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More examples of the conversation moving away from traditional higher ed

On 02/20/2013, in business side of he, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, economics, experimentation, future of higher education, game-changing environment, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, MOOCs -- Massive Open Online Courses, staying relevant, surviving, by Daniel Christian

From DSC:
While I think MOOCs have a ways to go, I continue to support them because they are forcing higher ed to innovate and experiment more.  But the conversation continues to move away from traditional higher ed, as the changes — especially the prices — aren’t changing fast enough.

Besides President Obama’s repeated promptings for higher to respond and to become more cost effective — as well as his mentioning that the U.S. Government will be pursuing new methods of accreditation if the current institutions of higher ed don’t respond more significantly — here is yet another example of the conversation moving away from traditional higher ed.

I wonder…
How small/large is the window of time before traditional higher ed is moved into the “Have you driven a Ford lately?” mode…?  It seems that it’s much harder to get customers to come back once they’ve lost their trust/patience/belief/support/etc. in an organization or institution.  As Ford has shown, it can be done, but my point is that there is danger in the status quo and broken business relationships can take a long time to heal — while opening up opportunities for others to step in (such as Toyota, Honda, and others in the case of the automotive industry).

Again, we see whether in higher ed, K-12, or in the corporate world, the key thing is to learn how to build one’s own learning ecosystem.

 

 

With thanks to Stephen Downes for mentioning the item below in his presentation here.

 

MyEducationPath-Feb2013

 

MyEducationPath2-Feb2013

 

MyEducationPathDSC-Feb2013

 

 

Other examples of the conversation moving away from traditional higher ed:

  • Educating the Future: The End of Mediocrity –by Rob Bencini
    Students facing uncertain future opportunities (but very certain debt loads) may increasingly turn away from private colleges and universities that offer little more than a diploma. Instead, they’ll seek more-affordable alternatives for higher education, both real and virtual.
  • The Half-Life of a College Education — from futuristspeaker.com by Thomas Frey
    Excerpt:
    6.) Expanding number of long tails courses – In much the same way “hit” television shows attract millions of viewers while niche TV shows are proliferating, far more niche courses will be developed as traditional college gatekeepers get circumvented.

 

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Beyond voice recognition: It’s the age of intelligent systems [Savitz]

On 02/15/2013, in Artificial Intelligence/Agents/LLMs/and Related, emerging technologies, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, MOOCs -- Massive Open Online Courses, by Daniel Christian

Beyond voice recognition: It’s the age of intelligent systems — from forbes.com by Eric Savitz; with thanks to Steve Knode (steveknode.com) for posting this on his recent newsletter

Excerpt:

But the pace of innovation continues. Expect the current generation of virtual personal assistants to evolve into ubiquitous intelligent systems. These will communicate with people through voice, text, vision, touch and gestures and will factor in ambient information like location or motion to understand context, giving greater relevance of every interaction.

Here’s a look at some developments to watch in intelligent systems for 2013…

 

From DSC:
And I’ll bet they integrate into what MOOCs will morph into.

 

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MOOCs and online learning: Research roundup [Weigel]

On 02/15/2013, in disruption, game-changing environment, higher education, MOOCs -- Massive Open Online Courses, online learning, research, by Daniel Christian

MOOCResearchRoundup-Weigel-Feb2013

 

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The blurring of the lines of where middle school ends, high school ends, college ends…etc.

On 02/14/2013, in higher education, K-12 related, MOOCs -- Massive Open Online Courses, online learning, by Daniel Christian
.
Excerpt: (emphasis DSC)
.

Building on the success of the Stanford Online High School (OHS), OHSx will allow middle- and high-school students everywhere to engage in real-time, seminar-based online courses without being formally enrolled in the OHS. Students who successfully complete a course through OHSx will receive a Stanford University Online High School transcript reflecting their achievement.

We are fortunate that our first course will be “Introduction to Mathematical Thinking,” by Dr. Keith Devlin, whose distinguished career includes authoring numerous textbooks as well as a recurring presence as “the Math Guy” on National Public Radio.

This course was originally designed for undergraduates considering a mathematics major in college and has been previously offered to over 70,000 students using the Coursera platform. OHSx is offering this course to advanced high school juniors and seniors. The OHSx course will incorporate Dr. Devlin’s absorbing lectures and will include additional material including regular real-time video-conference seminars should be lead by a Stanford OHSx instructor.

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Man o’ man — if IBM’s Watson gets integrated into what MOOCs morph into!

