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The Walmart of Education has officially arrived! [Christian]

On 05/15/2013, in 21st century, budgets, change, changing business models, collaboration, computer science, corporate / business world, corporate universities / corporate training, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, innovation, internet, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, reinvent, staying relevant, student-related, web-based collaboration, by Daniel Christian

From DSC:
It seems that The Walmart of Education has officially arrived — i.e. a 50%+ discount off normal prices!  A $7000 Masters in Computer Science! 

Are we going to see more partnerships/collaborations like this involving MOOC providers, more “traditional” institutions of Higher Education, as well as the corporate world?

Are we moving more towards the use of teams and consortia and pooling resources?

Are we witnessing the beginning of a more accessible infrastructure to support lifelong learning? 

Is AT&T going to hire the top performers?

Georgia Tech announces Massive Online Master’s Degree in Computer Science — from online.wsj.com
Institute teams with Udacity, AT&T to launch first-of-its-kind advanced degree program

Excerpt:

ATLANTA, May 14, 2013 /PRNewswire/ — The Georgia Institute of Technology College of Computing announced today that it will offer the first professional Online Master of Science degree in computer science (OMS CS) that can be earned completely through the “massive online” format. The degree will be provided in collaboration with online education leader Udacity Inc. and AT&T.

All OMS CS course content will be delivered via the massive open online course (MOOC) format, with enhanced support services for students enrolled in the degree program. Those students also will pay a fraction of the cost of traditional on-campus master’s programs; total tuition for the program is initially expected to be below $7,000. A pilot program, partly supported by a generous gift from AT&T, will begin in the next academic year. Initial enrollment will be limited to a few hundred students recruited from AT&T and Georgia Tech corporate affiliates. Enrollment is expected to expand gradually over the next three years.

 

Massive (but not open) — from InsideHigherEd.com by Ry Rivard

Excerpt:

The Georgia Institute of Technology plans to offer a $7,000 online master’s degree to 10,000 new students over the next three years without hiring much more than a handful of new instructors.

Georgia Tech will work with AT&T and Udacity, the 15-month-old Silicon Valley-based company, to offer a new online master’s degree in computer science to students across the world at a sixth of the price of its current degree. The deal, announced Tuesday, is portrayed as a revolutionary attempt by a respected university, an education technology startup and a major corporate employer to drive down costs and expand higher education capacity.

 

Georgia Tech, Udacity to offer Master’s Degree — from edsurge.com

Excerpt (emphasis DSC):

WHOA. Georgia Tech and Udacity today said that they would jointly offer an entirely online master’s degree in computer science with support from AT&T for less than $7,000, total.

That’s a game-changer.

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Are we preparing our students for the world they will encounter?

On 05/08/2013, in adjunct faculty, change, dangers of the status quo, Daniel S. Christian, education reform, engagement / engaging students, experimentation, faculty/staff, future, future of higher education, game-changing environment, hearts -- matters of the heart, higher education, homeschooling/homeschoolers, K-12 related, learning ecosystem, more voice more choice more control, motivation, pace of change, passions, personalized/customized learning, real-world assignments, reinvent, staying relevant, student teaching/teacher education, student-related, teachers, teaching & learning, by Daniel Christian

40percentfreelancersby2020-quartz-april2013

 

Also, from Steve Wheeler’s

Etienne Wenger recently declared: ‘If any institutions are going to help learners with the real challenges they face…(they) will have to shift their focus from imparting curriculum to supporting the negotiation of productive identities through landscapes of practice’ (Wenger, 2010).

We live in uncertain times, where we cannot be sure how the economy is going to perform today, let alone predict what kind of jobs there will be for students when they graduate in a few years time. How can we prepare students for a world of work that doesn’t yet exist? How can we help learners to ready themselves for employment that is shifting like the sand, and where many of the jobs they will be applying for when they leave university probably don’t exist yet? It’s a conundrum many faculty and lecturers are wrestling with, and one which many others are ignoring in the hope that the problem will simply go away. Whether we are meerkats, looking out and anticipating the challenges, or ostriches burying our heads in the sand, the challenge remains, and it is growing stronger.

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Also see:

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401kworld-friedman-may2013

 

Also see:

  • The Nature of the Future: The Socialstructed World — from nextberlin.eu by Marina Gorbis, Institute for the Future
    Marina Gorbis, Executive Director of the Institute for the Future (iftf.org) discussed the evolution of communication and its consequences at NEXT13. She analyzed the perks and challenges of the new relationship-driven or “socialstructed” economy, stating that “humans and technology will team up”. Her new book ‘The Nature of the Future: Dispatches from the Socialstructed World’ was published in early 2013.  Watch her inspiring talk on April 23, 2013 at NEXT13.

