The Deconstructed Campus James G Mazou Director Office

The Deconstructed Campus James G. Mazoué Director, Office of Online Programs Wayne State University

Channeling the Zeitgeist “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Common Threads • • • College-Industrial Complex Decentralized Institution Remixed University Unbundled University Changing Role of Educators Learning Analytics “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

‘Seismic’ Activity “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

“Tremors” • • Centenary College Ocean County College (NJ) Southern New Hampshire University of Minnesota-Rochester Arizona State (Knewton) WGU (WA, IN, TX) Carnegie Learning (Apollo Group) “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

University of Pittsburg Cathedral of Learning Wikimedia Commons “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Traditional, Place-Based Educational Institutions • Dominant paradigm: knowledge provision and certification • Fusion: faculty, curriculum, credentials • Tied to a single institution • Exclusivity and scarcity “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Monolithic Education • • • “Sit and Get” Lecture-centric Batch-casting Summative assessment (product-over-process) Efficiency over Effectiveness Chronically low persistence, retention, degree completion, learning: symptomatic (Academically Adrift, Arum & Roksa) “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Handicraft Model of Teaching Intuition-based Haphazardly shared folk wisdom (D. Pace) Solo-sport (H. Simon) Redundant and repetitive labor (R. Massy & W. Zemsky) • Expensive • Does not scale well • Gold Standard? • • “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Effective Teaching An inscrutable art? Or A set of practices amenable to scientific investigation. “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

What Do You Think? Archived pre-session poll: http: //deconstructedcampus. weebly. com/ Live in-session poll: http: //www. polleverywhere. com/multiple_choice_polls/LTI 3 Nzcw. ODQ 4 “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Fault Lines: Theoretical & Attitudinal Allegiance • Formalization of Learning • Teaching: More of an art than a science • Learning: Teacher-centric, not machine enabled • “Human Factor” • Preserving the Institutional DNA? “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Converging Trends Agents of disruptive innovation? or Catalysts of institutional disintegration? • • Precision Education Wikification of Knowledge Unbundling of Faculty Roles Online Learning “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

1. Precision Education • Based on the learning sciences • Iterative process of continuous evaluation & improvement (OLI, “feedback loops”) • Community-based research activity (H. Simon) • Grounded in the scientific method • Optimized learning environments / course exemplars: creating the conditions that best enable learning • Solution to the Baumol/Bowen ‘Cost Disease’ Dilemma: Expand Access, Improve Quality, Reduce Cost “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

2. Wikification of Knowledge • Unbundling: De-institutionalization of knowledge creation, preservation, provision, certification • Campus-centric proprietary learning ecology of connected learning through open networks (P. Smith) • Credit Transfer (Straighter. Line) • Degree-brokering (Learning Counts, Knext) • DIY Academia (PLA/PLN) • Degrees/transcripts Open. Badges project (Mozilla Foundation & P-2 -P U), Lumina Foundation’s “Degree Qualifications Profile” • Credentials = Competence “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

3. Unbundling of Faculty Roles • All-in-one: Subject matter expert, course designer, learning specialist • Precision Education: Role Disaggregation • Greater Articulation of Learner Support Roles • Specialization: Research & Scholarship, Tutoring, Diagnostic & Assessment, Advising, Credentialing • Digital Disintermediation / Reintermediation “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Disintermediation • • Travel agents (Expedia) Stock brokers (E-Trade) Florists (Proflowers) Tower Records (i. Tunes) Blockbuster Video (Net. Flix) Borders (Amazon) Full-service gas stations (Self-serve) Caskets (Costco) “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

4. Online Migration • Location=Learning: Legacy of Handicraft Model • Locally hosted hand-crafted courses Web-based course exemplars • Learning-Assistive Technologies – Adaptive Learning, Feedback Loops, Meta-Cognitive Monitoring • Advantage: Effectiveness, Efficiency, Scalability • Learning: Location Independent “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Not Just a “Technotopic Fad” Tranformational Shift • Christensen’s “Disruptive Decentralization” • Precision Education – Application of the learning sciences (cognitive psychology, cognitive neuroscience, instructional design, software engineering, human-computer interaction) to practice educational “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Disruptive Decentralization • Going Beyond Innovation – New Markets – Low-End Existing Markets • Core-Function Innovation (e. g. , adaptive learning) Redefines the quality of the core service itself: learning • Access + Affordability + Quality (at all levels) “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Institutional Disintermediation • Displacement: Place-based Educational Services • Optimized Learning + Alternative Credentialing Frameworks • Locally Hand-Crafted Programs: Competitive Disadvantage “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Educational Supply Chain • Product/service (learning, an education, a degree) • Intermediaries (faculty, staff) • Delivery system (campus) Learning: product and not a process: defined by its process of physical production – assembled, warehoused “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Tipping Point: Institutionalized Precision Education New Business Model Integration: Learning Sciences + Online Tech Elimination of Duplicative Practices Redesign of the Learning Process: More Effective in Producing Better Learning • Scale to Individualized Learning • Learning Optimized Courseware Credentials • • “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Towards Optimally Designed Course Architectures • Open Learning Initiative (CMU) • Cognitive Coursewares Design Initiative (APLU, AACC, OLI, Gates Foundation) • Do. E, Trade Adjustment Assistance Community College and Career Training Program • Carnegie Learning • Knewton • ALEKS • Mc. Graw-Hill Connect/Learn. Smart • Pearson My. Labs “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Course Exemplars • • Quality Flexibility – Differentiated Learning Scalability Cost Effective “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

Blended Models: A Hedge Against Deconstruction? • • Transitional Location-Independent Learning Face-based Instruction ≠ Indispensable Limited Need for On-site Instruction Land-based Institutions: Downsized / Smaller Footprint “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

What Do You Think? The most significant disruptor of higher education in the next 10 years will be: Live in-session poll: http: //www. polleverywhere. com/multiple_choice_polls/LTI 3 Nzcw. ODQ 4 “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu

On-Going Conversation Continued Dialog jmazoue@wayne. edu “The Deconstructed Campus, ” forthcoming in the Journal of Computing and Higher Education (2012). “The Deconstructed Campus, ” James G. Mazoué, jmazoue@wayne. edu