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anonymous

Data, Technology, and the Great Unbundling of Higher Education | EDUCAUSE - 2 views

er.educause.edu/...unbundling-of-higher-education

CBE educause competency-based degree

shared by anonymous on 24 Aug 15 - No Cached
  • the "4 Rs" that have emerged as the dominant metrics in higher education: Rankings Research Real Estate Rah! (Sports)
  • as Purdue University President Mitch Daniels has said: "Higher education has to get past the 'take our word for it' era. Increasingly, people aren't."2
  • the market is no longer viewing the 4 Rs as proxies of excellence.
  • ...42 more annotations...
  • among 27 potential factors, the U.S. News ranking came in at #20 in terms of importance in students' decision-making process. Twice as many students said that rankings were "not important at all" as those who said that they were "very important." So what do students care about? The top four factors were majors, cost, safety, and employment.3
  • We are beginning to see a similar shakeout in higher education. In a survey of 368 small private colleges and midsize state universities, 38 percent failed to meet their 2014–15 budget for both freshman enrollment and net tuition revenue.
  • If they can truly provide premium programs with a high return on investment, they will be able
  • to continue to charge high tuition. What they must not do—if they want to survive—is stand still.
  • Forced to demonstrate definitive value, midtier institutions will have to decide what they want to be when they grow up. If they're in the business of providing basic degree programs—where value to the student accrues primarily as a result of the credential itself—they will become a discount provider: delivering the program as inexpensively as possible.
  • "a full stack education company might not look like a school at all. It could look like an employer, a lender, a school, and/or a recruiter all rolled into one."6
  • The good news for students is that following this hollowing out, institutions will provide a higher return on investment.
  • premium providers will utilize technology for some delivery but will focus on immersive, intensive, employer-focused and -facing experiences for students
  • In fact, it's conceivable that the only remaining institutions with a return-on-investment profile characteristic of today's market will be the elite colleges and universities that have set the pace for higher education until now.
  • Full-stack providers that hope to achieve the higher education equivalent of Apple's or Uber's success will have to find a way to do three fundamental things: (1) develop and deliver specific high-quality educational experiences that produce graduates with capabilities that specific employers desperately want; (2) work with students to solve financing problems; and (3) connect students with employers during and following the educational experience and make sure students get a job.
  • In a decade, online education may be recognized not for making higher education accessible to anyone with a smartphone but, rather, for serving as the midwife who delivered competency-based learning into the world. Although competency-based learning is theoretically possible in a non-technology-enabled environment, it's not nearly as simple and appealing. In a competency-based environment, transfer credits become an anachronism and failure becomes a relic. In a competency-based world, the 41 percent of students who start but don't complete degree programs within six years will still receive value from the competencies they can show to prospective employers.15 Equally important, in our experience, competency-based learning reduces the cost of delivery by half over standard online delivery. Astute providers will pass the savings along to students and become leaders in the new discounter segment.
  • Some coding bootcamps even guarantee employment or tuition is refunded
  • the real higher education story of the decade is the crisis of affordability
  • The average bachelor's degree recipient who has taken out student loans carries $28,400 in debt, and 26 million consumers have two or more open student loans on their credit report.
  • Between 1999 and 2011, outstanding student loan debt grew by 511 percent; as of early 2014, it exceeded $1 trillion, more than credit card debt.10
  • In 1979, a typical student could pay his/her way through college working at the minimum wage for 182 hours, the equivalent of a part-time summer job. In 2013, the same student at the same college at the present-day minimum wage would have to work over 991 hours (a full-time job for half the year) just to cover tuition while still needing to find additional resources to pay for living expenses.11 In addition, the wealth gap between young and old has also never been wider. At the end of 2011, the typical U.S. household headed by a person age 65 or older had a net worth 47 times greater than a household headed by someone under 35, a number that more than doubled since 2005
  • in our current isomorphic system price continues to serve as a signal of quality
  • As a result, most institutions offering online programs have done so at the same price point as their on-ground programs; to do otherwise would send the wrong signal for a medium that is still young and thirsting for academic legitimacy.
  • If any product or service should be designed so that a stoned freshman can figure it out, it should be higher education.
  • Despite this, higher education may be the most complex product or service purportedly designed for mass consumption. This is not a comment on the difficulty of the subject matter being taught in the classroom; rather, it is a comment on the opaque and complex process of enrolling, financing, and ultimately assembling a degree. Focus groups conducted at Macomb Community College in Michigan, offering 200 degree and certificate programs to 48,000 students, revealed that very few students were able to navigate the complexities of enrollment, financial aid, transcript requests, prior credit recognition, program selection, and course selection/scheduling.
  • Because of the flawed transfer-credit system, students have difficulty identifying pathways toward a degree if they're changing institutions—something that a large percentage of them will do over the course of their studies.
  • To be successful in improving outcomes, higher education must turn the current process of program design on its head. Traditional program design is based on a system of credit hour inputs rather than outcomes. This has resulted from a culture of faculty-focused curricular development, which moves from an established curriculum to assessment and then to learning outcomes. A simpler, better system would be reverse-engineered by starting with student outcomes, then moving to the assessments that prove that the outcomes have been achieved, and only then turning to the question of what curricula best prepare students for the assessments. Fortunately, technology allows higher education to make this shift.
  • Even more shocking, approximately half of institutions that claimed to hit budget were reporting against downward-revised budget numbers.5
  • Technology's efficacy goal for online learning should be to move "focus by choice" as far as possible in the direction of "controlled focus." Two sets of technologies will accomplish this.
  • Combining adaptive learning with competency-based learning is the "killer app" of online education. Students will progress at their own pace. When they excel on formative assessments integrated into the curricula, they are served up more-challenging learning objects. And when students struggle, adaptive systems throttle back until the student is ready for more.
    • anonymous
      anonymous on 24 Aug 15
       
