A TSUNAMI IN HIGHER EDUCATION? YES AND NO..

Slides:



Advertisements
Similar presentations
Learner as worker, worker as learner: new challenges for education and training Nicky Solomon Education and Lifelong learning City University London.
Advertisements

What’s the difference between paradigms and principles
Technology Resources  Dave Staudt Project Director, AN-MSI  Al Kuslikis AN-MSI Collaborative Project Coordinator.
Going Higher with Foundation Degrees Catherine Taylor Higher Education Coordinator.
5/4/2015sarah guri-rosenblit1 Challenges Facing Distance Education in the 21 st Century : Implications for Setting the Research Agenda Sarah Guri-Rosenblit.
20th World Conference on Open Learning and Distance Education The Future of Learning - Learning for the Future: Shaping the Transition Duesseldorf, Germany,
COLLEGE OF CAPE TOWN South Africa DISTANCE LEARNING 2015.
Promoting Learning Styles Through ICT By Miss T.Magi (E-learning Specialist: Butterworth)
What is a Habit?  Habits are patterns of behaviour composed of 3 overlapping components: -Knowledge -Desire -Skill Knowledge DesireSkills.
ERES 2012 The implications of a change in the mode of study for a postgraduate real estate programme in South Africa (Work in progress) Graeme Jay University.
Board of Governors meeting
Employer Partnerships North Tyneside Commission of Enquiry Jan 2008 Clare Riley Microsoft Education.
Virtual Academic Mobility: the Case of Global Classroom Joint Project between Al Farabi Kazakh National University and Columbia University Rafis Abazov.
An avalanche is coming: Higher education and the revolution ahead SIR MICHAEL BARBER SAAD RIZVI.
Council of Europe Seminar: European Trends in teaching and Learning, 25 June 2010 Development of Teaching and Learning Methods in Europe David Crosier,
Transition of NCV students from TVET colleges to the Labour Market Presentation to Bridge Post School Access Focus Group 22 October 2015.
Scotland’s Colleges is a trading name of both the Scottish Further Education Unit and the Association of Scotland’s Colleges Curriculum for Excellence.
Company LOGO ATP Connected Learning in an Open World ‘‘Developing new ideas and escaping from the old ones’ - A collaborative E learn course development.
Introduction to The UK VET System Gail Campbell Head of VET Global.
Learner experiences of online learning in a blended learning situation: Different cohorts, different needs Benjamin Kehrwald University of South Australia.
By 2030, at least 60 percent of Texans ages will have a certificate or degree.
Introduction Leslie A. Barreras EDU 620 Instructor Melissa Phillips 13 October, 2015.
Why NMIMS Distance Learning (Narsee Monjee Distance Learning) is an Ideal Choice for Distance Education.
Teaching and Learning with Technology
Presenters: Drs. Thomas Koballa, Jr. & Tracy Linderholm
Youth Engagement & Entrepreneurship
Knowledge Networking for Rural Development with ENRAP
Developing an Institutional micro-credential ecosystem
Course Director’s Strategy Day
Community and Technical Colleges 2009 Fall Enrollments
e-Learning Our view and experience
Training Personnel Using Autism online ebp Modules
NATIONAL SKILLS CONFERENCE
Introduction to Curriculum Mapping
Diane Bell Maurice Cuypers
Course design as a collaborative enterprise: Incorporating interdisciplinarity into a backward mapping systems approach to course design in Higher Education.
ENHANCING PROGRAMS’ QUALITY AND INNOVATION CAPABILITIES IN HIGHER EDUCATION TO DRIVE KENYA’S PROSPERITY AND QUALITY OF LIFE IN 21ST CENTURY. A PUBLIC LECTURE.
What has it meant to CILT?
Director, The Flashlight Project
Learning and teaching at Northampton: now and at Waterside
Higher Education in the 21st Century
Changes at UCO.
Assignment No. 1.
International Education and Resource Network
QM Tackles Competency.
BGU eLearning Certification
for financial education
ESTABLISHMENT OF CUSTOMER-ORDERED TRAINING PROGRAMS
for financial education
PLAY VIDEO 10/13/2018. Transformation Overview on Guided Pathways and Integrated Student Support March 6, 2018.
Youth Engagement & Entrepreneurship
Competency Assessment
Introductory Task What term means a belief in the importance of traditional values and competition? What term means the idea that human behaviour is governed.
We believe that children's engineering can and should be integrated into the material that is already being taught in the elementary classroom -it does.
Training and Development
Louisiana’s colleges and universities operate at the lowest unit cost in the country. The challenge: those “units” are students, and the “cost” is our.
Higher Education & Workforce Development: Friend or Foe
بسم الله الرحمن الرحيم 24/11/1428هـ الجامعة الافتراضية.
First-year seminar.
Study MBA Degree in Canada A Window to Multiple and Golden Opportunities.
Can the universities of today lead learning for tomorrow?
Guided Pathways 101.
NATIONAL SKILLS CONFERENCE
Future of Business Schools
Impact of AB 705 and Guided Pathways on Part-Time Faculty
From The Outside Looking In To The Inside Looking Out
Blended synchronous learning (BSL)
14-15 October 2002 Toby Linden World Bank
Choosing a university and course
Presentation transcript:

