Ontario november 2010 final colleges and universities

Presentation to ILC, November 2010

FAST FORWARD FOR ADIFFERENT FUTUREHow Emerging Technologies are Transforming Education and Training How To Capitalize on It

Stephen Murgatroyd, PhD FBPsS FRSAChief Innovation Officer

This presentation…..

Set a challenge context for this discussion….

What is happening with technology? How is this having an impact on

education, learning and training? What are the “design, development and

deployment” (3D) implications for organizations?

What are the challenges this gives rise to?

Understanding the context

Significant changes taking place Demographics

Low birth rates and dependency on immigration Fast growth of aboriginal communities Literacy

Economics Low productivity Declining competitiveness Major industry sector transitions – manufacturing,

forestry, agriculture Social Change

New forms of social meaning and networks New globalized relationships – “glocal”

Shifts in post-secondary education

Focus on competitiveness and productivity More skills, more often and in less time Nimbleness in response to shifting conditions

Strong focus on essential skills Literacy is the key to unlocking productivity 21st century skills focus on problem solving,

teamwork/relationship and critical capacities Education as an economic driver

Colleges focused on adding value to economic and community development

Universities focused on real innovation that creates wealth Lower funding with higher outcome expectations

As governments balance budgets, post-secondary funding is reduced per capita and student fees increased per capita

Funding for innovation is “tight”

Demand for skills over time(OECD data base)

21st Century Skills FrameworkSource: Meteri Group and the north central regional educational laboratory (USA)

Digital Age Literacy• Basic Scientific, Economic

and Technological Literacies• Visual and Information

Literacies• Multicultural Literacies and

Global Awareness

Inventive Thinking• Adaptability, Managing

Complexity & Self Direction• Curiosity, Creativity and Risk

Taking• Higher Order Thinking and

Sound Reasoning

Effective Communication• Teaming, Collaboration &

Interpersonal Skills• Personal, social and civic

responsibility• Interactive communication

High Productivity• Prioritizing, planning and

managing for results• Effective use of real world tools• Ability to produce relevant, high

quality products• Ability to innovate through

continuous improvement

Engaged, Informed

and Skilled Citizens

In Ontario

Clear commitment to post-secondary education as a driver of the “new” Ontario – cultural communities and economy

Critical importance of skills and highly qualified workforce for productivity and competitiveness

Seeking to expand affordable access to post-secondary, especially for first nations and first generation learners

Seeking to have a major impact on essential skills

Seeking to leverage online learning to achieve these goals – hence the Ontario Online Institute proposition – already a leading global player

Dedicated educators who are passionate about making a difference…

Emerging technologies

The emerging technologies that are changing the way we work and play

The emerging technologies Low cost (relative to capacity) hand held digital

devices – the iPad, smartphone, PlayBook (RIM), Livescribe, GPS….

Broadband access at a low cost – free Wi-Fi, cellular bandwidth (4G), new ways to access broadband

Increasing graphical capacity and speed of digital devices – e.g. SmartBoards

Developments in artificial intelligence and machine learning

Developments in robotics, miniaturizing of components and in visual capacities of digital devices

3D television and the imminent arrival of 3D video conferencing

And technological applications The development of 250,000+ apps growing at

(approximately) 2,000 a day The emergence of social media – Facebook,

LinkedIn, Twitter, YouTube The rapid adoption of co-creation systems –

Wilki’s and related collaborative software (now integrated into Adobe, Office, etc.), Ning

Sophisticated gaming engines and animation – permitting simulation

Semantic web – intelligent agents, searching using machine learning

And technological “solutions” Cloud-based computing Integrated software - permitting easy movement of

data, images etc., from one place to another for fast creation

Integrated resource management – e.g. Alibris, eBay File sharing (Dropbox) and file “stealing” (Pirate Bay) Focused document management (e.g. ancestry.ca) Flash video and easy editing tools Digital photography and digital video

technology developments / time

How we can leverage emerging technologies to improve learning outcomes

Leveraging Technology for Learning

#1 Advanced Blended Learning Designed learning

experience which: Reduce the time taken to

complete a course / program of study

Use online for knowledge and in class for experience

Engage students in learning through projects and activity- based problem-solving

Leverage social networks

#2 Mobile Learning Designed learning

experiences which leverage hand-held devices to: Enable anywhere /

anytime learning Facilitate peer and social

network support for learning

Leverage audio-video capacity of hand-held devices

Support digital textbooks

#3 Self – Paced Study Leveraging the power of

technology to enable a learner to: Start a program or course

anytime, anywhere Study the course using

online text, simulations, challenges

Receive academic support from a coach or academic mentor

Connect with peers Call the exam when the

student is ready

#4 Cloud-Based Learning In an outcome-based

program where credit is awarded following a demonstration of outcome competences: Learners use social

