ENABLING WORLDWIDE LEARNING – THE “MULTI-VERSITY” — from Changing the Education Equation (part 3) – My Reflections on the 2010 HP Innovation in Education Worldwide Summit

This hybrid and distributed approach we used in our summit has wonderful (and challenging!) implications for how we think about “the learning institution” (universities, colleges, school systems), and there are many institutions already seeing the “disruption” at the end of the tunnel.

Ray Schroeder, one of our presenters on the panel, “Learning without Limits…” sent me a post-summit email in which he shared one example of the changing education institution, which he calls the “Multi-versity”:

“…following on Michael Horn’s predictions that community colleges and online universities are the delivery platforms in higher education today and tomorrow, [I believe] that the “day-after-tomorrow” will be the advent of the multi-versity. That is, colleges and universities collaborating in offering a vast range of interconnected classes from which students will select to fulfill degree requirements that allow for nearly unlimited emphases and specializations. The motivation for these multi-versity collaborations will be both push and pull – the economy is pushing higher education to become more efficient through sharing resources and the students are pulling universities to be more responsive to their individual needs for access to a wide range of classes.  This, I believe is the true potential of [Google] Wave as a Web 2.0 platform, to enable and facilitate inter-institutional class collaborations that provide a diversity of perspectives and a rich breadth of information sharing.” (emphasis DSC)

From DSC:
I don’t mention this to support or plug Google Wave. Rather, I mention it because the idea of a multi-versity is a model that could easily happen (and, in fact, is already occurring to some degree).


Anticipating the future of Higher Education

Harnessing America’s Wasted Talent — from Peter Smith

Harnessing America's Wasted Talent

“President Obama offered America and the world renewed hope for a better tomorrow. With decades of experience in alternative forms of higher education, Peter Smith grabs that optimistic spirit and seizes the moment to reveal to us the exciting age of Web-based teaching and learning, which is opening access to untold numbers of learners while harnessing the previously wasted talents of millions of people in America and billions around the world. Those seeking insights, a vision of the future, and a chance to join this educational revolution should look forward to Harnessing America’s Wasted Talent.”
—Curtis J. Bonk, professor, Indiana University, and author, The World Is Open: How Web Technology Is Revolutionizing Education

“Anyone who wants to understand where American higher education is headed should read Harnessing America’s Wasted Talent. Peter Smith’s vision of the future of higher education is based on several decades of experience—at the national, state, and international levels. He brings a rare perspective that will interest students, educators, politicians, and those American business leaders who are worried about the future of our workforce and the health of our democracy.”
—Charles Kolb, president, The Committee for Economic Development

“Harnessing America’s Wasted Talent is a must-read for those of us concerned about the increasing economic and education gaps in our country. Peter Smith takes on an important American disconnect: the need for an educated workforce and the fact that most working Americans lack a college degree. Drawing upon his experience in higher education and politics, Smith dissects the problem and presents a contemporary, practical plan to enhance the learning capacity of our country.”
—Joseph B. Moore, president, Lesley University


Table of Contents


Part One: The Law of Thirds.

1 Wasted Talent.

2 Maxed Out: Why Colleges Can’t Meet This Challenge.

3 The Paradox of Personal Learning.

Part Two: Dangerous Conceits.

4 Different Strokes for Different Folks.

5 Learning Is More Than “Strictly Academic”.

6 You Can’t Get There from Here.

Part Three: From Access to Success: A New Ecology of Learning.

7 The End of Scarcity: Education’s Emerging Long Tail.

8 Game Changers: New Media and the Open Education Resource Movement.

9 Reaching the Middle Third: Talent-Friendly Colleges for the Twenty-First Century (C21Cs).

Conclusion: A New Ecology of Learning.

Think outside the box to protect colleges’ future
Quotes below from Richard Chesteen, professor emeritus of political science at the University of Tennessee Martin:

All of my adult life I have spent in higher education – first as a student, then as professor and administrator. Over four decades, I witnessed much to make me proud and some to disappoint and make me ashamed. The institutions of higher education are not just service institutions but they are survivors, and the tools and methods used to do so have not always best served the public interest or reflected well on the colleges’ image. One area of concern has been that while higher education should be on the cutting age of change and innovation, it has too often acted to defend the status quo when threatened.