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From DSC:
My best take on this at this point:

  • Give students more choice, more control of their learning
  • Help them discover their gifts, abilities, talents, passions
  • Help them develop their gifts, abilities, talents, passions
  • Provide content in as many ways as possible — and let the students work with what they prefer to work with
  • Implement story, emotion, creativity, and play as much as possible (providing plenty of chances for them to create what they want to create)
  • Utilize cross-disciplinary assignments and teams
  • Integrate real-world assignments/projects into the mix
  • Help them develop their own businesses while they are still in school — coach them along, provide mentors, relevant blogs/websites, etc.
  • Guide them as they create/develop their own “textbooks” and/or streams of content

 

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Reflections on “It’s a 401(k) world” [Friedman]

On 05/04/2013, in career development, communications, creativity, dangers of the status quo, Daniel S. Christian, education reform, global / globalization, heutagogy, higher education, innovation, K-12 related, lifelong learning, love of learning, more voice more choice more control, motivation, reinvent, society, staying relevant, workplace, by Daniel Christian

It’s a 401(k) world — from nytimes.com by Thomas Friedman

Excerpts:

Something really big happened in the world’s wiring in the last decade, but it was obscured by the financial crisis and post-9/11. We went from a connected world to a hyperconnected world.

…

…the combination of these tools of connectivity and creativity has created a global education, commercial, communication and innovation platform on which more people can start stuff, collaborate on stuff, learn stuff, make stuff (and destroy stuff) with more other people than ever before.

…

But this huge expansion in an individual’s ability to do all these things comes with one big difference: more now rests on you.

…

Government will do less for you. Companies will do less for you. Unions can do less for you. There will be fewer limits, but also fewer guarantees. Your specific contribution will define your specific benefits much more. Just showing up will not cut it.

 

From DSC:
Makes me reflect on if we’re preparing our youth for the world that they will encounter. Makes me wonder…how does all of this emphasis on standardized tests fit into this new/developing world?  Does the Common Core address these developing needs/requirements for survival? Are we preparing students to be able to think on their feet? To “pivot?”  To adapt/turn on a dime?  Or does K-20 need to be rethought and reinvented? 

It seems that creativity, innovation, entrepreneurship, and lifelong learning are becoming more important all the time.

What say ye teachers and professors? If your students could have a super job tomorrow, would they come back to your class/school/program? If not, what would make them come back — and w/ eagerness in their step?  That’s where we need to head towards — and I think part of the solution involves more choice, more control being given to the students.

The new term (at least to me) that is increasingly coming to my mind is:

Heutagogy — from Wikipedia (emphasis DSC)

In education, heutagogy, a term coined by Stewart Hase of Southern Cross University and Chris Kenyon in Australia, is the study of self-determined learning. The notion is an expansion and reinterpretation of andragogy, and it is possible to mistake it for the same. However, there are several differences between the two that mark one from the other.

Heutagogy places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction. So, for example, whereas andragogy focuses on the best ways for people to learn, heutagogy also requires that educational initiatives include the improvement of people’s actual learning skills themselves, learning how to learn as well as just learning a given subject itself. Similarly, whereas andragogy focuses on structured education, in heutagogy all learning contexts, both formal and informal, are considered.

 

 

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With higher education at bat — and with the Internet pitching — this chart is downright scary.

On 04/27/2013, in dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, higher education, IT in HE, by Daniel Christian

The graphic below is from:
How strong is the business/IT relationship in your industry? — from Gartner.com by Mark P. McDonald; with thanks to Mr. Stephen Landry for putting this resource out on LinkedIn.

 

2013-Gartner-Executive-Programs-CIO-Survey---April-2013

 

 

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asdfsadf

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The IT conversation we should be having [Stikeleather]

On 04/25/2013, in corporate / business world, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, innovation, IT in HE, leadership, organizational change, pace of change, strategy, technology (general), workplace, by Daniel Christian

The IT conversation we should be having — from HBR.org by Jim Stikeleather

Excerpt (emphasis DSC):

It is a conversation about the increasing importance of information technology and the role it must assume in every enterprise, regardless of size, industry or geography.

