MOOCs-Online Learning - Learning Innovations - Medellin, Colombia

Bridging the Gap – From Rhetoric to Practice

The Power of Online Learning and New Learning Models to Leverage Access to Higher Education

Dr. Don Olcott, Jr., Ed.D., FRSA

Professor of Educational Leadership and Open and Distance Learning

University of Maryland University College (UMUC)

Innovative Education for Inclusion:

New and Innovative Models of Education in Higher Education –

Applications in the Local and Regional Context

British Council Higher Education Series

Medellin, Columbia

12 February 2014

Demand for Higher Education

Expansion of Higher Education

Time

Number of

Learners

A sizeable new university would now be needed every week merely to sustain current participation rates in higher education. … A crisis of access lies ahead. Sir John Daniel, 1996

By 2010, there will be 130 million people in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus anywhere. Henry Rosovsky, Harvard University

Access: The Global ChallengeSlide graphic reprinted with permission by Donald E. Hanna (2005). All Rights Reserved

International growth in demand for higher education will be the principal driver in changes in the nature of universities in the new millennium. Blight, et. al, 2000, p. 95

Disruptive InnovationsBower & Christensen (1995, p. 44)

First, they typically present a different package of performance attributes – ones that, at least at the outset, are not valued by existing customers.

Second, the performance attributes that existing customers do value improve at such a rapid rate that the new technology [Innovation] can later invade those established markets. Only at this point will mainstream customers want the technology [innovation].

Disruptive innovations have the potential capacity to de-stabalise mainstream markets, open new markets and are usually implemented by new start-ups inside or outside existing market leaders.

Are MOOCs potentially a disruptive innovation? Or is

online learning the disruptive innovation?

Learning to think differently about how . . . We think!

OER Definition

Open Educational Resources (OER): OER are teaching, learning and research materials in any medium that reside in the public domain and have been released under an open licence that permits access, use, repurposing, reuse and redistribution by others with no or limited restrictions (Atkins, Brown & Hammond, 2007). The use of open technical standards improves access and reuse potential. OER can include full courses/programmes, course materials, modules, student guides, teaching notes, textbooks, research articles, videos, assessment tools and instruments, interactive materials such as simulations, role plays, databases, software, apps (including mobile apps) and any other educationally useful materials. The term ‘OER’ is not synonymous with online learning, eLearning or mobile learning. Many OER —while shareable in a digital format — are also printable. (UNESCO/COL, 2011).

OER Advantages

Exchange of knowledge as an open global public good.

Online collaborative OER development supports capacity building in developing countries.

Expanded repository of educational content that can be locally adapted by educators.

OER Limitations

‘Free’ is relative and licensing may have restrictions.

Unsustainable business models.Faculty resistance – it’s my IP!Ensuring academic qualityRecommended – not required.

From OERs to MOOCs: Progress or Hype?

Are MOOCs sound teaching and learning practice?

Are MOOCs financially sustainable?MOOCs are ‘open’ – but do they meet the

reusable, modifiable concept of true OER?What incentives are needed for students and

faculty to engage in MOOCs?

Preserving ODL Best Practices

Instructional design or instructional decline.High quality interaction paradigms may be

under siege.Stop out – drop out – or cop out?Course teams – where do they fit in the

MOOC maze?Assessing performance-based outcomes.

Global Trends in Online Teaching and Learning

More providers = more choices for students. Academic quality is monitored closely by accrediting

commissions and quality assurance agencies. Blended learning is often adopted in transition to fully

online delivery. Competition is intense, particularly with advent of

more private for-profit providers (U of Phoenix, Pearson, Kaplan, Capella, Laureate Education).

Corporate use of online training is expanding to maintain employee skills and talent.

THE FUTURE

If you don’t know where you’re going

. . . it won’t matter which path you take

Mobilizing Sustainable Partnerships in Columbia

Planning, planning and more planning.Bringing the right players to collaborate to

balance access, quality and costs.Open content exchange can support new

models of partnerships among educational providers.

Balancing resources and risks.Scalable resourcing models including

outsourcing options.

The Power of MOOCsSir John Daniel (2012, p. 16)

Placing their xMOOCs in the public domain for a worldwide audience will oblige institutions to do more than pay lip service to importance of teaching and put it at the core their missions. This is the real revolution of MOOCs.

MOOCs may also have the long-term effect of helping to cut the outsize costs of higher education, which in the US have increased by 360% above inflation since 1986. But that is another story!

Lessons from Practice

Plan and design for long-term sustainability rather than short-term revenues.

Conduct detailed target market analyses of your markets, customers and stakeholders.

Total Quality Management – Initial focus on quality not efficiency. Quality will improve performance and efficiency in the long-term and reduce costs.

Develop comprehensive support services to support your teachers. Online learning is about teaching and learning not technology.

Performance-Based Management – Make decisions based on what the data sets tell you.

Innovate – try new strategies that may work in your environment, HE culture and your language.

Leaders are Innovators

Balancing Human with Digital Communications

(When is technology too much technology?)

Benefits for Faculty Teaching Online

ResourcesBower, J., Christensen, C., (1995). Disruptive technologies: catching the wave. Harvard Business Review, (Jan-Feb), 41–53. https://cbred.uwf.edu/sahls/medicalinformatics/docfiles/Disruptive Technologies.pdf

Daniel, J. (2012), Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Korea National Open University. http://tinyurl.com/ak8qvdv

Olcott, D. (2012). Mobilizing open educational resources in the UAE and GCC

states: A primer for universities. UAE Journal of Educational Technology and eLearning, 3, September 2012 Issue, 6-13.

Olcott, D. J. (2013). New pathways to learning: Leveraging the use of OERs to

support non-formal education. Revista de Universidad y Sociedad del Concimiento, 10, (1), 327-344. Barcelona, Spain. Published by the Open University of Catalonia (UOC).

Olcott, D. J. (2013). Access under siege: Are the gains of open education keeping

pace with the growing barriers to university access. Open Praxis, 5, (1), 15-20. Published by the International Council of Distance Education, Oslo, Norway.

UNESCO/Commonwealth of Learning (2011). Guidelines for open educational

resources (OER) in higher education. Published by UNESCO (Paris, France) and COL (Columbia, Canada).

Muchas gracias mi Amigos!

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