Today, higher education administrators are suddenly finding that they and the American business community have something in common – survival.

Higher education may push back, but the question is how do you stop or control the forces of change. Like the roots of a tree pushing themselves up between the tiniest crack in the pavement, the future will not be stunted. Those in academia like to encourage their students to “thinking outside the box.” Perhaps the time has come for them to take a dose of their own elixir.

From DSC:
One of the questions mentioned on this posting from learn.5tein.com (which was focused on higher ed), was Question #2:

  • What do we provide them that they can’t get anywhere else?

Great question for all of us in higher education to be able to (continually) answer. Also, I would add another question:

  • How does my organization of higher education keep from becoming a commodity? What distinctive value is my organization bringing to the table?

Quote from “Opinion: Internet and Education — Back to the Future — from Vikram Savkar, SVP and Education Markets Director for Nature Publishing Group, a leading global science publisher:

That’s the promise of the Internet, which excels above all else at scale: scale of information, social interactions, geographic reach. But while there is seemingly nothing in education that isn’t migrating online — bookstores, labs, classrooms, field trips — not all of the Internet-driven attempts at innovation have equal merit. The acid test I apply to every new initiative is: to what extent does it bring us closer to the old system of individualized, personal, expert instruction, except with scale? (emphasis DSC)

Mass protests planned for education on March 8th – Erin Vogel, Chicago Flame

Hundreds of professors from the University of Illinois have planned a common furlough day for March 8th in the hopes of educating the public about their problems. They have created a website, uicjointfurlough.wordpress.com, to raise awareness of their cause. They also have a Twitter, a Facebook, and a letter that students can send to their state representatives to request support for UIC.

Parents, students on edge over soaring tuition – Donna Gordon Blankinship, Associated Press

As students around the country anxiously wait for college acceptance letters, their parents are sweating the looming tuition bills at public universities. Florida college students could face yearly 15 percent tuition increases for years, and University of Illinois students will pay at least 9 percent more. The University of Washington will charge 14 percent more at its flagship campus. And in California, tuition increases of more than 30 percent have sparked protests reminiscent of the 1960s.

Dartmouth College Announces Layoffs, Tuition Increase – WMUR New Hampshire (added 2-14-10)

More than 70 people will be laid off at Dartmouth College as the school tries to close a $100 million budget hole over the next two years. The first 38 cuts will begin Tuesday, with a similar number of cuts in the spring. The teaching faculty will not be affected, and 60 percent of the cuts will be managerial positions. The rest are union and nonunion hourly workers.

Postdoctoral researchers at UMass unionize – Tracy Jan, Boston Globe

Nearly 300 postdoctoral researchers at University of Massachusetts campuses in Amherst, Boston, and Dartmouth joined the United Auto Workers union, becoming the first post-doc researchers in the state to unionize. The move triggers a process that will require the university system to negotiate over wages, health insurance, job security, and other workplace issues.

Leader warns of more layoffs at UT-Austin – Jeannie Kever, Houston Chronicle

The president of the University of Texas at Austin warned on Thursday that more layoffs are coming at the flagship campus. Bill Powers, joined by the presidents of other UT System schools, briefed regents as they met in Dallas on cost-cutting efforts now under way. “If we’re going to shed recurring costs, it will mean shedding salaries,” he said.

Brown University considers slashing budget – Associated Press

Brown University President Ruth Simmons says the school is considering $30 million in budget cuts for the next fiscal year in response to financial pressures caused in part by an endowment that has shrunk by $740 million. Simmons said in a letter to faculty, staff and students Tuesday that the cuts could include staff reductions through layoffs, attrition or early retirement.

Yale announces new wave of budget cuts – Noah S. Rayman and Elyssa A. L. Spitzer, Harvard Crimson

Yale President Richard C. Levin announced Wednesday a new round of sweeping budget cuts as part of the university’s ongoing efforts to close a $150 million budget deficit. In a letter to the community, Levin called for salary freezes for top administrators and a 2 percent cap on salary increases for faculty and staff. The Graduate School of Arts and Sciences will take a 10 to 15 percent reduction in the number of accepted students, and funding for research and undergraduate study abroad programs will also be affected.