…

Our observations:

  • CEOs are demanding more visible value from their CIOs, in terms of generating revenue, gaining new customers, and increasing customer satisfaction.
  • Increasingly, the CIO and IT must be seen less as developing and deploying technology, and more as a source of innovation and transformation that delivers business value, leveraging technology instead of directly delivering it.
  • The CIO must be responsible and accountable if technology enables, facilitates or accelerates competition that the C-suite didn’t see coming, or allows the enterprise to miss opportunities because the C-suite did not understand the possibilities technology offered.
  • CIOs today must adapt or risk being marginalized.

 

From DSC:
This is critical in the higher ed space as well!

The majority of the higher education industry still isn’t getting it — we are operating in a brand new ball game where technology must be used strategically.  It’s not just about building and maintaining the infrastructure/plumbing anymore (though that is extremely important as well). It’s about the strategic, innovative use of IT that counts from here on out.

 

 

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Innovation U — from Southern New Hampshire University

On 04/24/2013, in 21st century, 24x7x365 access, changing business models, cost of getting a degree, dangers of the status quo, Daniel S. Christian, higher education, innovation, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, passions, by Daniel Christian

Innovation U — from Southern New Hampshire University by Michelle E. Dunn, Editor

Excerpt:

Blowing Up the Business Model
SNHU has a history of innovation that includes establishing satellite campuses and launching a groundbreaking three-year Honors Program in Business. But more recent initiatives have placed SNHU at the forefront of a movement to fundamentally change American higher education and earned it acclaim from the noted business magazine Fast Company, which placed SNHU 12th on its recent World’s 50 Most Innovative Companies list. Ranked alongside business giants such as Apple, Google, Facebook and Starbucks, SNHU was the only university on the list.

In the Fast Company article highlighting SNHU’s forward thinking, President Paul LeBlanc acknowledged that innovation is imperative to survival in a rapidly changing higher education landscape.

“We want to create the business model that blows up our current business model,” he told the magazine, “because if we don’t, someone else will.”

…

The Innovation Lab
Imagine a new education model that would enable students to earn an SNHU associate degree for less than $3,000 per year.

Making that model a reality is the goal of the SNHU Innovation Lab, an educational incubator that is working to reduce costs, increase access and provide transformational experiences for students who have been marginalized by traditional higher education.

Established last November and staffed by four SNHU academic and technology experts, the Innovation Lab is spearheading the Pathways Project, an initiative that will seek to educate 5,000 disadvantaged students in the next five years. Slated to launch this fall, the project’s pilot degree program will apply a competency-based approach that leverages technology, community support, social networking and strong assessment.

 

Also see:

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BII REPORT: Here’s why the “second screen” industry is set to explode — BusinessInsider.com

On 04/19/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, analytics, animation, Artificial Intelligence/Agents/LLMs/and Related, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, convergence, cost of getting a degree, dangers of the status quo, Daniel S. Christian, data related items, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, e-books, e-publishing related items (EPUB and more), e-readers, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, experimentation, flipping -- inverted learning, game-changing environment, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, personalized/customized learning, second screen apps, social learning / networks, social media, storytelling, streams of content, student-related, technologies for your home, television, transmedia, trends, TVs, ubiquitous learning, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, webinars, by Daniel Christian

BII REPORT: Here’s why the “second screen” industry is set to explode — BusinessInsider.com

Excerpt:

Here’s why the second screen industry will ultimately succeed:

  • Usage is growing rapidly
  • And mass acceptance isn’t even necessary
  • Second screen isn’t really a new activity
  • Second screen apps and sites are bridges

 

From DSC:
As this article alludes to, I wouldn’t rule the living room out in terms of where interactive, multimedia-based, educationally-related, second screen-based applications will turn up (apps backed up by data mining, AI, and opportunities for social learning). This area is poised for some serious growth. 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

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40 years coming, the revolution is here [Vander Ark]

On 04/19/2013, in 21st century, 24x7x365 access, business, business side of he, change, changing business models, dangers of the status quo, education technology, educational games / serious games, elearning, emerging technologies, entrepreneurship, innovation, learning ecosystem, Learning from the Living [Class] Room, New "Amazon.com" of Higher Education, personalized/customized learning, by Daniel Christian

40 years coming, the revolution is here — from gettingsmart.com by Tom Vander Ark

Excerpt:

Moe sees learners creating a “personalized knowledge portfolio,” an unbundled sequence of learning experiences from multiple providers.

Moe sees an innovation ecosystem emerging, and calls it KaizenEDU. In this emerging ecosystem, it’s the “return on education” that matters. Moe argues the entrepreneurs that help create great learning gains are the ones that will create great shareholder value.

