Credit
MOOCs
edX’s course Circuits & Electronics: 155,000 students registered 23,000 earned a single point on the first problem set, 9,300 passed the midterm. 8,200 students took the final. 7,000 earned a passing grade and the option of receiving
an informal certificate from edX
from http://www.insidehighered.com/news/2012/09/12/
Credentialing through Mozilla
Open Badges
Open Educational Resource University - OERu
Prior Learning Assessment and Recognition
Values of Disruptive TechnologiesContext Access Equality
Social Justice
Simplicity Speed Efficiency Total
OERs 3 3 2 2 3 13
New Pedagogies
3 2 2 3 2 12
Open Research
3 3 3 3 3 15
Alternative Credentialing
3 3 2 1 3 12
Disruptive Technology
3 2 3 3 3 14
1= neutral 2= minor concern 3= driving principle
• How can your university exploit and benefit from these four disruptions?
Terry Anderson [email protected]
Blog: terrya.edublogs.org
Your comments and questions most welcomed!
http://www.slideshare.net/terrya/new-pedagogies-new-technologies-disruptive-threats-to-open-universities or http://tinyurl.com/9nxr74f