networks, peer networks and expert clouds to secure their learning

Learners access knowledge through digital resource libraries

Using the powers of machine learning, robotics and mobility to provide learners with: Patient remedial

learning for skills and knowledge they find problematic

Using global networks to provide 24x7 coaching help

Using peer networks and social networks for remediation

Leveraging digital devices (especially 3D capacities) for: Simulating experiments

in science Simulating trades tasks

– e.g. rebuilding an engine

Simulating medical procedures

Leveraging the power of artificial intelligence / machine learning to use simulations as a competency-based diagnostic tool

#5 Simulation #6 Remediation

Using teams of learners, supported by an academic coach and mentor, to tackle problems that matter (e.g. water, literacy, financial literacy): Connecting to “non”

academic solutions organizations

Leveraging peer networks and social networks – using the cloud

Serious research and serious games

Community-based assessment – impacts, competencies and outcomes

Leveraging the power of technology and coopetition to: Developing glocal texts

(standard texts with local components) for glocal courses

Using the publishing consortia to accelerate the arrival of new knowledge into texts

Using online libraries and resource centres for text, audio, video and other resources..

#7 Digital Textbooks and Libraries

#8 Wicked Problem-Based Learning

Linking learning activities to location enables Environmental studies

to be glocal Supports real time

biodiversity information being integrated into projects and courses

Leverages global knowledge bases around species and environmental genomics

Provides rich access to local expertise

Modularised curriculum linked to 24x7 help desk support for: Work-based skills Essential skills Trades skills – the

next building code skills, next biorefining process, the next robotic maintenance process….

#9 Just in Time Training #10 Location Supported Learning

Innovation in action

Four examples of emerging technologies used in education and training

Four examples

The European Union Bologna Process Requires modular structure for all programs Requires transfer credit across 27 countries Enables online learning across 27 countries Increasingly outcome-based

Kentucky Community and Technical College System (KCTCS) Multiple start dates – students call exam when they are

ready Courses are 3,5,6 and 8 week duration depending on

outcomes Challenge exams and work-based learning credit

commonplace Digital textbooks and online learning resources in use

system wide

National Glass Association (USA) 54 certification courses (trades) for glass installation and

repair (including automotive) Public: Private partnership for improving standards,

productivity and competitiveness in the sector $1 billion to train more than 660,000 workers in over 60,000

California companies. The program is funded by the Employment Training Tax paid by California employers, and targets firms threatened by out-of-state and international competition.

University of Greenwich (UK) Accelerated BSc (Hons) 3 year undergraduate degree in 2 years (adds a month each

year) Intense blended learning with options to accelerate further (20

months)

Looking globally at trends: More project-based work, less instruction More peer learning, less instruction More outcome-based learning, less focus on

process (especially time in class) More work-based learning credits and less

instructional credits More transferable credits and less colonialism More routes to certificates, degrees and

diplomas – less the one lane highway

…less teaching, more learning…

Barriers to change

System wide

FTE funding is problematic and no longer reflects the basis of activity in post-secondary systems

Quality Assurance is based on models of learning which are 19th century and institutional practices which are 20th century

Faculty agreements inhibit innovation – especially if it relates to the use of time, focus of professional work and the nature of pedagogy

Capital investments in technology small relative to capital investments in physical infrastructure

Professional development of faculty requires substantial investments

At the college / university level Faculty

Faculty adoption levels “stuck” at early stage – 18-25% of faculty

Faculty defense of “classroom” over online Faculty agreements

Design Capacities Instructional design capacities low and creation

capacities low Transformative capacity of technology not being

realized Students

Not all want to be engaged learners – many are tactically engaged or compliant

Strategic Intent Commitment to online is “and also..” commitment

The opportunity…..

The New college or university…. Will have individual work spaces and some rooms for

team work Will have grand challenge-based courses and programs Will have a requirement for peer, social and networked

learning Will have few residency requirements Will focus on outcomes, not time Will be wired to work, community and non profits Will have very high levels of student engagement and

few tactical compliant learners Will have very satisfied faculty who coach, guide and

mentor and support learning Will be truly learning focused Will be nimble

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