      I disagree that Gamification is that important.  If we make everything they learn relevant and design learning sessions for success, fooling students into thinking they are playing games will not be needed.  Learning something relevant, is one of life's basic pleasures.
  • The second technology is gamification
  • believing that the solution to the smartphone challenge is simply allowing mobile access to the same online course is tantamount to believing that an institution's online strategy is effectively addressed by putting lectures on YouTube or iTunes.
  • In other industries, unbundling has driven fundamental change. Over the past decade, sales of recorded music are down 50 percent and continue to fall each year.
  • Where does this leave the higher education bundle? At present, degrees remain the currency of the labor market. But as currency, they're about as portable as the giant stone coins used on the island of Yap. What if technology could produce a finer currency that would be accepted by consumers and employers alike?
  • neither dot-com entrepreneurs nor MOOCs have produced courseware that is truly disruptive to higher education.
  • What if that is because the software that will disrupt higher education isn't courseware at all? What if the software is, instead, an online marketplace? Uber (market cap $40 billion) owns no vehicles. Airbnb (market cap $10 billion) owns no hotel rooms. What they do have are marketplaces with consumer-friendly interfaces. By positioning their interfaces between millions of consumers and sophisticated supply systems, Uber and Airbnb have significantly changed consumer behavior and disrupted these supply systems. Is there a similar marketplace in the higher education arena? There is, and it has 40 million college students and recent graduates on its platform. It is called LinkedIn.
  • LinkedIn CEO Jeff Weiner has been very clear about his ambition, stating in November 2014: We want to have a profile for every member of the global work force, all 3 billion-plus people. We want to have a profile for every company in the world—that's north of 70 million companies—and digital representation of every job in the world. We also want digital representation of every skill required to obtain those jobs, a digital presence for every university in the world, and we want to make it easy for every individual company and university to share their professionally relevant knowledge. In doing all of this, we hope to allow all forms of capital to flow to where it can best be leveraged to lift and transform the global economy.2
  • Competency marketplaces will profile the competencies (or capabilities) of students and job seekers, allow them to identify the requirements of employers, evaluate the gap, and follow the educational path that gets them to their destination quickly and cost-effectively.
  • It could be the "software" that Andreessen foretold and that colleges and universities have long feared.
  • As competency marketplaces and their associated algorithms become increasingly sophisticated, employers and students will begin to value the signals from these tools more than the signals from nonelite universities' bundled degrees. (The signals from elite universities' bundled degrees will remain strong, largely due to the high caliber of the inputs.) As employees who are matched on the basis of competencies (and then hired through standard interviewing techniques for behavioral and cultural fit) excel in the workplace, this trend will only be reinforced. Employers will adjust job descriptions to reflect the incoming competencies of high-performing candidates, and competency matches will get better and better.
  • At some point, a student will walk into the college admissions office and say: "I've read your programs of study, and your Environmental Engineering program looks interesting. But how will it help me take my competency profile from where it is today to where LinkedIn says it needs to be in order to get an entry-level job as an engineer?" Colleges and universities that offer competency-based programs will at least speak the same language as this student. That's necessary, but not sufficient. A sufficient response will require unbundling the degree.
  • Likewise, colleges and universities may soon transition from the bloated degree model to an "Education-as-a-Service" (EaaS) model. Successful providers will sell students what they need when they need it: a "just-in-time" educational model that is much closer to today's coding schools than current degree programs.
  • Each of these is a potential revenue stream for competency marketplaces, either from the employer or from the education provider.
  • If ownership is held by the competency marketplace, we may find ourselves in a world where there's more money to be made from owning the competency profile than from delivering postsecondary education.
  • To avoid marginalization, colleges and universities need to insist that individuals own their competencies. Ensuring that ownership lies with the individual could make the competency profile portable and could facilitate movement across marketplaces, as well as to higher education institutions. In an era of unbundling, when colleges and universities need to move from selling degrees to selling EaaS subscriptions, the winners will be those that can turn their students into "students for life"—providing the right educational programs and experiences at the right time. This becomes possible when individuals own their competencies and allow institutions to manage their profiles, suggesting educational programs and even employment.
  • In the coming years, many institutions will succumb to the current inertia that is too prevalent in higher education. Some institutions will address some of these issues and will survive. Others will successfully address most of these issues and will then need to prepare for the next seismic change in higher education: The Great Unbundling.
anonymous

