1. T ECHNOLOGY - ENABLED LEARNING A N OVERVIEW AS E DUCATION GOES ONLINE Laura Czerniewicz With Derek Moore, Phil Hill, Sukaina Walji, Cheryl Brown Centre for Innovation in Learning & Teaching University of Cape Town Laura.czerniewicz@uct.ac.za Lauraczerniewicz.uct.ac.za/ cilt.uct.ac.za @czernie

2. F ORMAL P ROVISION o Distance education (fully online courses) now allowed Only 2 categories: contact and distance “Mixed mode” category scrapped How much online is the determining consideration Subsidy for Distance Education is 50% Irrelevant at Masters Level “”the term 'distance education' therefore refers to provision in which students spend 30% or less of the stated Notional Learning hours in undergraduate courses at NQF Levels 5 and 6, and 25% or less in courses at NQF Level 7 land initial post-graduate courses at NQF Level 8, in staff-led, face-to-face, campus-based structured learning activities.”

3. DHET P OLICY POLICY FOR THE PROVISION OF DISTANCE EDUCATION IN SOUTH AFRICAN UNIVERSITIES IN THE CONTEXT OF AN INTEGRATED POSTSCHOOL SYSTEM 2014

4. T HE P ROVISION L ANDSCAPE conventional flexible FORMAL SEMI-FORMAL NON-FORMAL Lectures Tutorials Course materials Short courses Summer school Blended courses Online courses Professional development courses Emergent MOOC related variants Czerniewicz, L; Deacon, A; Small, J; Walji, S (2014) Developing World MOOCs: a curriculum view of the MOOC landscape

6. D ISAGGREGATION & CHANGING MONETISATION MODELS : From singular to differentiated Traditional Complete package Emergent models Individual elements Fees Yes No/ maybe Content May be free/included in fees/paid forMay be paid Support Free/included in feesMay be paid Assessment Free/included in feesMay be paid Certification Free/included in feesPaid Quality Assurance Free/included in feesPaid Platform May be licensed or free (student does not pay) May be licensed or free

7. I NCREASED DIVERSITY OF P LAYERS & INTERESTS Olds and Robertson 2013 & telecommunications companies & publishers-become- education providers & digital media companies & & &

8. 2015 – THE MAINSTREAM GOES ONLINE

9. G ROWING CONFIDENCE IN ONLINE LEARNING “Nearly three-quarters (74.1 percent) of the academic leaders surveyed by Babson rate the learning outcomes in online education as the same or superior to those in face-to-face”. “70.8 percent of chief academic leaders report online learning is critical to their long- term strategy”. Allen & Seaman 2014: http://onlinelearningconsortium.org/read/survey-reports-2014/

10. G ROWTH OF FORMAL, SEMI - FORMAL & NON - FORMAL ONLINE LEARNING o Traditional institutions & residential institutions gaining ground on the for-profits in online & DL ( Allen & Seaman, 2015 ) o Private sector dominance decreases o MOOCs & MOOC type offerings continue to grow & be provided by a range of organisations with different agendas around the world ( ICEF 2014, Swope 2015)

11. O NLINE HAS A G LOBAL ORIENTATION https://pixabay.com/en/hands-world-map-global-earth-600497/ CC0 1.0 Universal (CC0 1.0)

12. O NLINE IS NOT NEW : 20 YEAR US HISTORY o For-profit Institutions University of Phoenix, DeVry o Sloan-funded Schools Colorado Community College Online, Penn State World Campus, UMUC, UCF, etc o Online Service Providers Pearson, Academic Partnerships, 2U, Deltak o But now? Everyone Most institutions, MOOCs

13. S HIFTS IN THE O NLINE SECTOR

14. o Significant slow down in growth of online o But significant shift towards “traditional” institutions and to blended programs o Growth area for vendors but crowded market o MOOCs have been the trigger for change but not transformational in themselves

15. C HANGING PLACES & SPACES http://www.slideshare.net/weblearning/

16. D IFFERENTIAL MODES http://www.slideshare.net/weblearning/

17. FORMAL SEMI-FORMAL NON-FORMAL CONVENTIONAL curriculum innovation Image: Rondine Carstens

18. MOOC S & ONLINE EDUCATION o MOOCs have put online education on the map o They have legitimised distance education for traditional universities (and traditional students) o They have put the quality of teaching in all universities under scrutiny o Valuable insights into how students learn online

19. Formal Online CoursesMOOCs Scale of participation Numbers capped by facilitation and assessment resourcing; entrance requirements Accommodates thousands by having almost no individual support and non entry requirements Motivation to participate Earn a qualificationVariable - take what is of interest, earn a certificate, personal development Backgrounds of participants Generally have similar academic backgrounds Often extremely diverse academic backgrounds Assessment Meets accreditation standardsNot formally accredited with alternative forms of assessment Cost Pay to register for coursesFree to access and participate and optionally paying for certificates Role of course convenor Responsible for teaching a curriculum aligned to a qualification and providing support Engages people interested in the topic, with no responsibility for curriculum alignment or giving individual support. Copyright Largely proprietary, some openSome open while platform owns or licences to itself user generated content.

