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A presentation at the Council for Higher Education's Colloquium on Moving the Teaching and Learning System in South African Higher Education into the Digitally Mediated Era, 15 October 2014
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BLIND MONKS AND THE ELEPHANT
BLIND MONKS AND THE ELEPHANT
The shape of the emerging teaching and learning
environmentLaura Czerniewicz
14 October 2014
INTRODUCTION
PRINCIPLES OF TECHNOLOGY
• Division of labour• Specialisation• Economies of scale• Machines and ICTs
Adam Smith 1723 -1790
sirjohn.ca/wordpress/wp-content/uploads/.../1400120OntarioRed.ppt
THE LANGUAGE OF TECHNOLOGY
Numerical representation
Modularity
Automation
Variability
Transcoding
New media objects exist as data
The different elements of new media exist independently
The logic of the computer influences how we understand & represent ourselves
New media objects exist in multiple versions
Manovich, L (2001) The Language of New Media
New media objects can be created & modified automatically
Teaching & learning interactionAssessment & certification
Content
TRADITIONALLY: A SINGLE PACKAGE
Time Space
DISAGGREGATION
Content
Teaching & learning interaction
Certification
Time Platform
DISAGGREGATION
Content
Teaching & learning interaction
Assessment & certification
Time Platform
ACCESS TO CONTENT
Legal
Digital
Analogue
Illegal
TextbooksSome
photocopying
E-TextbooksOpen
Education Resources
Photocopying
Pirate sitesFile sharing
DISAGGREGATION
Content
Teaching & learning interaction
Certification
Time Place
DISAGGREGATION
Content
Teaching & learning interaction
Certification
Time Platform
LEARNING PLATFORMS
Hill, P (6 Feb 2014) http://mfeldstein.com/resilient-higher-ed-lms-canvas/
http://www.edtechmagazine.com/higher/article/2014/02/comparison-five-free-mooc-platforms-educators
Free content
Pay to access platform
CHANGES IN TEACHING & LEARNING
Content
Teaching & learning interaction
Certification
Time Place
On campus Remote
Internet supported
Fully online
F2F only
Form
s of
pro
visi
on
Location of students
Internet dependent
Online-intensive
Blended(mixed
mode): combines
F2F and online
DISAGGREGATION
Content
Teaching & learning interaction
Certification
Time Platform
CERTIFICATION: NON UNIVERSITY PROVIDERS
CERTIFICATION: NEW FORMSo Badges- micro, granular certificationo A form of formal(ised) recognition
• for informal learning processes• for chunks of
content• for competencies
CERTIFICATION: NEW FORMS & PROVIDERS
o “Degreed is a community of college students, professionals, and lifelong learners dedicated to advancing their education. When you join Degreed, you get tools to help you track, organize, share, and validate everything you learn. “
o Degreed – launched 2013
CERTIFICATION: NEW FORMS
CERTIFICATION: NEW FORMS
CERTIFICATION: NEW FORMS
£ 119Pearson Vue Test Centre
£ 24
CHANGING MONETISATION MODELS
TraditionalComplete package (fees)
Emergent models Individual elements
Fees Yes No
Content May be free/included in fees/paid for May be paid
Support Free/included in fees May be paid
Assessment Free/included in fees May be paid
Certification Free/included in fees Paid
Platform May be licensed or free (student does not pay)
May be licensed or free
MOOCS
On campus Remote
Internet supported
Fully online
F2F only
Form
s of
pro
visi
on
Location of students
Internet dependent
Online-intensive
Blended(mixed
mode): combines
F2F and online
MOOCs
Online course MOOCFees Cost to user No fees
Maybe certificates &/or support
Yes, as per all formal courses Entrance requirements
None
Limited. Capped by resources available for support &
assessmentScale
Thousands Savings due to limited support
Responsible for curriculum alignment, QA, support
Lecturer role Flexible role re curriculumLimited individual support
Largely proprietary, some openCopyright
Content may be proprietary or open, user generated content often © MOOC provider
Distance education providersProviders
Traditional residential research universities partnered with private companies
No, not usually Analytics Yes, one of the promises
Conventional Certification Non conventional
Aligned with the usual formal courses QA processes
Quality assurance As per non formal offerings
MOOCS DID NOT JUST APPEAR
Long historyo Open educationo Distance educationo Online educationo Continuing education
o But new business models
2012
MAPPING THE COURSE LANDSCAPE