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 1 views

www.fastcompany.com/...y-sebastian-thrun-uphill-climb

MOOC udacity online education moocs

shared by anonymous on 12 Dec 13 - No Cached
  • Higher education is an enormous business in the United States--we spend approximately $400 billion annually on universities, a figure greater than the revenues of Amazon, Apple, Facebook, Google, Microsoft, and Twitter combined
  • The man who started this revolution no longer believes the hype.
  • If this was an education revolution, it was a disturbingly uneven one.
  • ...19 more annotations...
  • "I'd aspired to give people a profound education--to teach them something substantial,"
  • And yet, all of these efforts have been hampered by the same basic problem: Very few people seem to finish courses when they're not sitting in a lecture hall.
  • "Sebastian is like the smartest guy you've ever met, but on speed,"
  • His trip in March of 2011 to the TED Conference in Long Beach, California, where he delivered a talk about his work, led to an unexpected change in his plans. Thrun movingly recounted how a high school friend had been killed in a car accident, the result of the kind of human error that self-driving cars would eliminate. Although he was well received, Thrun was upstaged by a young former hedge-fund analyst named Sal Khan, who spoke of using cheaply produced, wildly popular web videos to tutor millions of high school students on the Internet. Thrun's competitive streak kicked in. "I was a fully tenured Stanford professor . . . and here's this guy who teaches millions," he would later recount. "It was embarrassing." Though Thrun insists the timing was coincidental, just a few weeks later, he informed Stanford that he would be giving up tenure and joining Google full time as a VP. (He did continue teaching and is still a faculty member.)
  • "I can't teach at Stanford again," he said definitively. "I feel like there's a red pill and a blue pill. And you can take the blue pill and go back to your classroom and lecture your students. But I've taken the red pill. I've seen Wonderland."
  • It's hard to imagine a story that more thoroughly flatters the current sensibilities of Silicon Valley than the one into which Thrun stumbled. Not only is reinventing the university a worthy goal--tuition prices at both public and private colleges have soared in recent years, and the debt burden borne by American students is more than $1 trillion--but it's hard to imagine an industry more ripe for disruption than one in which the professionals literally still don medieval robes. "Education hasn't changed for 1,000 years," says Peter Levine, a partner with Andreessen Horowitz and a Udacity board member, summing up the Valley's conventional wisdom on the topic. "Udacity just seemed like a fundamentally new way to change how communities of people are educated."
  • Learning, after all, is about more than some concrete set of vocational skills. It is about thinking critically and asking questions, about finding ways to see the world from different points of view rather than one's own. These, I point out, are not skills easily acquired by YouTube video. Thrun seems to enjoy this objection. He tells me he wasn't arguing that Udacity's current courses would replace a traditional education--only that it would augment it. "We're not doing anything as rich and powerful as what a traditional liberal-arts education would offer you," he says. He adds that the university system will most likely evolve to shorter-form courses that focus more on professional development. "The medium will change," he says.
  • "The sort of simplistic suggestion that MOOCs are going to disrupt the entire education system is very premature," he says.
  • "We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product," Thrun tells me. "It was a painful moment." Turns out he doesn't even like the term MOOC.
  • "From a pedagogical perspective, it was the best I could have done," he says. "It was a good class." Only it wasn't: For all of his efforts, Statistics 101 students were not any more engaged than any of Udacity's other students. "Nothing we had done had changed the drop-off curve," Thrun acknowledges.
