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anonymous

Are Universities Going the Way of Record Labels? - Martin Smith - The Atlantic - 2 views

www.theatlantic.com/...374012

universities disruptive_innovations

shared by anonymous on 18 Jul 14 - No Cached
  • This last decade of the music industry presages the coming decade of education. Choice is expanding at every level, from pre-k to graduate school. The individual course, rather than the degree, is becoming the unit of content. And universities, the record labels of education, are facing increased pressure to unbundle their services. So what will the future of education look like?
  • The price of content will freefall over the next seven years.
  • Education will be personalized.
    • anonymous
      anonymous on 18 Jul 14
       
      This substantiates my prediction that learners will be "knowmads" roaming the content landscape and collecting what they want and need.
  • ...6 more annotations...
  • The supply of learning content will swell.
  • With learning content available on demand, students will increasingly be able to build degree programs from a wide variety of institutions offering particular courses.
  • Students are the big winners here.
  • Existing institutions with large endowments will become the record labels: platforms that invest in great talent.
  • And distribution platforms that curate content will do well, commanding both economies of scale and scope.
  • In education, a cohort of new entrepreneurs and existing institutions will greatly increase personal choice for all of us.
anonymous

It's the Learning, Stupid | The EvoLLLution - 0 views

evolllution.com/...its-the-learning-stupid

shared by anonymous on 15 Feb 16 - No Cached
  • In this new world, providing students smarter pathways into and through higher education will be critical. All learning should count. Everyone should know what degrees represent so they can be put to use most effectively, whether it’s for employment or further education, and everyone should know the next step they need to take to move toward their personal goals.
  • At its root, we need to rethink and reimagine the entire premise of higher education. We must ask ourselves what type of product we want to be sold and produced by the nation’s colleges and universities and other providers of postsecondary learning.
  • “Many of those who have lived and learned in colleges as we know them cherish their memory and institutions,” Carey writes, “But the way we know them is not the only way they can be. Our lifetimes will see the birth of a better, higher learning.”[11]
  • ...8 more annotations...
  • Perhaps the most outdated feature of our current higher education system is how we measure learning. Today, this is done according to the amount of time spent at desks and in classrooms—or sometimes even time spent online—rather than by how much students actually absorb and subsequently what they do with that knowledge.
  • But what would happen if we turned this system on its head? What if college credits were awarded based not on seat time, but rather on measurable learning? What if we prioritized outcomes over inputs?
  • So it’s time for a change. It’s time for a system that awards learning credits that are based on learning, not time. It’s time for a student-centered credentialing system that prioritizes what you know and can do over where and how you get your education. And the only way to do this is to remove and replace the credit hour.
  • we know the basic aspects of the higher education system the nation needs: At its core, it’s a system that offers multiple, clearly marked pathways to various levels of student success—pathways that are affordable, clear and interconnected, with no dead ends, no cul-de-sacs and plenty of on- and off-ramps.
    • anonymous
      anonymous on 15 Feb 16
       
      Yes.  Cite this.
  • all learning certified as high-quality should count—no matter how, when, or where it was obtained.
  • In the ideal scenario, then, in this new system every student will know where they are going, how much it will cost to get there, how much time it will take, and what to expect at journey’s end—both in terms of learning outcomes and career prospects.
  • We must focus on learning outcomes as the true measure of educational quality. Not time, not institutional reputation (like the US News & World Report and other rankings do), but genuine learning. That is, those competencies that are informed by the real world in which students must thrive.
anonymous

Navigating the CBE Frontier: At the Educational Crossroads | The EvoLLLution - 2 views

evolllution.com/...-at-the-educational-crossroads

CBE Competency-based FutureofEducation

shared by anonymous on 14 Dec 15 - No Cached
  • The question is not how to help an adult student engage in a university-designed learning community; it’s how institutions can help students incorporate quality educational experiences and opportunities into their existing lives.
  • First, the need for citizens with postsecondary education could not be higher. From the White House to the Lumina Foundation, national calls are for 60 percent of the U.S. population to have a postsecondary degree by the year 2025. Currently, just 41 percent of the population has such a degree. This means we need to increase the number of graduates by about 20 percent, or almost 64 million more U.S. citizens, in the next ten years. Given that about 18 million people in the entire U.S. are seeking any kind of post-secondary education now,and the average graduation rate is less than 50 percent in six years, we simply can’t “get there” for the U.S. population to reach 60 percent with college degrees in ten years if we don’t attract more students and expand the variety of educational models that we offer people.[2]
  • Second, most students seeking higher education, by far, are “non-traditional” “degree completers:” adults 25 years and older, with some college and no degree, working part or full time, often with family.[3] In my state of Wisconsin, recent census data indicate that 21 percent of our state (or over 800,000 adults) fits this description. Contrast that with the fact that Wisconsin only has about 60,000 college students who are “traditional” (18 to 24, attending full time, and living in or around a university).[4]
  • ...4 more annotations...
  • Does it really make sense to expect, even implicitly, that a person already engaged in work and family should step out of that life in order to participate in an institution-based learning community? Instead, shouldn’t we be asking how to provide educational experiences that foster collaborative learning, supporting growth and development, to people who are already fully engaged in their lives outside of an educational institution?
  • The question is not how to help an adult student engage in a university-designed learning community; it’s how institutions can help students incorporate quality educational experiences and opportunities into their existing lives.
  • Adult learners need multiple opportunities to earn degrees, including educational models that differ greatly from traditional college programs.[9] They need new models that are structured around the entire 12-month calendar, where one can start and stop without penalty, and quickly move forward when mastery over material is demonstrated. We need to make use of new technologies and the latest in the science of learning to allow students to integrate their education into existing lives and careers. In short, to educate the population that is currently not served well by our traditional institutions of higher education, we need new models and methods that allow education to fit the interests, motivations and lives of our adult learners, not ask them to fit their lives into an educational system geared to 18- to 24-year-old full-time students. This is the promise of CBE.
  • The best CBE programs will design competencies that articulate the skills and abilities needed by productive citizens, and evaluate mastery of those competencies through assessments that blend seamlessly into students work and family.
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