Healthcare gives us a picture of what that could mean for edtech. In 1970 there were 3 companies worth more than $1 billion. Last year, health care made up 13% of U.S. GDP and there were 398 companies with a market cap of more than $1 billion. Education is about 9% of GDP but there are only 5 public companies worth more than $1 billion. The difference is a result of dramatic under investment in R&D, but that’s changing!

…

The three emerging areas requiring more attention, according to Shelton, are early learning tools and resources, summer and out of school learning, and course redesign in higher education.

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Online education for the pros: Udemy launches corporate training tools [Farr ]

On 04/18/2013, in change, changing business models, corporate / business world, corporate universities / corporate training, dangers of the status quo, emerging technologies, experimentation, game-changing environment, higher education, innovation, learning ecosystem, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, by Daniel Christian

Online education for the pros: Udemy launches corporate training tools — from venturebeat.com by Christina Farr

Excerpt:

Online course providers typically target students, but Udemy is going after an underserved group: professionals.

 

Also, from Learning TRENDS by Elliott Masie – April 18, 2013
#768 – Updates on Learning, Business & Technology
55,949 Readers – www.masie.com – twitter: emasie – The MASIE Center.
Host: TeleWork 2013 – A National Forum – www.telework2013.com

1. MOOC’s & Corporate Learning?
There is a great media interest in MOOC’s – the innovations for Massive Open Online Courses – where one instructor runs a course for thousands or tens of thousands of learners.  I have been a student in three MOOC’s and a teacher/facilitator in three.  Now, we are hearing from many learning colleagues about the applicability of the MOOC to workplace learning.

I would urge TRENDS readers to approach MOOC’s as important beta/lab experiments – where important and cool innovations are emerging in the construction, delivery and economics of educational “packages”.  My experience as a MOOC learner has been exciting and mixed.  While there were over 70,000 learners in one program – very few made it to the end of the program – and fewer were fully successful from a competency point of view.  It was exciting to see how learners could be co-designers of the program and many resources were developed and disseminated from the learners.  Finally, there were mixed models of how well the social/collaborative side of the MOOC’s worked.

As a teacher – I struggled with the format shifts reflected by MOOC’s. Were the assignments suggestions or could I predict a level of engagement of the learners.  Was the content that was posted by learners legal – some added video that wasn’t within their IP ownership.  And, the issue of fees were also interesting. A free MOOC will get high starts but perhaps high drop offs.  When fees were added, did that take away the “open” label.  It is also interesting to see colleges and universities that have never made a profit on classroom offerings think they will generate good margins by adding MOOC’s to their offerings.

It is early and really too early to predict how MOOC’s might evolve within the corporate world.  I have been advocating that we take each of the letters as distinct areas for innovation:

– M: Massive dissemination of content
– O: Open content and content reuse along with curation by learners.
– O: Online resources added to both 1 mode and mixed/blended mode delivery.
– C: Course? Perhaps the MOOC might become a MOOP (Program) or MOOA (Assets)

And, is there a Competency check assumed in a MOOC – as well as certification or even college credit?

MOOC’s are important innovations.  Now, we need to label them as Lab or Beta tests – and gather evidence as we experiment with the use of all or some of MOOC’s elements in corporate settings.  We will be experimenting with the MOOC as a corporate model in an upcoming Learning LAB of our Learning CONSORTIUM.  Interested in hearing from TRENDS readers exploring MOOC’s in our world.

 

The College of 2020
If #HigherEd stays way it is, w/ 19th century style lectures, w/in 10 years Google U. and Walt Disney U. to take it over – Wim Westera

 

Addendum on 4/19/13:

Bridging the Skills Gap — from trainingmag.com by Lorri Freifeld
Employers want certain skills. Employees don’t have them. Why? And what can organizations and Training, employees, and the educational system do to eliminate the disconnect?

Excerpt:

With the U.S. unemployment rate hovering around 8 percent and millions of people desperately looking for jobs, why are many employers claiming they can’t fill their vacant positions?

The answer: A skills gap that threatens the sustainability of businesses around the world. And while a big part of the skills gap is a shortage of people skilled in the STEM (science, technology, education, and math) industries, there also is a gap in soft skills such as communication and advanced leadership skills.