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures & tutorials Block release Online courses
Short courses Professional developmentcourses
Summer school
MOOCS AS A CATALYSTo To the acceptance and take up of
online open and distance learning by traditional universities
o New forms of certificationo New partnershipso New varieties of provision
TYPES OF MOOCSVarieties in the landscape
TeachingFocus
Categories of MOOCs
Showcase teaching and introduce topics with high-profile ‘rockstar’ presenters
CATEGORY 1: TEACHING FOCUS
o General interest high profile course o Showcases the institution by means of an
engaging subject or personality ledo Global interest o Matches a popular understanding of high profile
MOOCs o High production costs o High enrollment o Loose curriculum ties o May attract external funding
CATEGORY 1 EXAMPLES
http://edulearning2.blogspot.com/2014/05/statistics-for-2014-coursera.html
CATEGORY 1: EXAMPLES
Researchshowcase
Categories of MOOCs
Showcase research and special interest topics of interest to postgraduate level
o Showcase research or more specialised topics of interest
o Offered at postgraduate level and assume some background in the topic. Still geared towards general or leisure learning
o Likely to have global appealo Moderate/high production costso Medium/high enrollment o Loose curriculum ties
CATEGORY 5: RESEARCH SHOWCASE
CATEGORY 5: RESEARCH SHOWCASE
MOOC PROVIDERS
http://edutechnica.com/moocmap October 2013
PARTICIPANTS
http://globalhighered.files.wordpress.com/2013/11/courseramapoct2013.jpg
REPRESENTATION MATTERSo Shapes what is known and what can be
knowno Makes some knowledge visible and
legitimate and other invisible and illegitimateo Consolidates power through normalisationo Influences how knowledge is produced and
reproducedo Online representation augments, echoes and
refracts physical representation
MOOCS AS NEO-COLONIALISM
o “any device that enlarges one’s environment and makes the rest of the world one’s neighbours is an efficient mechanical missionary of civilisation and helps to save the world from insularity where barbarism hides”
Dolbear, an inventor of the telephone, quoted in Graham (2011)
Gatewayskills
Categories of MOOCs
Introduce fields and support students in undergraduate study
CATEGORY 2: GATEWAY SKILLS
o Provides foundational, bridging or enhancement skills for pre HE entry or during undergraduate pathways towards specialisation
o Local interest, either within the institution or at a country-wide setting
o Moderate production costs o Low enrollment o Close curriculum ties o May attract external funding
CATEGORY 2: GATEWAY SKILLS
Graduateliteracies
Categories of MOOCs
Develop skills and introduce topics for postgraduate study.
CATEGORY 3: GRADUATE LITERACIES
o Post-graduate level courses to support application or programmes of study
o Focussed on building postgraduate literacies
o Likely to be of local or national interesto Moderate production costs
Low enrollment o Close curriculum ties o May attract external funding
CATEGORY 3: GRADUATE LITERACIES
Professionalshowcase
Categories of MOOCs
Showcase professional careers for continuing education and
qualifications
CATEGORY 4: PROFESSIONAL FOCUSo Geared towards vocational skills development, re-
tooling and professional developmento Could be offered in conjunction with professional bodieso Likely to be of local interest, although some specialised
topics may be globally relevanto Moderate to high production costs |medium to high
enrollment o Close curriculum tieso May attract organisational fundingo High potential for pathway to credit or revenue
generation
PROFESSIONAL FOCUS: EXAMPLES
ioelondonblog.wordpress.com/2014/05/14/what-is-the-problem-for-which-moocs-are-the-solution/
http://www.afr.com/p/national/education/top_mooc_provider_edx_no_longer_FooMSmV3LdSQHYGKND4LoI
X-SERIES PROGRAMME
o Let’s compare
£2140.00 (38,252.00 ZAR)
X 3R114 756
R3000
Teachingshowcase
Researchshowcase Gateway
skills
Professionalshowcase 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
conventional flexible
FORMAL
SEMI-FORMAL
NON-FORMAL
Lectures
Short courses
Summer school
Blended courses Online courses
Professional developmentcourses
MOOC related variants
EMERGING MODELS FROM MOOCS
MOCMassive Online Course: formal course with “MOOC pedagogy”
Wrapped MOOCStudents in a course taking a MOOC with added local support and additional material
MOOCMassive Open Online Course
CourseFormal course with lectures and support.