On 02/14/2013, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, collaboration, Daniel S. Christian, digital learning, future of higher education, game-changing environment, global / globalization, higher education, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, internet, learning ecosystem, Learning from the Living [Class] Room, learning spaces, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, online tutoring, second screen apps, smart classrooms, smart/connected TV, streams of content, ubiquitous learning, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

From DSC:
Below are some reflections after seeing these items:

Image1

 

 

  • Watson supercomputer goes to college, Revenge Of The Nerds style antics imminent — not an exemplary article from geekosystem.com, but the underlying topic has enormous implications
    Excerpt:
    …the team developing Watson is sending the computer to college, where it will bone up on coursework in English and math.
    …
    While the original Watson will be staying put at the IBM research center it calls home, the hardware to run the program is being installed at the Rensselaer Polytechnic Institute in upstate New York, where researchers and grad students will be spend the next three years teaching Watson all they can while also hoping to learn more about how the software learns and make it more effective.

 

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Watson-MOOCs-NewTypesCollaboration-DChristian-2-14-13

 

From DSC:
The current set of MOOCs are very powerful, but, like a bush that needs pruning, they can become unwieldy and hard to control.  Not only do the current set of MOOCs help me to see the importance of instructional design, but trying to drink from the firehose often presents problems (i.e. wading through thousands of tweets, hundreds of blog posts, etc.).  How can we still provide openness and yet provide people with better methods/tools for setting their desired level of drinking from this firehose? Tags are helpful, but for most people, they are not doing enough to filter/curate the content at this point.

Enter the technologies being developed in IBM’s Watson, Apple’s SIRI, or in Knewton’s product lines. End-user controllable setting might include:

  • Full throttle — like current form of MOOCs — thousands of tweets, hundreds of blog posts, etc.
  • IBM Watson-enabled curation/filtering only — each individual adjusts how many items they want to see in the various portions of the interface (see above); these settings control how many items and/or streams of content get presented to you

The ideas involving learning agents, artificial intelligence, intelligent tutoring, intelligent systems and more seem to get roped in here…hmm…just thinking out loud and sharing potentially-useful ideas.

 

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Your Massively Open Offline College Is Broken [Shirky]

On 02/12/2013, in cost of getting a degree, disruption, experimentation, future of higher education, game-changing environment, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, student-related, by Daniel Christian

Your Massively Open Offline College Is Broken — by Clay Shirky

Excerpt (emphasis DSC):

This is the background to the entire conversation around higher education: Things that can’t last don’t. This is why MOOCs matter. Not because distance learning is some big new thing or because online lectures are a solution to all our problems, but because they’ve come along at a time when students and parents are willing to ask themselves, “Isn’t there some other way to do this?”

MOOCs are a lightning strike on a rotten tree. Most stories have focused on the lightning, on MOOCs as the flashy new thing. I want to talk about the tree.

…

Imagine picking a thousand students at random from among our institutions of higher education. Now imagine unpicking everyone at one of US News‘ Top 100 liberal arts colleges or universities. You’d expel anyone from the Ivy League, Stanford, MIT. Anyone from from Emory or Rice. Anyone from Vanderbilt, Clemson, Drexel. Anyone from the famously good state schools—UMass, Virginia, the California universities. After ejecting those students from your group, how many of the original thousand would be left?

About 900.

 

graphs

 

 

 

From DSC:
Houston, we have a problem.

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Game-changing reflections re: “College branding: The tipping point” [Dooley]

On 02/10/2013, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, changing business models, CMS/LMS, colleges, community colleges, consortiums, cost of getting a degree, creativity, dangers of the status quo, Daniel S. Christian, data related items, digital learning, disruption, education reform, education technology, elearning, experimentation, faculty, funding / grants, future of higher education, game-changing environment, higher education, innovation, intelligent systems, intelligent tutoring, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, marketplaces, MOOCs -- Massive Open Online Courses, multimedia, new business models, online learning, online media, online tutoring, pace of change, reinvent, staying relevant, streams of content, surviving, universities, using teams, by Daniel Christian

College branding: The tipping point — from forbes.com by Roger Dooley

Excerpt:

Change is coming to this market. While there are multiple issues of increasing importance to schools, two stand out as major game-changers.

 

From DSC:
Important notes for the boards throughout higher education to consider:

Your institution can’t increase tuition by one dime next year. If you do, you will become more and more vulnerable to being disrupted. Instead, work very hard to go in the exact opposite direction. Find ways to discount tuition by 50% or more — that is, if you want to stay in business.