…

What is causing these skills gaps? What can—and should—employers and their Training departments, employees, and the education system be doing differently? This first article in a five-part series will address these questions. Subsequent articles will explore how corporate partnerships with colleges and universities can help bridge the divide (May/June), how to motivate employees to take advantage of skills gap training and eliminate any sense of promotion entitlement (July/August), how technology can help (September/October), and additional potential solutions and strategies for success (November/December).

 

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From DSC:
We had better start talking STEAM not STEM from here on out (i.e. add the ARTS!).  You can’t get creative thinkers without fostering some creativity.

 

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NovoED: Take free courses from Stanford University

On 04/15/2013, in 21st century, 24x7x365 access, cost of getting a degree, dangers of the status quo, Daniel S. Christian, education technology, elearning, experimentation, game-changing environment, global / globalization, higher education, innovation, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, online learning, platforms, web-based collaboration, by Daniel Christian

NovoED-StanfordApril2013

 

About

NovoEd is the only online learning platform that provides a connected, effective and engaging learning environment for students using a combination of techniques in crowd sourcing, design and analysis of reputation systems, and algorithm design.

NovoEd’s philosophy is to advance the online learning experience by making online courses more experiential, interactive, and collaborative. On our platform, students not only have access to lectures by thought leaders and professors from top universities, but they are also able to form teams with people around the world and work on class projects.

NovoEd uses online learning to deliver learning opportunities at massive scale. We offer courses and programs by thought leaders in a wide range of fields and in partnership with universities. By fostering online collaboration, team work and project-based learning, we nurture problem solving, collaboration, and leadership while addressing specific topics and business opportunities.

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Technology is eating your job (part 2) — For those who need more convincing [Martin]

On 04/08/2013, in 21st century, Artificial Intelligence/Agents/LLMs/and Related, career development, computer science, corporate / business world, corporate universities / corporate training, dangers of the status quo, future, professional development, robotics, technologies for your home, the downsides of how people use tech, United States, workplace, by Daniel Christian

Technology is eating your job (part 2) — For those who need more convincing  — by Michelle Martin

Excerpts:

 

Screen shot 2013-04-02 at 7.34.20 AM

 

The reason I’m harping on technology so much is because for most of us, I believe this is a ticking time bomb we are trying to ignore. Most of us want to keep our heads down and just keep working, hoping that we aren’t going to be the ones displaced by a piece of software or some other form of automation.

This will be a mistake. And it will blow up in your face. You need to start thinking now about how to future-proof yourself as much as possible so that you’re more prepared for this breaking wave of technology.

 

From DSC:
This is truly a troubling subject. I often ask myself the following questions:

  • Is an entire swath of people being left behind?
  • Am I in that swath?
    (It sure feels like it at times; it feels like the tidal waves of change are washing over us and we’re all starting to flail about. Perhaps it’s too early to tell, but I think we’ll all feel this soon.)
  • What do we do about this developing situation?  What does it mean for K-12? Higher ed? The corporate world?

Thanks Michelle for the important posting/heads-up!

For some solutions/thoughts here, see Michelle’s posting:

 

 

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New test for computers: Grading essays at college level [Markoff]

On 04/04/2013, in Artificial Intelligence/Agents/LLMs/and Related, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, future of higher education, game-changing environment, higher education, New "Amazon.com" of Higher Education, reinvent, staying relevant, by Daniel Christian

New test for computers: Grading essays at college level — from nytimes.com by John Markoff
.

Gretchen Ertl for The New York Times
EdX, a nonprofit enterprise founded by Harvard and the Massachusetts Institute of Technology,
will release automated software that uses artificial intelligence to grade student essays and short written answers.

 

Excerpt:

EdX, the nonprofit enterprise founded by Harvard and the Massachusetts Institute of Technology to offer courses on the Internet, has just introduced such a system and will make its automated software available free on the Web to any institution that wants to use it. The software uses artificial intelligence to grade student essays and short written answers, freeing professors for other tasks.

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Review of higher ed adaptive learning products [Vander Ark]

On 04/04/2013, in 21st century, 24x7x365 access, dangers of the status quo, future of higher education, game-changing environment, personalized/customized learning, reinvent, by Daniel Christian

Review of higher ed adaptive learning products — from gettingsmart.com by Tom Vander Ark

Excerpt:

Last week we reviewed an EdGrowth white paper, A Case for Accelerating Adaptive Learning in HigherEd. Yesterday EdGrowth released a second paper that includes 8 profiles of adaptive learning providers.