A TSUNAMI IN HIGHER EDUCATION? YES AND NO.. Presentation to the ITS Integrator User Group Annual Conference Cape Town 16 March 2015 Theuns Eloff

THE INEVITABILITY OF CHANGE Norman Davies, the esteemed and often controversial historian: ‘Historical change is like an avalanche. The starting point is a snow-covered mountainside that looks solid. All changes take place under the surface and are rather invisible. But something is coming. What is impossible is to say when.’

THE INEVITABILITY OF CHANGE Just as globalisation and technology have transformed other huge sectors of the economy in the past 20 years, in the next 20 years universities face transformation… Deep, radical and urgent transformation is required in higher education. The biggest risk is that as a result of complacency, caution or anxiety the pace of change is too slow and the nature of change is too incremental. The models of higher education that marched triumphantly across the globe in the second half of the 20th century are broken. (An Avalanche is coming, Barber et al, 2013)

WHAT CAUSES THE AVALANCHE? (Barber et al 2013) The global economy is changing (a flat world, knowledge) The global economy is suffering (youth unemployment rising) The cost of higher education is increasing faster than inflation (in 2013, not any more) The value of a degree is falling (not just in commercial terms, but also at a standard level) Content is ubiquitous (and the power of the academy is reduced) The competition is heating up (global student opportunities) The progress of educational technology is not the only but nevertheless an important factor in driving the avalanche

THE IMPLICATIONS OF THE AVALANCHE Universities will have to rethink their business model - catering largely for a generation connected from birth, under greater pressure to change Global changes altered nature & pattern of demand for skills & knowledge in the workforce; the demand for well-educated, imaginative, collaborative, confident people who take personal responsibility and go the extra mile (‘creative creators’) increases. Globalisation is not only bringing diversity to countries’ populations & large cities, but also enhancing the number of potential students who ‘shop’ globally for the best higher education offerings. This trend will accelerate as public funding for higher education around the world is reduced and replaced by private funding such as loans or direct payments. (An Avalanche is coming, Barber et al, 2013)

DISTINCT FEATURES OF UNIVERSITIES UNDER THREAT Research: Costs are growing, only a few can compete Other focused players are gaining in influence Degrees: Awarding power, not only universities Do you need a degree to progress in the world? City and regional prosperity Remains important, but relatively so as others join Faculty: Proximity unnecessary to create academic community Teaching from anywhere, in multi-modes

DISTINCT FEATURES OF UNIVERSITIES UNDER THREAT Students: Face to face not only option (not even the best?) Digital communities Desire to be taught by the best Governance and administration Proximity and concentration unnecessary Pressure to have fewer Curriculum Ownership by academics relativized MOOC’s, but certification and structure a challenge

DISTINCT FEATURES OF UNIVERSITIES UNDER THREAT (2) Teaching-learning Variety of modes of delivery, customised for the client Employers still skeptical about online, but should change More focused on skills Assessment Focus not on seat time nor credits, but demonstrating competence in a series of tests that can be done online and at home Experience Can also be provided elsewhere as meet-ups, youth clubs, and learning communities develop But not so clear, depending on culture..

