Higher Education – Page 5

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| May 27, 2019

https://www.tonybates.ca/2019/05/26/the-coming-crisis-in-canadian-post-secondary-education-1-external-developments/ by

I don’t normally get excited about talk of digital technology disrupting higher education, especially when that talk originates from south of the Canadian border.

MOOCs are an interesting and useful development, but they have settled into a niche for continuing education and corporate training rather than disrupting the current system.

There have been many claims for how artificial intelligence is going to revolutionise higher education. However, at the moment there’s not a lot of AI applications out there that go much beyond pretty standard learning analytics and quantitative assessment and feedback. (If you know of any more interesting applications of AI in HE send in an article for the special edition on AI in HE in the International Journal of Educational Technology in Higher Education.)

However, digital technologies are already disrupting both the economy and society, and public higher education in Canada is ripe for disruption, not directly but in insidious ways.

As we shall see in the second post in this series, Canadian universities and colleges are mostly absorbing digital technologies into their regular teaching, rather than using it to disrupt the system. But that is just my point. We need to start rethinking the curriculum, rethinking the way we teach, and how we organise our institutions, to take full advantage of what digital technologies can offer.

More importantly, we need to do this to prepare our students better for a digital society and most important of all, if our institutions don’t change, they will eventually be undermined by large multinational online corporations that can do more cheaply and effectively many of the things that universities and colleges are presently doing. The loss to society though if this happens would be immense.

What Canadian post-secondary institutions need to do to avoid negative disruption or even extinction is to make themselves fit for purpose in a digital age. This is what I want to discuss over the next three posts

You can see a presentation on this topic that I made at CNIE 2019 here.

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daveymoloney

| May 22, 2019

Ed-Tech Retro-Futurism and Learning Engineering by

Matt Crosslin

I don’t know what I am allowed to say about this yet, but recently I was recorded on an awesome podcast by someone that I a big fan of their work. One of the questions he asked was what I meant on my website when I say “Ed-Tech Retro-Futurist.” It is basically a term I made up a few years ago (and then never checked to see if someone else already said it) in response to the work of people like Harriet Watkins and Audrey Watters that try to point out how too many people are ignoring the decades of work and research in the educational world. My thought was that I should just skip Ed-Tech Futurism and go straight to Retro-Futurism, pointing out all of the ideas and research from the past that everyone is ignoring in the rush to look current and cool in education.

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daveymoloney

| May 22, 2019

HR for holograms: preparing for the future workforce by

Paul Boustead

In the local paper nostalgia column I spotted a picture from the mid-1960s of a coal cart, drawn by a horse, and trailed round an otherwise empty roundabout by a single bicycle. Fast-forward a little and I’m snarled up most mornings in the exact same place.

We see so many indicators of change in our lives. Have a laugh with an older colleague at the mere concept of fax machines. Though we struggle to process change in live time, we know we are on an endless continuum, and that the speed of change is increasing. Every single piece of technology, every single process and perhaps every single way of working that we rely on today may go the way of the coal cart, the empty roundabout and the fax. And soon.

What’s the HR task in all this? Do we stand on the edge of the torrent and watch change happen? Actually, we have no choice other than to jump in and try to shape what is happening around us.

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daveymoloney

| May 21, 2019

Learning -agogies by

Matt Crosslin

Ever wonder how many -gogies there are out there beyond pedagogy and andragogy? While a list like this may seem as repetitive, exhausting, or unnecessary to some , it is also an interesting study into how education is not a simple or black-and-white endeavor. Every one of these theories were created by people that thought the others that already existed were not accurately describing what they thought education was or should be. Therefore this list gets at the root of why Ed Tech solutionism is so problematic: people are unique, different, and ever-changing. We can’t have one idea or solution that works for all people at all times. We need to look at education as an individualized process of ever-changing sociocultural implications, not a standardized set of common core skills to master in clone-like fashion.

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daveymoloney

| May 8, 2019

Read "What I learned about online teamwork" by Rebecca J. Hogue

I have been teaching online teamwork for years. I know that my students were not taught how to work together in an 100% online format. For many of my students, this is the first time they have been asked to work in an online team. It means I need to teach them how to work in an online team – by teach I mean provide them with some tools that will help their work go smoother. I’ve also had issues over the years. No matter how much I “teach” them about learning online, I end up with at least one group, per semester that doesn’t work well together – that runs into conflict where I am left backchanneling with the different members of the team, which is not ideal. This semester I saw a change. I know that when online teams work well, they become a highlight of the students experience. They learn to love doing online teamwork (yes, it is true, it does happen!). I’ve been asked to share some of the things I do to help support online learners, learn how to do teamwork online.

