ODL 2020 and beyond Professor Asha Kanwar President

ODL 2020 and beyond Professor Asha Kanwar President & CEO, Commonwealth of Learning The 33 rd Annual Conference of the Asian Association of Open Universities 14 -16 October 2019 / Pearl Continental Hotel, Lahore, Pakistan

Overview • Evolution of ODL • Models of ODL institutions • Preparing for 2020 • Beyond 2020

Evolution of ODL

Fourth Industrial Revolution CC BY-SA Source: https: //commons. wikimedia. org/wiki/File: Industry_4. 0. png (User: Christoph. Roser)

ODL Over the Four Stages • From elite to mass • Correspondence model • Multi-media model • Intelligent flexible learning model Gen 1 Gen 2 Gen 3 Gen 4

Disruption in Higher Education Top-tier F 2 F Higher Education institutions High-end MOOCs : ng i h c ea tory t ce ajec a f Online and o- g tr t n e i blended courses Fac stain su as n L OD vatio o inn Mainstream F 2 F Higher Education Open Universities and Dual-mode institutions Low-end Time

10 COMMONWEALTH OPEN UNIVERSITIES (1988)

(2018)

Industrial Model • Division of labour • Mass production • Planning and organisation Otto Peters, 1967 This Photo by Unknown Author is licensed under CC BY-SA-NC

Trends in the C 21 • Rise of the Multi-Versity network …learners can move from education to society and back • Micro-qualifications: rapid acquisition of highly specific knowledge and skills rather than a degree • The Faculty to become Lifelong Learners -- focus on new modes of delivery and pedagogy Multi-versity: term introduced by Clark Kerr (1963) http: //openvault. wgbh. org/catalog/A_0 DF 915 F 352 B 044 EFB 1 A 31 CCC 71 E 8 F 9 BF

So What Might the Future Hold?

Models Of ODL Institutions

Single Mode Open Universities • Mega universities • Providing access to quality higher education to underprivileged • Using low-cost and accessible media and technologies

Dual-Mode Universities (Multimedia/Blended/ Online) • Increased access to learners • Access to existing curricular offering • Use innovative methods, including blended learning • Existing faculty to teach distance and online learners • Parity of courses and programme

Consortium Model • Collaboration is key • Sharing of educational materials • Multiplier affect on accrued benefits • Leveraging the power of network

Virtual Universities • Increasing access to technology • Blended approach to course delivery • Use of digital learning resources

Multi-modal Universities • Multiple-strategies to deliver courses and programmes • On campus provision plus online technologies

Opening up OUs Source: https: //oofat. oerhub. net/OOFAT/

Multi-modal Universities • Content: Digital learning materials • Delivery: Use of learning management system, MOOCs • Recognition: Formal credentials; often recognizing MOOCs • Flexibility: Anytime, anywhere learning possible • Openness: Use of open content and technologies for course development and delivery

Preparing for 2020

Challenges for Universities • Emergence of new educational delivery models • Changes in management and accountability • Demands for knowledge creation • Demands from the learner community (digital natives) to change and adapt ICTs • Employability of graduates

Athabasca University, Canada • Teaching and learning framework that supports lifelong self-paced learning • National enrollment growth through pathways, credential completion and non-credit courses • Data informed student service • Agile course development using open educational resources • Focus on digital strategy, innovation, research and collaboration Source: http: //imagine. athabascau. ca/

The Open University, UK • Increased enrollment and student satisfaction • Extending reach through Future. Learn • Enhancing use of multiple media channels such as i. Tunes and You. Tube • Extending global footprint through partnership with international development agencies • Upgrade and improve student support systems and processes

University of South Africa • Ensure every student has suitable access to the internet. • Promoting a paperless environment ensuring every student having access to an electronic device (PC or tablet). • Increasing implementation of e-books and online learning including the use of e-tutors and e-mentors. • Supporting an open licensing regime to provide students with access to a wide range of study materials Source: https: //www. unisa. ac. za/sites/corporate/default/About/Who-we-are/Our-future

Key Strategies • Use of technology • Using open educational resources • Building partnerships • Strengthening learner support • Using data to drive teaching, innovation and research

Beyond 2020

Are We Developing Appropriate Graduates? • Positive mindset and motivation • Lifelong learner • Multidisciplinary, analytical, ethical, innovative, disciplined, respectful, collaborative • Employable and/or entrepreneurial • Responsible global citizen

What Can Be Done? • Institutional culture • Quality • Pedagogy • Assessment • Learner support

Institutional Culture • Leadership • Data & evidence-based decision-making • Supporting innovation • Ongoing professional development This Photo by Unknown Author is licensed under CC BY-SA

Quality • Culture of continuous improvement • Responsiveness to students, employers & society • Emphasising outcomes and graduate competencies • Providing value for money

Pedagogy • Adopt blended approaches • Continuous feedback and recognition • Personalise learning

Assessment • Badges & microcredentials • Recognition of prior learning • Transnational qualifications frameworks for mobility

Learner Support • Online support hubs • Use of learning analytics • Provide a culture of care

Three Key Literacies Human Data Technological Literacies Source: Joseph Aoun (2017): Robot-proof, MIT Press, https: //mitpress. mit. edu/books/robot-proof

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