  • At a press conference the following January, Brown and Thrun announced that Udacity would open enrollment in three subjects--remedial math, college algebra, and elementary statistics--and they would count toward credit at San Jose State University, a 30,000-student public college. Courses were offered for just $150 each, and students were drawn from a lower-income high school and the underperforming ranks of SJSU's student body. "A lot of these failures are avoidable," Thrun said at the press conference. "I would love to set these students up for success, not for failure."
  • Viewed within this frame, the results were disastrous. Among those pupils who took remedial math during the pilot program, just 25% passed. And when the online class was compared with the in-person variety, the numbers were even more discouraging. A student taking college algebra in person was 52% more likely to pass than one taking a Udacity class, making the $150 price tag--roughly one-third the normal in-state tuition--seem like something less than a bargain. The one bright spot: Completion rates shot through the roof; 86% of students made it all the way through the classes, better than eight times Udacity's old rate.
  • "These were students from difficult neighborhoods, without good access to computers, and with all kinds of challenges in their lives," he says. "It's a group for which this medium is not a good fit."
  • Udacity won't disclose how much it is making, but Levine of Andreessen Horowitz says he's pleased. "The attitude from the beginning, about how we'd make money, was, 'We'll figure it out,'" he says. "Well, we figured it out." Thrun, ever a master of academic branding, terms this sponsored-course model the Open Education Alliance and says it is both the future of Udacity and, more generally, college education. "At the end of the day, the true value proposition of education is employment," Thrun says, sounding more CEO than professor. "If you focus on the single question of who knows best what students need in the workforce, it's the people already in the workforce. Why not give industry a voice?"
  • Thrun initially approached the problem of low completion rates as one that he could solve single-handedly. "I was looking at the data, and I decided I would make a really good class," he recalls.
  • This January, several hundred computer science students around the world will begin taking classes for an online master's degree program being jointly offered by Udacity and the Georgia Institute of Technology. Fees will be substantial--$6,600 for the equivalent of a three-semester course of study--but still less than one-third of what an in-state student would pay at Georgia Tech, and one-seventh of the tuition charged to an out-of-state one.
  • Georgia Tech professors will teach the courses and handle admissions and accreditation, and students will get a Georgia Tech diploma when they're done, but Udacity will host the course material. Thrun expects the partnership to generate $1.3 million by the end of its first year. The sum will be divided 60-40 between the university and Udacity, respectively, giving the startup its single largest revenue source to date.
  • Crucially, the program won't ultimately cost either Udacity or Georgia Tech anything. Expenses are being covered by AT&T, which put up $2 million in seed capital in the hope of getting access to a new pool of well-trained engineers.
  • "There's a recruiting angle for us, but there's also a training angle," says Scott Smith, an SVP of human resources at the telco. Though Smith says the grant to Georgia Tech came with no strings attached, AT&T plans to send a large group of its employees through the program and is in talks with Udacity to sponsor additional courses as well. "That's the great thing about this model," Smith says. "Sebastian is reaching out to us and saying, 'Help us build this--and, oh, by the way, the payoff is you get instruction for your employees.'" Says Zachary, "The Georgia Tech deal isn't really a Georgia Tech deal. It's an AT&T deal."
  • anonymous on 12 Dec 13
     