Sounds like the scene in Apollo 13, doesn’t it? It is. (i.e. as Tom Hanks character is trying to get back to Earth and has very little to do it with. The engineers back in the United States are called upon to “do the impossible.”)

Some possibilities:

  • Pick your business partners and begin pooling resources and forming stronger consortia. Aim to reduce operating expenses, share the production of high-quality/interactive online courses, and create new streams of income. Experimentation will be key.
  • Work with IBM, Apple, Knewton and the like to create/integrate artificial intelligence into your LMS/CMS in order to handle 80% of the questions/learning issues. (Most likely, the future of MOOCs involves this very sort of thing.)
  • Find ways to create shorter courses/modules and offer them via online-based exchanges/marketplaces.  But something’s bothering me with this one..perhaps we won’t have the time to develop high-quality, interactive, multimedia-based courses…are things moving too fast?
  • Find ways to develop and offer subscription-based streams of content


 

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Reflections on “How NOT to design a MOOC: The disaster at Coursera and how to fix it.” [Morrison]

On 02/03/2013, in Daniel S. Christian, education technology, experimentation, innovation, instructional design, MOOCs -- Massive Open Online Courses, pace of change, user experience (UX), by Daniel Christian

How NOT to design a MOOC: The disaster at Coursera and how to fix it — from onlinelearninginsights.wordpress.com by Debbie Morrison

Excerpt/update:

Note: I’m also enrolled in Coursera’s E-learning and Digital Cultures, with University of Edinburgh, which is so far excellent.  What I wrote in this post is exclusive to the course Fundamentals  of Online Education: Planning and Application.  I also completed Introduction to Sociology, through Coursera last year which was quite good.

Update:  This course is  now ‘suspended’. Participants received this email February 2,  at 4:17 pm (PST).  “We want all students to have the highest quality learning experience. For this reason, we are temporarily suspending the “Fundamentals of Online Education: Planning and Application” course in order to make improvements. We apologize for any inconvenience that this may cause. We will inform you when the course will be reoffered.”

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From DSC:
There will be many more disasters I’m sure. But as with learning, failure is to be expected (some would say mandatory) and learning is messy. This is especially true when technological change and innovation are moving at ever-increasing speeds.

The questions that comes to my mind after reading this are:

  • We still need to experiment — but how do we experiment with MOOCs on a smaller scale?
  • How can we keep things manageable?
  • Can bloggers help in sharing what’s working and what’s not? (Like Debbie did.)

.

 

The pace has changed -- don't come onto the track in a Model T

 

 

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The MOOC goes to high school [Duty]

On 01/29/2013, in digital learning, game-changing environment, K-12 related, MOOCs -- Massive Open Online Courses, by Daniel Christian

The MOOC goes to high school — from blogs.edweek.org by Lisa Duty (@lisaduty1 )

Excerpt:

Last summer when Reynoldsburg City Schools connected with Udacity, the highly acclaimed provider of free university-level education, it envisioned a new model for learning with Massive Open Online Courses (MOOCs) that would come to life during, not after, high school.

MOOCs are gaining some momentum in the post-secondary arena, bringing learning opportunities that are generally free or inexpensive, to the masses. Viewed by some as shaking up higher education, and seen by others as mostly hype, MOOCs have moved into a position of public attention that is certain to endure. While that dialogue continues, some high school students and teachers at eSTEM Academy are drawing on the best of MOOCs to deepen and personalize learning .

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Reflections on “The new intelligence” by Kolowich

On 01/25/2013, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, Daniel S. Christian, data related items, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, mobile learning, MOOCs -- Massive Open Online Courses, multimedia, new media literacies, personalized/customized learning, real-world assignments, simulations, smart/connected TV, social learning / networks, technologies for your home, tools, trends, using teams, vendors, virtual tutoring, by Daniel Christian

From DSC:

In real estate, one hear’s the mantra:
Location. Location. Location.

In higher education, I have it that we’ll be hearing this for a while:
Experimentation. Experimentation. Experimentation.

Consider the following reflections on Steve’ Kolowich’s solid article, The new intelligence (from InsideHigherEd.com)

Excerpt:

And for the largest public university in the country, it is hardly fiction. Arizona State University has become ground zero for data-driven teaching in higher education. The university has rolled out an ambitious effort to turn its classrooms into laboratories for technology-abetted “adaptive learning” — a method that purports to give instructors real-time intelligence on how well each of their students is getting each concept.
.