ISU eliminates estimated 108 positions – Sue Loughlin, The Tribune-Star

Indiana State University’s budget reduction plan calls for the elimination of an estimated 108 positions, including 78 hourly and 30 salaried. The university began informing those affected on Wednesday, and some were still being told Friday. “Tears have been shed. There is anxiety and stress — everything you can imagine that would go along with something like this,” said Roxanne Torrence, chairwoman of the Support Staff Council. “My thoughts are with everyone affected.”

The Future of Learning: 12 Views on Emerging Trends in Higher Education — from Planning for Higher Education by William J. Flynn and Jeff Vredevoogd
On behalf of our campuses, we need to seek out change; to be more flexible, more thoughtful, and more open to student decision making; and to build outcomes measurement feedback into integrated planning.


Planning for Higher Ed -- current issue

Note: In 2005, Herman Miller, Inc., a Zeeland, Michigan-based furniture manufacturer, convened a series of leadership roundtables in an attempt to predict what trends would affect higher education in the year 2015. Representatives from research universities, state colleges, community colleges, private institutions, and architectural and design firms participated in exercises designed to brainstorm about the future. Their collective thoughts were combined into a list of 12 predictions, which were revised in 2009 to reflect the current global economic situation. (Below emphasis by DSC).

  1. Globalization will influence and shape all aspects of teaching and learning.
  2. The wide range of ability, preparedness, background, opportunity, and motivation of higher education students will require more varied and holistic approaches to inclusive learning.
  3. The demand for more experiential, outside learning opportunities will require faculty to respond thoughtfully and proactively.
  4. Colleges and universities will be expected to deliver more education in less space—to increase their learning per square foot.
  5. Advancements in technology will drive ongoing changes in all aspects of college and university life and offer new opportunities to enhance and broaden learning experiences.
  6. Interdisciplinary learning will become increasingly common and popular.
  7. Students will take much greater control of their own learning as proactive producers and managers of their own learning solutions, materials, and portfolios. (From DSC: Speaks to the need for — and actual occurrence of — ever-changing learning ecosystems.)
  8. The average age of students will continue to rise; the mix of cultures, ages, and learning styles will become increasingly varied and rich.
  9. Competition for students and resources will force colleges and universities to sharpen their brands and identities and to distinguish themselves in new ways.
  10. Colleges and universities will become increasingly important parts of regional economic development, both in creating growth and taking advantage of it.
  11. The structures of educational institutions and the types of employment relationships between them and faculty will continue to multiply; inequities among faculty will cause tensions.
  12. Accountability and assessment tools will continue to become common in defining institutional effectiveness.

“Each of these 12 predictions provides both a challenge and an opportunity for colleges and universities. Scanning the horizon for future trends that could impact the educational enterprise is a wise expenditure of institutional time and energy, assuring a strong, resilient, and vibrant academy for future generations.”

William J. Flynn and Jeff Vredevoogd. 2010. The Future of Learning: 12 Views on Emerging Trends in Higher Education .  Planning for Higher Education. 38(2): 5–10.

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The Future of Higher Education: Beyond the Campus — from iangardnergb.blogspot.com

“Lots and lots at the time being on the future of HE, especially in the UK due to the funding cuts, imminent election, etc. One of the latest reports is a joint one from JISC, SERF, EDUCAUSE and CAUDIT, showing many issues are not just affecting the UK.

Abstract:
Higher education’s purpose is to equip students for success in life—in the workplace, in communities, and in their personal lives. While this purpose may have remained constant for centuries, the world around colleges and universities is undergoing significant change. Higher education is under pressure to meet greater expectations, whether for student numbers, educational preparation, workforce needs, or economic development. Meanwhile, the resources available are likely to decline. New models, an intense focus on the student experience, and a drive for innovation and entrepreneurism will ensure that higher education continues to meet society’s needs. Information technology supports virtually every aspect of higher education, including finances, learning, research, security, and sustainability, and IT professionals need to understand the range of problems their institutions face so they apply IT where it brings greatest value. Creating this future will require collaboration across organizational and national boundaries, bringing together the collective intelligence of people from backgrounds including education, corporations, and government.

From DSC:
Many quotes jumped off of the pages of the report, but here’s one of them:

Higher education represents a complex, adaptive system that is influenced by larger societal trends and information technology. If higher education is adaptive, what will its future be?

© 2024 | Daniel Christian