 

Also see:


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ADAPTIVE LEARNING IN HIGHER EDUCATION:  A REALITY CHECK
Education Growth Advisors Report Makes Case for Accelerating Adaptive Learning in Higher Education

STAMFORD, CT (March 13, 2013) — Today, the higher education marketplace is thick with companies and organizations claiming to have “personalized learning” or “adaptive learning” capabilities.  Companies are using this language in their sales and marketing efforts, creating confusion for institutions as they grapple with determining an approach to personalized learning that matches their students’ and instructors’ needs.  But if one cuts through the clutter, adaptive learning may be one key capable of actually unshackling higher education from the “Iron Triangle” of cost, access and quality, according to a white paper by Education Growth Advisors.  The white paper, entitled “Learning to Adapt:  A Case for Accelerating Adaptive Learning in Higher Education”, funded by the Bill & Melinda Gates Foundation, explores the current adoption, opportunities, barriers, advancements, solutions and case studies of adaptive learning in higher education.

 

Also see:

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My thoughts on the future of higher education [Christian]

On 03/25/2013, in 21st century, 24x7x365 access, change, dangers of the status quo, Daniel S. Christian, digital learning, education technology, emerging technologies, engagement / engaging students, face-to-face, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, internet, learning agents, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, machine-to-machine communications, marketplaces, mirroring and/or multiple devices, mobile learning, MOOCs -- Massive Open Online Courses, multi-touch, multimedia, Near Field Communication (NFC), new business models, new media literacies, online learning, online tutoring, pace of change, personalized/customized learning, social learning / networks, streams of content, TVs, ubiquitous learning, virtual tutoring, by Daniel Christian

My thoughts on the future of higher education -- March 2013 by Daniel Christian

 

Also, the PDF file of this article is here.

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From DSC:
Though the title of this article I wrote says 10 years, it may be more or less (and given the pace of change, I would lean towards sooner rather than later).  

If you haven’t read Christensen’s/Horn’s/Johnson’s work re: disruption — such as Disrupting Class and/or The Innovator’s Dilemma — it would be worth your time to do so. They are right on the mark. What they have been asserting is happening within higher education.  The article briefly addresses face-to-face learning and hybrid learning as well.  Readers of this blog will know that I have been pressing for higher ed to reinvent itself in order to stay relevant. There is danger in the status quo, especially when the conversation continues to move away from traditional higher education.

See other perspectives out at evoLLLution.com as well.

 

 

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The future of higher ed according to Richard DeMillo; some thoughts/perspectives worth reflecting on

On 03/20/2013, in 21st century, 24x7x365 access, accreditation, cost of getting a degree, dangers of the status quo, Daniel S. Christian, digital learning, disruption, emerging technologies, future of higher education, game-changing environment, higher education, internet, journalism, lifelong learning, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, online learning, reinvent, staying relevant, student-related, surviving, by Daniel Christian
Traditional institutions will close, number of colleges and universities will rise (audio and transcript) — from evoLLLution.com (where LLL stands for lifelong learning) by Richard DeMillo | Director of the Center for 21st Century Universities, Georgia Institute of Technology
Excerpt (emphasis DSC):
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Well, for me, it always boils down to value. People misunderstand this as assigning value based on salaries or employability, but I mean value in the larger sense. You have to have a reason to ask students to pay more than the marginal costs of delivering education. And with all these revolutions in technology for course delivery, that marginal cost is going to zero very, very quickly [think journalism]. So, every institution that’s going to survive, I think, over the next 50 years, is going to have to make that case. Why is it that tuition at this institution is justified?

The interesting thing about this is it’s going to be accelerated because the old bureaucracies, the old institutional models… are crumbling. At least, their boundaries are crumbling. Let me tell you what I mean by that.

The accrediting agencies, which I think traditionally have had — at least for the last 120 years or so—an institutional focus, are now shifting their focus to students; to competencies, to demonstrations of what students know. And that really starts to cut against institutional entitlement.

I think the conclusion of all this is that, as it becomes harder and harder for… a “Me-Too Institution” to argue for a marginal increase in price, the amount of money that those institutions are going to have available to them to spend on anything but core mission for students is also going to go to zero. So, this is kind of a virtuous cycle; … institutions that are unable to make the value proposition will find themselves more and more strapped for discretionary funds in order to move themselves into a different space. And that’s an ending that’s not very good for most institutions.

From DSC:
How will our/your organization keep from becoming a commodity?  What are we/you all going to bring to the table that’s different, unique, and worth paying for?

 

WalmartOfEducation-Christian2008

 

 

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