📜 Read “What I learned about online teamwork”

by Rebecca J. Hogue

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daveymoloney

| May 3, 2019

Read "Rethinking the purpose of online learning: 5. Setting priorities" by Tony Bates

In this post I want to set priorities, but before doing that, I need to add a couple of other purposes which I took for granted. Indeed I should have started with these... The most important reason for online learning for most institutions was to increase student access, with 95% of institutions rating it as either important (23%) or very important (72%). Closely linked in second place was the opportunity to access students from outside the regular catchment area (88%). This is no surprise: student access and flexibility have always been a priority for online learning, bringing in new students, and enabling students with part-time or full time responsibilities in work and/or family to pursue their studies. Also rated as important (82%) was to increase the rate of credential completion, presumably by allowing students to take courses online that would not otherwise be available on campus because numbers were capped or courses were not offered on campus in some semesters. A high proportion of institutions (77%) also rated student retention highly. I interpret this to mean that although completion rates for individual courses may be slightly lower for online than campus-based courses, the flexibility they provide allow more students to complete overall. Getting down the list we see the value of online learning for ‘providing pedagogic improvements’ (71%), a pretty general category that might include developing skills for a digital society. Ranked at the very bottom of reasons offered to institutions was to reduce or contain costs, but even here 47% of institutions ranked this as important. It is important though to remember that this question asked for opinions. Although the survey went to institutional leaders, such as Provosts, it is probably answered by several different people in the same institution. Knowing their opinions is valuable, but it’s not quite the same as identifying actual priorities in terms of resource allocation, for instance.

📜 Read “Rethinking the purpose of online learning: 5. Setting priorities”

by Tony Bates

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daveymoloney

| May 3, 2019

Read by Tony Bates

This series is turning out to be longer than I initially anticipated. In the first three posts I looked at the following possible reasons for online learning: - Ontario’s strategy to use online learning to ease pressure on high schools - using online learning to reduce the cost of higher education - using online education to support disadvantaged students: no online learner left behind. In this post I want to look at a fourth justification: developing the skills that students will need in a digital society.

📜 Read “Rethinking the purpose of online learning: 4. Developing skills for a digital society”

by Tony Bates

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daveymoloney

| May 2, 2019

Read "Rethinking the purpose of online learning: 3. Supporting disadvantaged learners" by Tony Bates

This is the third post in a series on rethinking the purpose of online learning. In the first post, I discussed Ontario’s strategy of making it mandatory to take four high school courses/credits online. In the second, I examined Kevin Carey’s claim that online learning could radically reduce the cost of higher education (at least in the USA). In this post, I want to look at which students do best or worse in online learning, and whether we could be doing a better job supporting ‘weak’ or struggling students.

📜 Read “Rethinking the purpose of online learning: 3. Supporting disadvantaged learners”

by Tony Bates

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daveymoloney

| May 2, 2019

Read "Rethinking the purpose of online learning: 2. Using online learning to reduce the costs of higher education" by Tony Bates

This is the second of three posts examining the purpose of online and digital learning. In the first post I looked at the government of Ontario’s strategy to require high school students to take four of their 30 credits online. In this post I examine Kevin Carey’s claim in the Huffington Post that online learning could dramatically reduce the cost of higher education but hasn’t done so yet because of the commercialization of online learning.

📜 Read “Rethinking the purpose of online learning: 2. Using online learning to reduce the costs of higher education”

by Tony Bates

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daveymoloney

| May 2, 2019

Read by Tony Bates

What is the purpose of online learning? Online learning has been hitting the headlines recently: - the Ontario government requiring every high school student to take four online courses out of the 30 high school credits required for an Ontario high school diploma; - claims that online learning is not appropriate for low income and under-represented minorities - Kevin Carey’s rant about OPMs and the creeping capitalist takeover of (American) higher education I have found myself being asked by the media to comment on all these, but underlying each of my responses has been my considerable unease about the gap between some of the claims and the reality on the ground, and above all not knowing the possible motives behind some of the developments we have been seeing. Each of these developments raises questions about the perceived purpose of online or digital learning. I examine this through three blog posts: - mandatory online courses in Ontario high schools: good or bad strategy? - can online learning dramatically reduce the costs of higher education and reduce inequalities in the system? - beyond access: rethinking the purpose of online learning

📜 Read “Rethinking the purpose of online learning: 1. Ontario’s k-12 initiative”

by Tony Bates

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daveymoloney

| April 15, 2019

Read "OER19: tears, laughter and hope" by

clareEdTechBlog

OER was the one conference over the years that was always on my ‘must go’ list but I never felt that I had a legitimate reason. I wasn’t formally involved in open education, either for research or teaching and learning. Yet, by default, I am an open practitioner, I instinctively share and ensure that as much as possible of what I do within a closed professional setting, is published and licensed with CC BY. This is entirely my choice, one taken from a position of ‘better to ask for forgiveness than permission’. Colleagues have commented on it as something that is quirky and very Clare. Attending a conference with an entire programme dedicated to open was therefore a delight and hearing that others have the same experiences and thoughts even better.

📜 Read “OER19: tears, laughter and hope” blogpost

by Clare Thomson