EXAMPLE: WRAPPED MOOCSo UCT 1st semester
• Critical Thinking in Global Challengeshttps://www.coursera.org/course/criticalthinking
• Principles of Written English – Part 2https://www.edx.org/course/uc-berkeleyx/uc-berkeleyx-colwri2-2x-principles-1348
• Understanding Research: An Overview for Health Professionalshttps://www.coursera.org/course/researchforhealth
• Model Thinkinghttps://www.coursera.org/course/modelthinking
• Design and Interpretation of Clinical Trials• https://www.coursera.org/course/clintrials• Data Analysis and Statistical Inference• https://www.coursera.org/course/statistics• New Models of Business in Society
https://www.coursera.org/course/bizsociety• The Data Scientist’s Toolbox • https://www.coursera.org/course/datascitoolbox• English Composition I: Achieving Expertise
https://www.coursera.org/course/composition• Getting and Cleaning Data
https://www.coursera.org/course/getdata• Understanding Research Methods
EMERGING MODELS FROM MOOCS
Open Boundary courseCourse offered simultaneously as a formal and as a open course
MOCMassive Online Course: formal course with “MOOC pedagogy”
Wrapped MOOCStudents in a course taking a MOOC with added local support and additional material
MOOCMassive Open Online Course
CourseFormal course with lectures and support.
EXAMPLE: OPEN BOUNDARY COURSE
o The 1st MOOC (2008)
o 25 fee-paying students on campus
o 2 300 general public students who took the online class free of charge
EXAMPLE: OPEN BOUNDARY COURSE http://www.m
rowe.co.za/blog/2013/08/pht402-online-course-accreditation/ 3 August 2013
EMERGING MODELS FROM MOOCS
Open Boundary courseCourse offered simultaneously as a formal and as a open course.
SPOCSmall private online course
MOCMassive Online Course: formal course with “MOOC pedagogy”
Wrapped MOOCStudents in a course taking a MOOC with added local support and additional material
MOOCMassive Open Online Course
CourseFormal course with lectures and support.
EXAMPLE: VARIATIONS - SPOC
FORMAL SEMI-FORMAL NON-FORMAL
CONVENTIONAL
curriculum innovation
FORMS OF PROVISIONo Multiple forms of provision
conceptualised • Ad hoc• Up front• Within/ across levels
o Implications for coherence across provision types• Quality oversight in different places
PARALLEL OFFERINGSo Credibility and legitimacy of parallel
offeringso Rise of acceptance of emerging
forms of certificationo Quality control of new forms of
offerings and of certification
EMERGING PROVIDERSo Flexible providers
THE RISE OF THE ONLINEo The major shift is to growing interest
in online education• The rise of the online in the semi-formal
and informal arenas• The rise of the online in the formal arenas
Daniels, J 2012
o Online education is in the hand of the private sector
• “In the US the for-profit sector has a much higher proportion of the total online market (32%) than its share of the overall higher education market (7%).
• Seven of the 10 US institutions with the highest online enrolments are for-profits.
• For-profits seem better placed to expand online because they do not have to worry about resistance from academic staff, nor about exploiting their earlier investment in campus facilities.”