    Great insights into Sebastian Thrun, and MOOCs -- especially the "sponsored MOOC." 
anonymous

Exploring the Impact of the Amazon Effect on Higher Education | The EvoLLLution - 1 views

evolllution.com/...zon-effect-on-higher-education

Amazon effect Designing Learning higher education

shared by anonymous on 20 Jan 16 - No Cached
  • The “Amazon effect”
  • Even in businesses that are not direct competitors of Amazon, such as industrial conglomerates, aerospace companies and defense contractors, we regularly hear about changing customer expectations, shaped by the new realities of the consumer space, influencing requirements.
  • While commercial businesses are clearly experiencing the changes brought about by the “Amazon effect,” there are many other sectors of the economy that are being impacted as well. For instance, higher education is beginning to reevaluate its own value propositions and business models in light of changing customer expectations, new budgetary realities and the explosion in online learning.
  • ...9 more annotations...
  • what is more intriguing is the rationale for this growth. Is it an attempt to expand institutional reach and better meet customer needs, especially those of students, parents and employers, or is it simply a means to fill budgetary gaps?
  • In the Eli Broad College of Business at Michigan State University, we have taken a very customer-oriented approach to online learning and have put customer needs, as well as the overall student experience and learning outcomes, at the forefront of our online development efforts.
  • the need to remain an agile learning organization remains paramount. In spite of what some believe, higher education is not a “field of dreams.” If you build it, there is no guarantee that students will come.
  • First, organizations must understand the needs and requirements of their customers at a level of intimacy well beyond what has been typical in the past. Second, organizations must understand which customers they should serve and then segment these customers to better align resources and value propositions (i.e., one size does not fit all). Third, organizations must remain open to new business models as a way to sustain growth and opportunities over time.
  • Can you provide different degree or certificate offerings for different customer groups and how do you effectively manage these different offerings?
  • Is your institution open to alternative business models, not to replace the primary one, but to supplement and enhance the overall portfolio?
  • In the past, the inclination would be to create a generic program that would serve the needs of many different individuals; however, the risk is that such a program might not address the full set of needs for any one individual.
  • As a result, we need to become much more flexible and agile in defining requirements and how best to meet those requirements. Competency-based learning, micro-learning, MOOCs and any number of other emerging approaches must be considered in this “solution” context. Flexible, online learning is an important part of the solutions mix, too.
  • While it is impossible to accurately predict what might happen if higher education is unable to adjust to these new realities, the experience from business suggests that the result could be dramatic. The Fortune 500 of today looks dramatically different than the Fortune 500 of even 20 years ago. Bankruptcies, consolidations and new technologies continue to transform the commercial marketplace. It would be foolish to think that something similar couldn’t happen in higher education, too. The challenges are significant, but the opportunities for those who can embrace these new realities could be equally significant and exciting!
anonymous

