- Slides: 17
LTI forum Online Distance Learning at UH and the MOOC Revolution go. herts. ac. uk/online
“…online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new opportunities for the agile, and threatening doom for the laggard and mediocre. ” The Economist, 22 December 2012
Worldwide growth and increasing demand for access to HE 1991 68 million 2020 120 million 2004 132 million
50 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Enrolled students worldwide (millions) 350 300 250 200 Actual 150 Predicated 100 Year 0
Higher Education and Technology Forum Summary Technology is now in the right place to seriously change the way in which education is provided, viewed and consumed. The global surge in demand for Higher Education, especially in ‘middle income’ countries; which are moving towards a liberal democracy; with a growing youth population and lack of in-house capacity. The UK HE Brand which is recognised and admired globally, linked to strong vocational training qualifications.
Re-imagining Institutional Models in HE - Drivers • Physical limitations on estate, academic time and lack of capacity to provide HE in an environment where demand is rising • The global retreat of public funding • The idea that the existing model is broken and that there are new entrants to the market who are developing different, more efficient models which improve quality, democratise access and lower costs • We are moving towards a system where content will be free at the point of use the cost of education will reduce
Content, Pedagogy and the Impact of New Technology Platforms • “The future of education is about data” • “The cost of providing education online is cheaper than traditional methods” • Retention and completion rates in online courses is highly variable • Authenticity, identity verification and anti-cheating strategies in online courses are still big areas of concern
The Emergence of the MOOCs
"The UK must be at the forefront of developments in educational technology. Massive Open Online Courses present an opportunity for us to widen access to, and meet the global demand for, higher education. This is growing rapidly in emerging economies like Brazil, India and China, " (David Willetts)
Quick Quiz… • • • Youngest Udacity ‘graduate’? – Khadijah Niazi, an 11 -year-old girl in Lahore who completed the Physics 100 class Most popular course on Coursera? – “How to reason and argue” How many students enrolled on it? – over 180, 000 students
Quick Quiz… • • Youngest Udacity ‘graduate’? – Khadijah Niazi, an 11 -year-old girl in Lahore who completed the Physics 100 class Most popular course on Coursera? – “How to reason and argue” How many students enrolled on it? – over 180, 000 students Of the 155, 000 people who registered for MIT’s Prototype Circuits and Electronics course: – Percentage aged 18 -25 vs over 25? – 45% aged 18 -25 vs 55% over 25 – Most traffic came from five countries. Which five? – USA, India, Britain, Colombia and Spain – How many passed the course? – 7, 200 (less than 5%)
Re-imagining Institutional Models in HE Free and Open Low cost, value-added eg Certificate of Completion Accredited Courses The MOOCs plus Khan Academy i. Tunes. U etc. Coursera, ed. X, Udacity and others 2 U, OU, University of Pheonix, UH Online
Re-imagining Institutional Models in HE • Credible qualifications • Marginal costs are low BUT designing for online learning is costly. Revenue through: ‘freemium’ model; sponsored classes (eg Google); referral fees to potential employers; license to other universities • Mixing MOOC and in-house provision to expand the range of degrees offered • The “flipped classroom”: integrating a second virtual university into the standard one…good online classes free academic time for individual tutoring • Research
How do we respond? Best? Agile? Laggard? Mediocre?