Repositioning OU Leaderships in The Digital Era http://www.duperrin.com/english/2014/02/20/wheres-digital-digital-transformation/ Repositioning OU Leaderships in The Digital Era

Repositioning OU Leaderships in The Digital Era Tian Belawati Universitas Terbuka, Indonesia AAOU Annual Conference, Yogyakarta, 26 September 2017

The good labels we are known for…… https://www.sac.edu/AcademicAffairs/DistanceEd/Pages/default.aspx Industrialization of education Liberation of education Democratization of education Modernization of education Open Universities are leaders in providing massive, open, and inclusive education ~ using technology Innovation

OU Leaderships Access Massive Mega universities (Daniel, 1999) AAOU’s 45 full members serve >10 million students In South East Asia (ASEAN), 8 OUs serve about 1 million students Access

OU Leaderships Inclusivity Openness http://www.chisa.edu.cn/ http://www.tsrs.org/about/inclusive-education/ Openness OUs have always been in the forefront of implementing open and inclusive education concept and philosophy into practice/system Open admissions policies low cost Study anywhere, anytime Inclusivity

OU Leaderships Innovation OUs have always been in the forefront of technology use for education https://www.mytechlogy.com/IT-blogs/1859/will-smartphones-replace-computers-by-2020/#.Wbj4fFEjGUk https://www.thesun.co.uk/news/uknews/2901205/ Innovation

The Era OUs has gone through... Mid 19th century: U of London’s external studies (degrees by exam) The correspondence model - Print The multimedia model - Print, Audiotape, Videotape, Computer-based learning (e.g. CML/CAL), Interactive video (disk and tape) The tele-learning model - Audio-teleconferencing, Videoconferencing, Audiographic Communication, Broadcast TV/Radio and Audio-teleconferencing The flexible learning model - Interactive multimedia (IMM), Internet-based access to WWW resources, Computer- mediated communication The intelligent flexible learning model – all + Computer mediated communication, using automated response systems The networked/connectivism model - Interactive Internet- based, use of OER, social media communication . The birth of first generations of open universities The birth of E-learning, mobile learning, ubiquitous learning, etc.. All are being used depends on ACTIONS MOOCs

Reality Check: MOOCs Phenomenon

Born & grow predominantly not by nor in OUs MOOCs Phenomenon 10+ millions students Access, inclusivity, innovation 23+ millions students Born & grow predominantly not by nor in OUs

This slide was edited to reduce file size. Reality check: Transformative Change Source: https://www.youtube.com/watch?v=ystdF6jN7hc This slide was edited to reduce file size. The original content was a video from YouTube https://youtu.be/ystdF6jN7hc https://www.youtube.com/watch?v=ystdF6jN7hc&feature=youtu.be

The big question is … Can we regain our leaderships in massive, open and distance education to produce graduates who have Wisdom & Creativity? Who can transcend technology?

Distance no longer exist Skills needed are not known The assumptions of OU have changed Distance no longer exist Skills needed are not known The game field has changed & the speed of change is exponential Business can no longer be as usual curriculum/content, pedagogy/technology, learning scheme/pathway

The Challenges and New Focus Technology Students Quality Pedagogy

= Successful graduates Quality Second class Compared to face-to-face learning Quality is measured using face-to-face quality indicators Quality  Number of graduates = Successful graduates

Pedagogy Behaviorism/constructivism to Connectivism Fixed Curriculum to open curriculum Pre-produced self-contained Learning materials to open/customizable Materials using OERs Degree oriented to competency oriented (nanodegree, stackable credentials, competency-based education, etc.) Global open movement & Sharing paradigm have led to the ample OERs

Illustration: Udacity Nanodegree program is a credential program: enroll, meet a series of expectations, and receive a credential affirming your successful completion of the program.

Illustration: MIT and U of Illinois US News, 12 April 2016, https://www.usnews.com/education/online-education/articles/2016-04-12/stackable-credential-options-rise-in-online-education "MicroMaster's" online program offered through the MIT and edX, allows students to complete five MOOCs and earn a verified certificate from each, and then complete a capstone exam and receive the MITx MicroMaster's credential  The University of Illinois—Urbana-Champaign, in collaboration with the MOOC provider Coursera, recently launched a stackable online MOOC-based Master of Computer Science in Data Science program. Students can, for instance, first earn a MOOC specialization certificate in data mining or cloud computing, and then choose whether to go on to finish the full master's degree. Overall, the degree costs less than $20,000.

Illustration: WGU Curriculum is formed by competencies that are developed by a council of experts in the field Degree is earned through demonstration of skills and The key distinction is the modularization of learning. A student cannot move on until demonstrating fluency in each competency. Not focus on seat time or credit hours, but assurance on high professional competency.

Technology The most crucial challenges for online learning: Putting the learners at the heart of the system Accessible Ubiquitous Open Massive Quality Interactive Personalized Promote student success   Putting the learner at the heart of the system

The Near Future of OU Kanwar, Mishra, & Cheng (2016)