Building Empires of Collaboration: Aligning and Using the Social Web to Enhance Higher Education’s Value Proposition SIDLIT 2012 Re-imagining Education:

Building Empires of Collaboration: Aligning and Using the Social Web to Enhance

Higher Education’s Value Proposition

SIDLIT 2012 Re-imagining Education: Tools and Challenges

Larry GouldAugust 2, 2012

Setting the Scene: This Time is Different

Reason # 1: The Advent of the Internet

Both organizational and individual sources continue to erode higher education’s role as the gateway and keeper of

knowledge

“Only the Paranoid Survive”Andy Grove – Former CEO of INTEL

Setting the Scene: This Time is Different

Reason #2 – Cloud Computing

Cloud computing provides computation, software, data access, and storage services that do not require end-user knowledge of

the physical location and/or configuration of the system that delivers the services (Google and the Columbia River)

Setting the Scene: This Time is Different

Reason #3 – Social Media Networking Technologies

The BIG Question: Can Students Do It “Themselves?” Three Growing Trends - Personal Learning Networks

(Self-Directed)/Open Source (Free Stuff)/Blended Learning

Edupunks, Edupreneurs and the Transformation of Higher Education – DIY U

By Anya Kamenetz

Setting the Scene: This Time is Different

Reason #4 – Generation Blend*

Generation Blend: Managing Across the Technology Age Gap

By Rob Salkowitz

*Boomers, Xers and Millenials all in one class? Whew!

Setting the Scene: This Time is Different

Reason #5 – Structural Transformation of the Economy Requires New Jobs, New Skill Sets and Meeting the Challenges of the Eroding Middle Class (looking for a 21st century liberal and applied education that is video, mobile/BYOD and in the cloud) There are new and inflated national EXPECTATIONS of what a transformed, global higher education landscape can deliver in terms of more and better educated students (The Obama Promise, Lumina Goal, Academically Adrift). Are we redefining learning outcomes and skill-sets to meet those expectations?

Setting the Scene: This Time is Different

Reason #6 – Web-Driven Collaborative Learning and Collaborative Knowledge-Creation (Wikinomics, 2008)

*When Will We Stop Using Technology to Replicate the Classroom Learning Model?

*When Will Begin Using Learning Outcomes Instead of the Credit Hour as the Essential Measure of Faculty Prowess and a College

Education?

Ripe for Disruption? Pressures on the Formal Curriculum

TheFormalCurricul

um(Courses/Programs)

Informal Learning

ParticipatoryCulture

High-ImpactPractices

Experiential Co-CurriculumAdapted from: Randy Bass,

Educause Review, March/April 2012

The Value Proposition and Its Production Functions: The “Industrial Age” Teaching Paradigm

Faculty-centered, lecture-centered, classroom-centered Course content designed and selected by a lone-ranger/craftsman belonging to an academic guild Individual learning prevails/Collaboration the exception Technology perceived as a static, neutral tool/just apply itFaculty workload and engagement obligations are for course and program responsibilities/not socially-based and distributed learningOne generation/One way to Learn

* See Barr and Tagg, 1995, Nov-Dec. From Teaching to Learning—A New Paradigm for Undergraduate Education, Change: The Magazine of Higher Learning, 27 (6), 12-25.

Traditional Support Model – Planning & Implementation

Students

Technology

Teaching Center

Library

Writing Center

Instructor(s)and course

Randy Bass, Educause Review, March/April 2012

The Value Proposition and Its Production Functions: The “Wikinomics” Learning Paradigm*

Collaborative learning**Dominant pedagogy: Socially-constructed/Discovery-driven ProcessSelf-paced personal learning environments (think 21st century digital media tactics combined with self-reliance and empowerment)Faculty as tech-savvy facilitators of an emergent learning processCarefully designed blended (online and F2F)“communities of interaction” facilitated by technology, cognitive approaches and intentional pedagogies to enhance student engagement and content co-creation

*Tapscott and Williams, Wikinomics, 2008 *Surowiecki, The Wisdom of Crowds, 2005**Tapscott and Williams, Educause Review, Jan-Feb, 2010

Team-Based Design

Course &Student Learning

Writing CenterSpecialists,

Tutors

Instructional design

and assessment

E-learning

Classroom technology

Instructional technologists &

support1:1 student supportInstructor; Library

andStudent services

Content management

Instructor; Library

Classroom instructors

Instructor(s), TAs,Librarians

Randy Bass, Educause Review, March/April 2012

This Time is Different: Answering the Big QuestionsIf dwindling resources, growing expectations and emerging technologies have come together to create opportunities and threats (call them big questions) that challenge and perhaps even force us to develop new and more effective educational paradigms and business models, where do we start and what’s our strategy?----------------------------------------------------------------------------------------------For members of the American Association of State Colleges and Universities (AASCU), the answer has been the RED BALLOON PROJECT, subtitled the “re-imagination of undergraduate education.”