Credential Transparency Initiative - 1 views

www.credentialtransparencyinitiative.org

CBE CBL Badging

shared by anonymous on 05 Jan 16 - No Cached
  • a lack of transparency in the current credentialing maze has fueled the confusion and created a buyer-beware environment.
  • When every credential is unique to its issuer and impossible to compare with others, they all lose their value to job seekers and employers.
  • Funded by Lumina Foundation, the initiative will develop common terms for describing key features of credentials; create a voluntary, web-based registry for sharing the resulting information; and test practical apps (software applications) for employers, students, educators, and other credential stakeholders.
  • ...3 more annotations...
  • The registry will include all kinds of credentials – from educational degrees and certificates to industry certifications, occupational licenses, and micro-credentials.
  • will develop a Credential Directory app, which will allow registry users to access the websites of participating credential issuers, build customized directories of credentials based on their own criteria, and publish the results.
  • The goals are transparency and clarity, and to help align credentials with the needs of students, job seekers, workers and employers.
dominknow

5 Tips for Maximizing Your Learning Content Investment - 0 views

www.dominknow.com/...ur-learning-content-investment

learning content elearning courses tips to maximize learning content investment

shared by dominknow on 17 Sep 19 - No Cached
  • dominknow on 17 Sep 19
     
    Stuck in inflexible pages, much of today's learning material remains trapped in traditional formal vehicles like eLearning courses or presentations. As a result, learning content - and the time and effort that goes into it -is often poorly leveraged. But it doesn't have to be that way.
anonymous

Technological Advances Demand Adaptation from Public Higher Education | The EvoLLLution - 0 views

www.evolllution.com/...tation-public-higher-education

higher education Change

shared by anonymous on 16 Jul 13 - No Cached
  • While MOOCS are hardly a step forward pedagogically, they have brought distance learning out of the shadows and into daily discourse about the future of higher education.
  • The lines between for-profit and not-for-profit are blurring as partnerships evolve between community colleges offering two-year diplomas and for-profit colleges awarding the bachelor’s degree. For-profit corporations now provide the platform and technical know-how for expanding the reach of not-for-profit master’s programs at many major universities.
  • Educational technologies will need to be employed for building new models of learning
  • ...1 more annotation...
  • Creative ways of reaching new student audiences — those of all ages, background and locales — will expand the institutional footprint in exciting new ways. No future academic enterprise will be blessed with guaranteed support and students. All will be vulnerable. But the net result, through collective leadership, can take us into a new era of higher learning.
anonymous

Fifth Annual VitalSource/Wakefield Survey Finds College Students Want More - and Better... - 0 views

www.prnewswire.com/...room-technology-300121015.html

technology cost_of_education

shared by anonymous on 18 Aug 15 - No Cached
  • this year's survey results point to technology as a way to increase students' participation in class and to more efficiently complete assigned work or digest course materials. Students identified other ways to improve their learning experience, including: 61% of students said that homework that is more interactive, containing elements such as video, would improve learning 48% of students said their learning would be enhanced by technology that helps them collaborate digitally with students from their class, or from other schools 61% cited the ability to exchange instant feedback with professors as something that would improve learning 55% said digital learning that personalizes their learning experience (i.e. gives teachers the ability to track student progress in real-time) would be useful
  • As for the actual devices students use for their studies, laptop ownership remains steady at 90% of survey respondents for 2014 and 91% for 2015, while students owning smartphones and those owning iPads or tablets both increased by 7 percentage points in 2015 vs. the previous year. The number of surveyed students owning smartphones increased from 83% in 2014 to 90% in 2015 and tablet ownership increased from 43% in 2014 to 50% in 2015.
  • Students' expectation for access to technology in higher education continues to increase, as does the overall cost of receiving a college degree. Accordingly, the financial burden of tuition continues to be a major concern among college students, with 81% of those surveyed agreeing that over the next 10 years, fewer students will go to college because it is too expensive. For those who do pursue a degree, the cost of doing so is a long-term commitment: 54% of students surveyed this year are worried they won't be able to pay off their college loans before they are 50, in contrast to 44% of students who responded similarly to this statement in 2014
Sasha Thackaberry