OUTSOURCINGIT departments may be skeptical about MOOCs, but colleges are forging a digital future by creating online programs. And they’re enlisting help: Nearly a third (29 percent) of respondents said their colleges were outsourcing online-program development to third-party providers. Those “enablers,” such as Pearson Embanet, offer marketing services and technology support in exchange for payment.
Over all, 43 percent of IT officers said they believe outsourcing “offers a viable instructional strategy for their institution’s online efforts,” but among those at private universities, 67 percent do. A third (34 percent) think outsourcing will provide a solid revenue strategy, but among those at private universities, 59 percent do.
http://chronicle.com/blogs/wiredcampus/optimism-about-moocs-fades-in-campus-it-offices-survey-finds/54705 1 October 2014
SA ONLINE
http%3A%2F%2Fwww.unisa.ac.za%2Fcontents%2Fstudy2012%2Fdocs%2FmyStudies-Unisa-2014.pdf
THE IRON TRIANGLE IN THE POST TRADITIONAL LANDSCAPE
o The central challenge • Breaking the insidious link between quality
and exclusivity (John Daniel)• The hope of the
emerginglandscape
Cost
Quality
Access
ACCESS
GROWING THE PIE?o New forms of provision reaching
those who are not can not access traditional formal education?
o But concerns about keeping students within the system (US)
o Effect on global system & developing countries
http://chronicle.com/blogs/ticker/higher-ed-leaders-worry-most-about-declining-enrollment-survey-finds/86223 17 /9/14
THE GLOBAL MARKET PLACEo The developing
world as the new market to solve crises at northern universities
ACCESS: THE GLOBAL MARKETPLACE
o Diversified offerings for different groups
o MOOCs reached more non-US students than any other form
• Students lost or gained?o Analysis of 875k students on 9
Wharton Business School MOOCs• Higher % of foreign born US
students• Higher % of unemployed
students• Higher % of US under-
represented minorities• Fewer women
MOOCs Won’t Replace Business Schools — They’ll Diversify ThemJune 3, 2014 http://blogs.hbr.org/2014/06/moocs-wont-replace-business-schools-theyll-diversify-them/
o Northern hegemony• Northern curriculum
Northern knowledgeo US students in
formal courses
WHEN IS ONLINE SUITABLE?o Surveyed 40 000 students in
nearly 500 000 courseso Findings
• …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 Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas
ACCESS AND SUCCESSo Completion rates lowo Absolute numbers high
o MOOC students largely educated and working
o Suitable for professional and continuing education
o Change in completion as certification improves and becomes more credible?
DIGITAL LITERACIES“A consistent diagnosis is made in the literature of a potential lack of, or poor distribution of, the particular networking, reputational and learning skills that MOOC environments require for successful learning. Online autonomy, group formation and inclusion/exclusion feelings among learners, are a vital dynamic in MOOC learning, and are probably insufficiently understood. “
BIS 2013 Literature Review of Massive Open Online Courses and Other Forms of Online Distance Learning
COST
o Cost savingso New forms of revenue generation
COSTSo Typical ratio of
course production & presentation costs• Production- fixed cost• Tuition- recurring
costs
Tuition-Paying people to support learners
Generic student support
Weller 2013, The Cost of Supporthttp://nogoodreason.typepad.co.uk/no_good_reason/2013/
06/the-cost-of-support.html
TURNING TUITION INTO A FIXED COST
o Turning the tuition support costs partially or fully into fixed costs through:• Peer assessment • Machine marking• Outsourcing tuition costs• Adaptive learning, intelligent tutoring
systems, computer-based learning
OUTSOURCING TUITION
o We believe that embedded within the MOOC is a more focused technology, which we will call SuperText. This technology is characterized by:
• Content authored by a recognized expert and delivered primarily via short video segments.
• Chunking of content so that a specific instance of a course can be customized to particular learning objectives.
• Within an instance of a course, semi-synchronous pacing in which a batch of new content and assignments are released by a course administrator periodically (usually weekly). Between releases, students consume the content when and how they wish.