What is the Red Balloon Project?

The Red Balloon Project and Shifting Paradigms

As Mehaffy notes in the video, the original DARPA Red Balloon contest has become an ANALOGY and a METAPHOR for the way that AASCU institutions are working collaboratively to re-imagine undergraduate education, but also how:Learning works, where it works and how it is evolving; and The “implications of the wikinomics learning paradigm” (assisted by technological change) are shaping the nature, functions, creativity and re-making of 21st century faculty, universities and colleges (private, public and for-profit)

The Red Balloon Project and Shifting Paradigms

Within the larger confines of what is called the Red Balloon Project, institutions and faculty are being asked to engage in “forward thinking” about the following kinds of topics:New models for institutional organization and designNew models for enrollment managementNew models for faculty time, effort and responsibilitiesNew models for curriculum and course design and re-designNew models for instructional design/learning deliveryNew approaches to assurance of learningNew approaches to finance, partnering and operations

The FHSU Red Balloon Project: Linking Learning with an Academic Technology Strategy--

Leadership, Topics and Goals Leadership provided by 17 “next generation” faculty fellows (with

CTELT support) Use a revitalized course development process to encourage all

faculty to explore open source materials and collaborative learning (e.g MIT opencourseware, Carnegie Mellon OLI, TED-ED, ebooks, iTunesU, lecture capture, etc. )

Adopt and use technology to encourage and document student learning (e.g. learning and academic analytics, ePortfolios, etc.)

The FHSU Red Balloon Project: Learning is Priority One

Re-consider the “definition” of what constitutes a classroom (e.g. online/campus learning spaces with supportive and engaging opportunities/ communities of interaction powered by appropriate social media and other technologies)

Facilitate the systematic consideration of existing and new pedagogical approaches that are research-based and powered by 21st century social media and other technologies (e.g. flipped approaches, MOOCs, problem-based learning, active learning, constructivism, etc.)

The FHSU Red Balloon Project: Learning is Priority One

Consider the applicability of emerging technologies and social media for creating online “communities of interaction” and faculty access and use (e.g. smartphones, tablets, pinterest, e-books, etc.)

Support for Global Challenges: Promise and Peril in the 21st Century – Collaboratively developed, affordable eCourse and eBook RB project published through joint partnership between FHSU and AASCU (Epsilon LMS at $50 per student per shell)

The FHSU Red Balloon Project: Learning is Priority One

Explore “forward thinking, creative and market-smart” curricular innovations to include post-course learning experiences supported by emerging technologies, open instructional resources and collaborative learning (e.g. internships, certificates and certifications, gaming, cloud computing, data set mining, information assurance, etc.)

Explore and evaluate the implications of a post-LMS world

The FHSU Red Balloon Project: Learning is Priority One

Leverage faculty/student/staff academic technology strategies and initiatives to collaborate with corporations and acquire external funding and grants (e.g. CISCO academies and partnerships, Next Generation grants for enhanced engagement and support of learning, NSF, etc.)

Develop immersive technology approaches and experiments (e.g. CISCO “byod” and open platforms for institutional collaborative knowledge-creation to enhance learning and operations)

We’ve heard it before, but this time is different. None of us can be institutions of the future by remaining institutions of the present. None of us want to become the “Lehman Brothers” of the higher education industry. Thus, the core driver of the Red Balloon initiative is courageous faculty and administrative leaders ---leaders who accept the idea that “incremental innovation” is an acceptable way to change and compete for the future---a future that doesn’t arrive by dramatic, sudden leaps, but by trying to make things better on a daily basis. Toyota developed incremental innovation as an approach, but it’s not just a business principle; it’s a principle of excellence and a way of navigating what Roger McHaney calls the “new digital shoreline” in higher education.

This Time Really is Different

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• In closing, let me not speak for you, but let me re-emphasize why FHSU thinks it’s so important to “take charge of change”:

On the plains of hesitation, bleach the bones of

countless millions who at the dawn of victory,

sat down to wait….and waiting, died.

George W. Cecil, 1923

Thank you. Questions?

Available at: <www.fhsu.edu/provost>