Reclaiming Innovation Can we reclaim innovation? - 0 views

www.educause.edu/...default.html

innovation learning education teaching technology gaming lms company data

shared by Sasha Thackaberry on 03 Jun 14 - No Cached
  • what's not to like about innovation?
  • Yet as 2014 churns on, the glow is wearing off. Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
  • Audrey Watters has noted the essentially apocalyptic flavor of what she describes as "the myth and the millennialism of disruptive innovation" — mythic in the sense that it prophesies "the destruction of the old and the ascension of the new" and constitutes a narrative that "has been widely accepted as unassailably true." When applied to education, disruptive innovation promises nothing less than "the end of school as we know it."
  • ...25 more annotations...
  • Benjamin Bratton has argued: "'Innovation' defined as moving the pieces around and adding more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo."3
  • Will a countervailing vision of grassroots, generative innovation dedicated to strengthening higher education do better?4 If we think the open web and public education are ideas worth preserving, we have no option but to try to find out.
  • The demands of sustaining infrastructure have continued to dominate institutional priorities, and the recent promise of Web 2.0 has been unevenly integrated into campus strategies: instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand
  • Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.
  • Higher education overall, perhaps concerned about the untamed territories of the open web and facing unquestionably profound challenges in extending its promise beyond the early adopters, cast its lot with a "system" that promised to "manage" this wild potential and peril.
  • before we even begin to encounter the software itself, we privilege a mindset that views learning not as a life-affirming adventure but instead as a technological problem, one that requires a "system" to "manage" it.
  • Systems.
  • But environments matter, and disturbingly often these systems promote formulaic and rigid instruction.
  • Silos.
  • There is a discussion to be had about where/when student interactions might merit or benefit from some degree of privacy and where/when we need to consider protections of identity and personal privacy. But that discussion happens too rarely; it is easier to default to locking everything behind digital slabs of access controls and inaccessible online spaces. Worse yet, this enclosure not only cuts the academy off from the wider world but also cuts students off from each other and the institution. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").
  • Missed Opportunities.
  • even in an era when it is widely understood that we need to guide our students into an information age of immense complexity, promise, and uncertainty, we force them to spend countless hours on computers in a virtual environment that does nothing to equip them with practical web skills
  • Costs.
  • And any technologists who have been involved in a migration from one system to another, or in significant upgrades of the same system, can testify to how time-consuming and troublesome these processes will be. As Martin Weller argues: "This is serious business and I have a lot of respect for people who do it. The level of support, planning and maintenance required for such systems is considerable. So we developed a whole host of processes to make sure it worked well. But along the way we lost the ability to support small scale IT requests that don't require an enterprise level solution.
  • The myriad costs associated with supporting LMSs crowd out budget and staff time that might be directed toward homegrown, open-source, and user-driven innovation.
  • Confidence.
  • LMSs are seen as, at best, a "necessary evil." But perhaps they're not so necessary.
  • Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
  • Can We Reclaim Innovation?
  • , Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years. This approach was started by two Canadians — George Siemens and Stephen Downes — at the University of Manitoba in the fall of 2008. The professor (Siemens) and the government researcher (Downes) decided to put into practice the connectivism and connected learning theories that they had been writing about and experimenting with for years. Their 2008 course, Connectivism and Connected Knowledge (CCK08), christened the idea of the MOOC and provided a brilliant example of educational technology praxis using the open web. Significantly, these origins of the MOOC arguably mark it as the first web-native learning environment, as opposed to e-learning that grafts old-style distance learning onto online platforms.
  • Yet within a couple of years, the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11 The most distressing part of the story is that many higher education administrators and even IT professionals seem to have little or no idea where the innovation started.
  • One encouraging result of the MOOC mania is the rising interest in open online learning, even if in this case innovation has become synonymous with how to scale a single course for many users.
  • MOOCs, currently being reimagined (and resold) by proprietary environments designed for scale and simplicity, lack the basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor.
  • These courses and systems are also distracting colleges and universities from the conversation that we should have been having since the late 1990s: how can we leverage open platforms and open access to augment our teaching and learning mission?13 Open-source, searchable, syndicated, and collaborative authoring systems can provide numerous efficiencies, such as publishing to multiple environments and ensuring interoperability and long-term digital preservation.
  • Imagine what higher education institutions could do if they started approaching academic publishing platforms as collaborative, open spaces for community-authored materials. What if educational institutions start reclaiming innovative learning on the web?14
Sasha Thackaberry

