Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 0 views
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The transformation of the university is not just a good idea. It is an imperative
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Enrique Rubio Royo on 27 Jun 10Completamente de acuerdo. Universidad actual vs nuevo espacio social y global en RED, base de la mayor creación/compartición e intercambio de K y de difusión de información.
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Now is also a time of great opportunity
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and there is a steady stream of proposals for change
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change is required in two vast and interwoven domains
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La Univ. requiere cambios en 2 dominios: 1.- modelo de pedagogía (cómo se lleva a cabo el aprendizaje) y sustituirlo por el nuevo modelo de 'Aprendizaje colaborativo', y 2.- el modelo de producción de contenidos (producción colaborativa de K). Solo así la Univ. tiene la posibilidad de sobrevivir e incluso de desarrollarse vigorosamente en una economía global en RED.
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First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how
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(the content of higher education) are created.
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Collaborative Learning: Reinventing Pedagogy
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In the industrial model of student mass production, the teacher is the broadcaster
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"In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material."
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Collaborative learning has as its main feature a structure that allows for student talk
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With technology, it is now possible to embrace new collaboration models that change the paradigm
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This is not about distance learning
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Rather, this represents a change in the relationship between students and teachers in the learning process.
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Collaborative Learning Is Social Learning.
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we need to focus not on what we are learning but on how we are learning
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instead of starting from the Cartesian premise of 'I think, therefore I am,' . . . the social view of learning says, 'We participate, therefore we are.'"
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the web provides powerful new tools and environments for collaborative learning
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Cómo posibilita la web el aprendizaje colaqborativo: 1.- Nuevas tools y entornos, como WIKIS y mundos virtuales como 'Second Life' 2.- Cursos online interactivos pueden liberar a los profesores de 'lecciones', consiguiendo tiempo para colaborar con los estudiantes. 3.- la web posibilita interaccionar con otros estudiantes independientemente del momento y del lugar 4.- la web representa un nuevo modo de producción del K, que cambia todo lo que tenga que ver con 'cómo' se crean los contenidos de los cursos de la Univ.
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from wikis to virtual worlds like Second Life
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However, the web enables social learning in other ways as well.
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Collaborative Learning Embraces Discovery.
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"The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery."14
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Students need to integrate new information with the information they already have — to "construct" new knowledge structures and meaning.
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Today, every college and university student has at his or her fingertips the most powerful tool for discovery, for constructing knowledge, and for learning.
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the web
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the web
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seeing the web as a threat to the old order, universities should embrace its potential and take discovery learning to the next step
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Rather
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Collaborative Learning Is Student-Focused and Self-Paced.
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the education model has to change to suit this generation of students. Smart but impatient, today's students like to collaborate, and they reject one-way lectures
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el nuevo modelo de educación debe adecuarse a la generación actual de estudiantes: inteligentes, impacientes, colaborativos y que rechazan las lecciones en una sola dirección. Quieren aprender, pero solo aquello que tengan que aprender, y desean aprender en un estilo que es el mejor para ellos'
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"They want to learn, but they want to learn only what they have to learn, and they want to learn it in a style that is best for them."15
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Collaborative Knowledge Production: Opening Up the University
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Hacia una emergente Red Global de Aprendizaje superior (Meta-universidad), a lo largo de 5 etapas: 1.- Intercambio de contenidos de cursos 2.- Colaboración en contenidos de cursos 3.- Co-innovación de contenidos de cursos 4.- Co-creación de K 5.- Conexión Aprendizaje colaborativo
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The university needs to open up, embrace collaborative knowledge production, and break down the walls that exist among institutions of higher education and between those institutions and the rest of the world
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To do so, universities require deep structural changes
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in the open-access movement, we are seeing the early emergence of a meta-university
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The Internet and the Web will provide the communication infrastructure, and the open-access movement and its derivatives will provide much of the knowledge and information infrastructure."
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The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific works in progress, teleoperation of experiments, and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavor."17
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For universities to succeed, we believe they need to cooperate to launch what we call the Global Network for Higher Learning
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This network would have five stages or levels:
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Level 1: Course Content Exchange
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colleges and universities post their educational materials online, putting into the commons what would have traditionally been viewed as cherished and closely held intellectual property. MIT pioneered the concept with its OpenCourseWare initiative (http://ocw.mit.edu), and today more than 200 institutions of higher learning have followed suit.