 

From DSC:
Besides being used in blended learning environments…some predictions:

  • These technologies will become integrated into what MOOCs eventually morph into and provide a significant piece of the assessment/guidance puzzle
  • Such tools will be a part of one’s future learning ecosystem
  • Such tools will be part of interactive, massively open online educationally-related games
  • Such tools will be integrated into personalized learning agents — spiders/recommendation engines that scan the web for relevant items that one needs to complete one’s cognitive gaps in a subject/topic
  • They will be accessible from your living room as well as from your mobile devices
  • They will integrate into web-based learner profiles

It’s the sort of thing I was trying to get at with this graphic from 3 years ago:
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Like a mechanic...

 

Please don’t misunderstand me, the human mind is far beyond the complexity of an engine. But I still think that there will be more tools & technologies developed that will help the teachers/professors in their efforts to guide students into the knowledge of a discipline.

I beseech the corporate world to get involved more here — and not with the end goal of earning profits — but rather, with the aim of making the world a better place and giving a huge gift to the generations yet born. 

I urge the corporate world to reach into their deep pockets (1.X trillion in cash at this point in time) and team up with our youth/teachers/professors/instructional designers/programmers/etc. to develop sophisticated, educationally-related, engaging games that are relevant to the world that our youth will be growing up in; and/or create interactive simulations that provide more choice/more control to the learners. 

I urge more of the corporate world to join Knewton and Pearson and allocate some significant resources to help develop the next gen learning tools.  I’ll bet that we’ll be amazed at what can be produced! Your daughters, sons, granddaughters, and grandsons will really appreciate the work that you did for them!!!

 

 

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The University’s Dilemna [by Tim Laseter, Strategy & Business]

On 01/24/2013, in business side of he, cost of getting a degree, dangers of the status quo, Daniel S. Christian, disruption, emerging technologies, future of higher education, game-changing environment, higher education, innovation, leadership, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, strategy, vision/possibilities, by Daniel Christian

StrategyBusinessWinter2012-UniversitysDilemna

 

From DSC:
With thanks going out to Ross Dawson for his recent tweet on this.

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A seat at the table at last [Barbour]

On 01/24/2013, in adjunct faculty, Bring your own device (BYOD), digital learning, faculty, generational differences, higher education, innovation, IT in HE, leadership, MOOCs -- Massive Open Online Courses, new business models, strategy, teaching & learning, by Daniel Christian

A seat at the table at last — from campustechnology.com by Andrew Barbour
One result of the Year of the MOOC is that IT is finally getting a say in the strategic direction of the institution.

Excerpt:

It’s interesting that it took an external force to propel IT into this inner circle. I can’t recall how many stories CT has run proposing strategies for how CIOs could win a place at the table. At the end of the day, though, changing an institution as hidebound as the average college is not easily tackled from within. In contrast, there’s nothing like a little existential angst to shake things up.

But MOOCs aren’t the only drivers of this change. We often think of BYOD as stripping IT of control but–on the broader stage–it may be playing its own part in elevating IT’s profile on campus. For years, faculty resisted IT recommendations on how technology could improve teaching and learning. Saying no was easy–preserving the status quo always is. That’s changing now. BYOD is a force that faculty can’t resist. It is, after all, their customers bringing the devices to school. Suddenly, faculty are faced with demands for new styles of teaching that accommodate student preferences for technology and much more. Enter IT and a host of others who see the potential of tech in education.

Also relevant/see:

  • The University’s Dilemma–– from strategy-business.com by Tim Laseter; with thanks to Ross Dawson for the recent tweet on this
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Pressure mounts as MOOCs force higher ed to rethink [Roscorla]

On 01/24/2013, in cost of getting a degree, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, by Daniel Christian

Pressure mounts as MOOCs force higher ed to rethink — from centerdigitaled.com by Tanya Roscorla

Excerpt:

As massively open online courses continue to gain traction, they’re proving a disruptive force in higher education.

The traditional emphasis on in-person classes has brought universities to a price point that does not look sustainable, said Adrian Sannier, senior vice president of product for Pearson eCollege.

“Maybe for the first time in a really long time, higher ed is under a tremendous amount of external scrutiny,” said Sannier, the former vice president and university technology officer at Arizona State University. “There is growing awareness that the prices charged and the rate at which the prices are growing is simply unsustainable.”