21. Teaching showcase Research showcase Gateway skills Professional showcase Graduate literacies Categories of MOOCs Showcase teaching and introduce topics with high- profile ‘rockstar’ presenters Introduce fields and support students in undergraduate study Develop skills and introduce topics for postgraduate study. Showcase research and special interest topics of interest to postgraduate level Showcase professional careers for continuing education and qualifications

22. W HY ONLINE LEARNING - FOR THE INSTITUTION o Expand reach beyond geography o Attract increased numbers of students o Flexible course provision o Costs through scale and disaggregation

23. W HY ONLINE LEARNING - FOR THE STUDENT o Flexibility – work, home, commitments o Lifelong learning opportunity – anytime anywhere o Career requirements – always need to learn o Community – connect to like-minded professionals o Familiarity through internet – use for banking, shopping, personal networks - Why not learning?

24. W HAT CONSTITUTES QUALITY ONLINE LEARNING o Support o Communication o Technical standards met o Transparency – clear what is expected o Structure and design of course – unique opportunities Source: A Guide to Quality in Online Learning, Academic Partnerships. Available at http://www.academicpartnerships.com/sites/default/files/A%20Guide%20to%20Quality%20in%20Online%20L earning.pdf) http://www.academicpartnerships.com/sites/default/files/A%20Guide%20to%20Quality%20in%20Online%20L earning.pdf

25. E MERGING RESEARCH Students find it difficult to adapt to online learning requirements. Survey of 40 000 students in nearly 500 000 courses (Xu & Jagger, 2013) “attrition and lack of academic success was systematically more pronounced in online courses than in their face-to-face equivalents” “While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages” (Xu & Jaggar. 2013) “Our research found that interactive course software that provides instantaneous feedback could be particularly effective in improving tudent performance in online courses.” PPIC, Successful Online Courses in California’s Community Colleges Source: Xu & Jaggar. 2013. Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas

26. C HALLENGES FOR ONLINE LEARNERS Digital ‘know-how’ (digital literacies) Lack of face to face interaction – visual clues Work-life balance Tensions between flexibility and course demands (group work) Loneliness Connectivity constraints (and power cuts!)

27. U NDERSTANDING STUDENT LEARNING IN THE ONLINE SPACE Key aspects o engagement o mediation o alignment o flexibility o transformation And also  time  focus

28. S TRATEGIES FOR ONLINE T&L o Play to medium’s strengths - asynchronous, networks, reflection o Plan the process o Develop community - virtual o Allow learners to control of learning - autonomy o Participation – group work, discussion o Build in support o Develop digital literacies through curriculum o Planning and backups

29. D IFFERENT COURSE DELIVERY MODELS Internet- supported blended learning course Fully online or MOOC

30. W HAT HAS BEEN LEARNT SO FAR o Online education takes investment, time o Very important to target student groups o Student success rates can be lower than traditional o Connection to instructors and to peers is important o Often requires team-based course design

33. A LL HE L EARNING IS DIGITALLY -M EDIATED Beetham 2015

34. S TUDENT L ITERACIES The online learner has a strong academic self- concept; is competent in the use of online learning technologies particularly communication and collaborative technologies; understands & engages in social interaction & collaborative learning possesses strong interpersonal & communication skills and is self-directed Resource inequality Dabbagh 2007 elite

35. R ESEARCH ON STUDENTS ’ DIGITAL PRACTICES “Learners' engagement w digital world is v differentiated Learners’ digital skills shallower than we tend to think ‘Digital natives' story hides many contradictions Active knowledge creation & sharing a minority Activities typically introduced by educators Consumer practices & populist values dominate in digital space - many feel excluded or worse” Beetham 2015 Resource inequality

36. L EARNING D ESIGN P RINCIPLES o Every step should contribute to learning o Every step should be essential o Design a balanced mix of learning activities o Design for story telling o Design for conversation o Design to celebrate progress

37. Source: Futurelearn

38. Image: Stacey Stent THANK YOU