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Consider what a change this offers to a typical professor's life
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Level 2: Course Content Collaboration
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What higher education desperately needs is a social network — a Facebook for faculty.
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Sharing materials is an important first step. But the course materials available freely online could also be constructed as a platform for users to collaborate and share experiences with the materials. As the Global Network for Higher Learning gains momentum, the volume of material being posted will become overwhelming, comprising not only text but also lecture notes, assignments, exams, videos, podcasts, and so on.
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But it shouldn't be a standalone application; it should be integral to the Global Network for Higher Learning.
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A little effort can yield large returns. For example
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Level 3: Course Content Co-Innovation
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the Wikimedia Foundation organized Wikiversity
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The next level in the Global Network for Higher Learning goes beyond sharing and collaborating on course content to actually co-creating content. Professors can co-innovate new teaching material based on work already available and can then make this newly synthesized content available to the world.
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For the ultimate course, teachers need more than course materials, of course. They need course software enabling students to interact with the content, supporting small group discussions, facilitating testing, and so on. Such software can be developed using the tried-and-true techniques and tools of the open-source software movement.
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Sakai
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Sakai.
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Level 4: Knowledge Co-Creation
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In the next level of the Global Network for Higher Learning, scholars move beyond course materials and collaborate to co-create all subject-matter-appropriate knowledge.
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Knowledge from university-based research should be a public good.
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Universities and academics need to embrace the Global Network for Higher Learning as the platform for collaboration in research, creation, communication, and exploitation of new knowledge. With the Global Network for Higher Learning, the current problems of academic journals would go away.
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The traditional peer-reviewed academic journals would adopt a much more dynamic online process.
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Level 5: Collaborative Learning Connection
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How can we network the world's higher education institutions to go beyond the production of knowledge to the consumption of that knowledge by learners?
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The 21st-century university will be a network and an ecosystem — not a tower — and educators need to get going on the partnerships to make this work for students.
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Reinvention or Atrophy
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he combination of the Internet, the new generation of learners, the demands of the global knowledge economy, and the shock of the current economic crisis is creating a perfect storm for universities, and the storm warnings are everywhere.
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As the model of pedagogy is challenged, inevitably the revenue model of universities will be too.
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Many will argue: "But what about credentials?
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Others will argue: "What about the campus experience?
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If institutions want to survive the arrival of free, university-level education online, they need to change the way professors and students interact on campus.
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How, then, can universities reinvent themselves, rather than atrophy? What are the steps to be taken?
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Adopt Collaborative Learning As the Core Model of Pedagogy.
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Professors who want to remain relevant will have to abandon the traditional lecture and start listening to and conversing with students — shifting from a broadcast style to an interactive one
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Professors should encourage students to discover for themselves and to engage in critical thinking instead of simply memorizing the professor's store of information. Finally, professors need to tailor the style of education to their students' individual learning styles.
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The Internet and the new digital platforms for learning are critical to all of this, especially given the high student-faculty ratio in many universities.
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Collaboratively Produce Higher Education Content and Knowledge by Launching the Global Network for Higher Learning.
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Right now, universities around the world are embracing level one — course content exchange — of the Global Network for Higher Learning. But they need to move further in the next four levels.
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Content should be multimedia — not just text. Content should be networked and hyperlinked bits — not atoms. Moreover, interactive courseware — not separate "books" — should be used to present this content to students, constituting a platform for every subject, across disciplines, among institutions, and around the world.
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Build New Revenue and Collaboration Models between Higher Education Institutions to Break Down the Silos between Them.
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we will need to build a collaborative revenue model and a new structure of transfer pricing.
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Change Incentive Systems to Reward Teaching, Not Just Research.
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If universities are to become institutions whose primary goal is the learning by students, not faculty, then the incentive systems will need to change. Tenure should be granted for teaching excellence and not just for a publishing record.
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How can this be done?
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Build the Infrastructure for 21st-Century Higher Education.
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a new kind of infrastructure is required to realize the University 2.0.
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The world needs a "Digital Marshall Plan."
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Where is the University 2.0?
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A powerful force to change the university is the students.
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The Industrial Age model of education is hard to change. New paradigms cause dislocation, disruption, confusion, uncertainty. They are nearly always received with coolness or hostility. Vested interests fight change. And leaders of old paradigms are often the last to embrace the new.
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Changing the model of pedagogy and the model of knowledge production is crucial for the survival of the university
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Global Network for Higher Learning