 

Also relevant/see:

  • Minding the money — from insidehighered.com by Allie Grasgreen
    One might hope that the economic recession, which formally ended in 2009, is no longer inhibiting students’ educational pursuits — or, perhaps more realistically, not as much. But an annual survey of freshmen suggests precisely the opposite: more students than ever (66.6 percent) say America’s economic condition significantly affected their choice of college — so the recession’s residual effects, at least, linger on.

 

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MOOCs for credit [Jaschik]

On 01/23/2013, in cost of getting a degree, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, innovation, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, reinvent, staying relevant, by Daniel Christian

MOOCs for credit — from insidehighered.com by Scott Jaschik

Excerpt:

Two announcements this week suggest that MOOCs — massive open online courses — will increasingly include a route for students to receive academic credit.

Georgia State University announced Tuesday that it will start to review MOOCs for credit much like it reviews courses students have taken at other institutions, or exams they have taken to demonstrate competency in certain areas.

And Academic Partnerships, a company that works with public universities to put their degree programs online, announced an effort in which the first course of these programs can become a MOOC, with full credit awarded to those who successfully complete the course. The educational idea is that this offering will encourage more students to start degree programs. The financial idea is that the tuition revenue gained by participating institutions when students move from the MOOC to the rest of the program (which will continue to charge tuition) will offset the additional costs of offering the first course free.

 

From DSC:
I think MOOCs still need some work, but they tap into a blend of formal/structured learning and informal/unstructured learning that is attractive to many — not to mention that MOOCs offer people more choice/more control, chances for contribution and participation, greater ownership of the learning, and much lower costs.  As such, they continue to be a valuable experiment within higher education. They continue to usher in the era of what I call “The Walmart of Education”. They also provide students with a way to see if they are interested in a discipline without having to invest much $$ in the course(s).

Also see:

  • Free online college courses take big step forward — from forbes.com by Susan Adams
    Excerpt:
    Free online college classes known as “massive open online courses,” or MOOCs, have made another big stride toward changing the model for higher education. Dozens of public universities are planning to offer introductory MOOCs for credit to anyone with an internet connection around the world, according to a piece today in The New York Times. The universities, including Arizona State, the University of Cincinnati and the University of Arkansas system, are hoping that students who pass the free MOOCs will then enroll in the schools and pay tuition to earn a degree.
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Some resources/perspectives on MOOCs

On 01/21/2013, in MOOCs -- Massive Open Online Courses, new business models, by Daniel Christian

How free online courses are changing the traditional liberal arts education — from PBS.org
As tuition costs continue to rise, it seems counterintuitive that professors at top universities would give away their courses for free. But that’s exactly what they’re doing, on web-based platforms known as “Massive Open Online Courses.” Spencer Michels reports on how a boom in online learning could change higher education.

Excerpt from Under the cloud of knowledge deficiency — from xED Book by George Siemens:

I’ve been tagging interesting articles and websites since 2011 here on Diigo. My co-author, Bonnie Stewart, has been tagging MOOC articles here on Delicious. If you don’t feel like reading hundreds of articles, Sir John Daniel provides a solid analysis of MOOCs. Don’t forget to look at the peer reviewed MOOC articles. Several colleagues have found Clay “the McGuyver of MP3 metaphors – explaining all phenomenon in the world through the lens of MP3?s and Napster since 1999? Shirky’s evaluation of MOOCs helpful: Napster, Udacity, and the Academy.

Beyond the MOOC Hype: Answers to the five biggest MOOC questions (Part 1) — from the EvoLLLution NewsWire

Beyond the MOOC hype: Answers to the five biggest MOOC questions (Part 2) — from the EvoLLLution NewsWire

MOOCS, online learning, and the wrong conversation — from insidehighered.com by Joshua Kim

Excerpt:
  • Where are your institution’s strengths? 
  • What do you want to be known for?
  • Where have your faculty made a name for themselves in research and in global conversations? 
  • Can you use MOOCS to grow awareness of your strengths? 
  • Can you use blended and online learning to aggregate demand for degree programs in your specialization?  
  • Can you find mechanisms to invest in faculty, scholarship, courses, and teaching and learning? 
Addendums:

 

Great item here as well:

 

Also, addendums on 7/3/13:

Addendum on 7/8/13:

Abstract

Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.

Keywords: MOOC; massive open online course; massively open online course; systematic review; connectivism

 

 

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