• Assessment that can be adapted to the learning objectives set by the course administrator.
• Students interact with a course administrator and with each other but not typically with the expert content author.
MOOCs Won’t Replace Business Schools — They’ll Diversify Them - Christensen, Alcorn and Emanuel - Harvard Business Review, 3 June 2014
o SuperText as the New Frontier• The technology combines the adaptive nature of office hours, the
charisma of the best educators, the convenience of “anywhere and anytime,” and economies of scale in production
MOOCs Won’t Replace Business Schools — They’ll Diversify Them - Christensen, Alcorn and Emanuel - Harvard Business Review, 3 June 2014
ISSUESo Changing roles of academic staff
• Divisions of labour- viable?• Casualisation of academic labour
o Students’ datao Business models determining
learning needso The holy grail
• Can the fundamentals of learning be met• Can disciplinary knowledge be taught?
ROLES
ETHICSo Big data & student rights
o Versions of courses lead to 2nd tier provision and income • QA through 1st tier credit courses• Widens access• Who are these courses for?
o Traditional formal provision for the elite
o Monetisation of different aspects
QUALITY
KNOWLEDGE ABOUT GOOD LEARNING
o Good learning requires mediationo We are more likely to get the learning outcomes
we want when the curriculum is aligned o Learning is more likely to happen when students
are actively engaged o Learning is more likely to be successful where the
teaching is cognizant of what students bring with them: prior knowledge, language, experience
o Learning involves some degree of transformation of self
Shay, S 2013Shay, S Good Learning: What we Know. Presentation at Heads of Department Workshop, University of Cape Town, April 2013
QUALITY
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“the course is amazingly, shockingly awful”http://www.angrymath.com/2012/09/udacity-statistics-101.html
STUDIES OF DUAL MODEo The complexity of distance learning in
comparison to face to face delivery – requiring much more advanced planning and integration of services and functions.
o Different ways of teaching and ways of working• the different way distance educators worked
compared to campus provision – in multi professional teams where ‘all are involved in this teaching and learning process’ not just the academics.
Lentell H 2013
o Is the research about learning design informing quality• in traditional • or post traditional education?
o Are current mechanisms of quality assurance adequate and appropriate?
QUALITY ASSURANCE OUTSOURCED
CONCLUSION
TENSIONSo Where are the risks in the emerging
landscape?o How can the tensions be managed
between• A coherent student experience• Flexibility and innovation• Inclusivity and experimentation
POLICIESo Need to map the policies which drive ,
shape and enable the post-traditional landscape• Within education• Beyond education policies (telecom,
privacy, IP etc.)o Consider
• Whose interests do existing policies serve?• Do existing policies adequately address the
emerging terrain?
o What role can policy usefully play • to enable required expertise (eg)
• Learning design• Digital literacies
• Content (eg OERs)• Re-alignment administrative systems• Oversight of public-private partnerships• Innovation and experimentation
o Blended learning will be the norm• Array of “delivery formats” across courses
and programmes• Within courses
o The shift as an opportunity • to re-examine the nature of excellent
learning and teaching• to explore possibilities and exploit new
affordances for an equity agenda
o As universities we need work together to find ways• to prioritise and firmly (re) assert access to
and contribution to knowledge production and dissemination as social and public goods into the very complex emergent landscape and into the discourses which shape it.
THANK YOUo [email protected]
@czernie
Acknowledgements to my excellent colleagues at CILT especially Andrew Deacon, Janet Small, Sukaina Walji
READINGo Czerniewicz, L; Deacon, A; Small, J and Walji, S (2014) Developing
world MOOCs: A curriculum view of the MOOC landscape, in Journal of Global Literacies, Technologies, and Emerging Pedagogies (JOGLTEP) Vol. 2, Issue 3, July 2014, Michigan State, available at http://joglep.com/files/7614/0622/4917/2._Developing_world_MOOCs.pdf
o Curation of MOOC resources: http://www.scoop.it/t/moocswatch