THE AVALANCHE IN HE: SUMMARY Underlying driving force is educational technology But more: confluence of factors ranging from globalization, internet, new attitude amongst youth, need for new skills… It will probably result in five models of universities Model 1: the elite university Model 2: the mass university Model 3: the niche university Model 4: the local university Model 5: the lifelong learning mechanism But it will not have the same effect all over the world There are other factors that will impact on it (An Avalanche is coming, Barber et al, 2013)

WHAT ABOUT SOUTH AFRICA? Universities by and large less willing to think transformatively) Government on a crusade for a different kind of transformation Educational technology and especially infrastructure less developed here Access to educational technology (and connectivity) less available (especially in rural areas) and more expensive The white paper on distance education provided some hope, but nothing has happened since then Too few SA universities well enough managed to meet the challenge

WHAT IS ALREADY HAPPENING IN SA? Ordinary 'distance' education by correspondence, sometimes assisted by email messages and Youtube videos Face to face teaching-learning enriched by educational technology, ranging from power point presentations to video clips to class notes disseminated beforehand The videotaping of face to face lectures, made available to contact students on a site for future reference (or first reference!)

WHAT IS ALREADY HAPPENING IN SA? The in-time broadcasting of studio-based lectures to a variety of centres, supported by so called 'white board technology' The communication of study materials to far away delivery sites, where face to face support is provided regularly by facilitators Use of an educational learning systems to enhance communication between lecturers and students (whether on- or off campus) Pure online courses, mainly post-graduate, supplemented by regular face to face sessions

WHAT SHOULD BE DONE IN SOUTH AFRICA? Educational technology must develop even further Availability of PC's for poor students must improve Availability of broadband must improve, especially in rural areas The cost of broadband must decrease – a pipe dream? The ‘school’ pipeline must work - need I say more? Traditional face to face teaching must be enriched with educational technology, to form a foundation… Academics’ anchor is still in traditional academia The double challenge of access and quality, going hand in hand with numbers and focus (and the fact that highly paid professors avoid undergraduate teaching)

POINTS TO PONDER… Globally a few ‘online’ universities, but not all universities can be online, otherwise the pipeline of academics won’t exist The complexity of the educational technology wave: Online lecturing: early international evidence that quality of teaching- learning online can be better than face-to-face, as all interactions are explicit and can be analysed and improved upon Online support must consider the time and people it will take Will SA learners from a dysfunctional system be able to work more independently in an online environment? A variety of modes of presentation… more clarity needed The relativity of contact and distance modes (near and far) Adequate access to knowledge resources (connectivity?) In the quest for better practical skills acquisition in a variety of professions, we need the binary divide to be reinstated

WHY DO PEOPLE AND INSTITUTIONS CHANGE? I was serving on a battleship that had been on maneuvers in heavy weather and was on bridge as night fell. Visibility was poor, so the captain remained on the bridge. Shortly after dark, the lookout reported: “Light, bearing on the starboard bow”. “Is it steady or moving astern?” the captain asked. “Steady sir”, which meant we were on a dangerous collision course with that ship.

WHY DO PEOPLE AND INSTITUTIONS CHANGE? The captain instructed the signalman: “Signal that ship: we are on collision course, advise you change course 20 degrees”. Back came the signal: “Advisable for you to change course”. The captain said: “Send, I’m a captain, change course 20 degrees”. “I’m a seaman second class” came the reply. “You had better change course”. A furious captain spat out: “Send, I’m a battleship. Change course 20 degrees”.

WHY DO PEOPLE AND INSTITUTIONS CHANGE? Back came the flashing light: “I’m a lighthouse”. We changed course!

THANK YOU.. ANY QUESTIONS?