Lumina-funded group seeks to lead conversation on competency-based education @insidehig... - 0 views

www.insidehighered.com/...ion-competency-based-education

learning education teaching assessment group competency-based financial aid federal direct PLA company gates lumina incubator

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • Competency-based education appears to be higher education’s "next big thing." Yet many academics aren’t sure what it is. And that goes double for lawmakers and journalists.
  • A new group is stepping in to try to clear up some of the confusion. The nascent Competency-Based Education Network (C-BEN) will include up to 20 institutions that offer competency-based degrees or are well on their way to creating them.
  • A new group is stepping in to try to clear up some of the confusion. The nascent Competency-Based Education Network (C-BEN) will include up to 20 institutions that offer competency-based degrees or are well on their way to creating them. The Lumina Foundation is funding the three-year effort. Public Agenda, a nonprofit research organization, is coordinating the work.
  • ...4 more annotations...
  • The reason for the project’s creation, said several officials who are working on it, is a growing need for shared guiding principles. Interest in online education is high, and many college leaders want competency-based education to avoid the hype, misconceptions and resulting backlash massive open online courses have received.
  • A separate Lumina grant will help pay for a website that will make public much of the network’s work and research. Southern New Hampshire University is responsible for creating the website.
  • That project is an "incubator" that the Bill and Melinda Gates Foundation is funding through its Next Generation Learning Challenges grant, which is managed by Educause. To participate, colleges will need to submit a plan to begin creating a competency-based program by January 2015, according to a draft document about the grant.
  • Carol Geary Schneider, president of the Association of American Colleges and Universities, welcomed the deepening conversation over competency-based education. She said she hopes the network can provide some clarity on the emerging delivery model, which the association has viewed warily. The competency-based movement does have promise, she said. Ideally, Schneider said, competency-based programs share goals with the Degree Qualifications Profile (DQP), a Lumina-funded effort that attempts to define what degree holders should know and be able to do. Schneider helped author the profile.
anonymous

Learning Analytics Research for LMS Course Design: Two Studies | EDUCAUSE - 4 views

er.educause.edu/...-lms-course-design-two-studies

LMS analytics

shared by anonymous on 09 Mar 17 - No Cached
  • In 2014 the EDUCAUSE Center for Applied Research (ECAR) identified three key motivators for faculty use of IT: (1) evidence of benefit to students, (2) course release time, and (3) confidence the technology will work.1
  • In particular, we found that faculty use of the grade center, which ECAR found that students value more than any LMS function,2 is positively related to student outcomes.
  • To frame our discussion, consider the following: If you could predict with 100 percent accuracy which students would succeed or fail — in classes, programs, or graduation — what would you do to intervene and change the predicted outcome? Or as Mike Sharkey, VP of Analytics at Blackboard, often says, "If you're a dog chasing a car, what would you actually do if you caught it?"
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  • In our experience, this critical transition from prediction to intervention (and assessment of the resulting impact) is actually quite rare in higher education learning analytics research and practice.
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