Tony Bates Associates Ltd 1 Ministry of Education, Ministry of Education, Columbia/ Universaria Columbia/ Universaria New technologies for New technologies for education education Video-conference from Video-conference from Vancouver Vancouver 19 August 2008 19 August 2008 New technology and New technology and strategic planning: strategic planning: the challenge for the challenge for universities universities
49
Embed
Tony Bates Associates Ltd 1 Ministry of Education, Columbia/ Universaria New technologies for education Video-conference from Vancouver 19 August 2008.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Tony Bates Associates Ltd11
Ministry of Education, Columbia/ Ministry of Education, Columbia/ UniversariaUniversaria
New technologies for educationNew technologies for education Video-conference from Vancouver Video-conference from Vancouver
19 August 200819 August 2008
New technology and New technology and strategic planning: the strategic planning: the
challenge for universitieschallenge for universities
Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning
Class-Class-room room aidsaids
Lab/Lab/laptop laptop
classesclasses
Mixed Mixed modemode
Fully Fully distancedistance
68%68%
7%7%1%1%
24%24%
Current proportion of different types of e-Current proportion of different types of e-learning in North America + Europe (2005)learning in North America + Europe (2005)
UBC: 83% DE students live <1 hour from UBC: 83% DE students live <1 hour from campuscampus
Shift of time/location away from campusShift of time/location away from campus• • full-time students working part time full-time students working part time
(countries with high tuition fees)(countries with high tuition fees)• • part-time students (18-27)part-time students (18-27)• • older lifelong learners (27+)older lifelong learners (27+)• • mix on-campus + DE: gas prices!mix on-campus + DE: gas prices!
e.g. virtual labs; integration of e.g. virtual labs; integration of academic and administrative academic and administrative services (UBC)services (UBC)
More administrative than academicMore administrative than academic
Same conditions as quality +Same conditions as quality +
• • strategic investment in ICTsstrategic investment in ICTs
• • major institutional re-organization major institutional re-organization
• • same marketsame market, but , but differentiatedifferentiate from from other HE providers, e.g. Tec de other HE providers, e.g. Tec de MonterreyMonterrey
• • to attract to attract new or un-servednew or un-served markets markets• • e-learning not attractive as ‘core’ e-learning not attractive as ‘core’
function of prestigious function of prestigious research research universitiesuniversities
• • use of ICTs more important to use of ICTs more important to lower lower statusstatus institutions for institutions for ‘positioning’‘positioning’
= 3 months training over five years= 3 months training over five yearsin Canada, nos. = univ. entrants from in Canada, nos. = univ. entrants from
schoolschoolthey need access to latest researchthey need access to latest researchthey do NOT want traditional offersthey do NOT want traditional offers
Profile of lifelong learnersProfile of lifelong learners
Graduates (already state-subsidized)Graduates (already state-subsidized)Working, often with a familyWorking, often with a familyMaximum study time per week: 10 hrsMaximum study time per week: 10 hrsStrong life/work experience, specialist Strong life/work experience, specialist
knowledgeknowledge‘‘Virtual’ learning essential, from Virtual’ learning essential, from
home/workhome/workLearners/employers willing to payLearners/employers willing to pay
New programs for lifelong learnersNew programs for lifelong learners
Modules, certificates, industry Modules, certificates, industry accreditation leading to mastersaccreditation leading to masters
Inter-disciplinary, ‘topic-based’Inter-disciplinary, ‘topic-based’New knowledge since they graduatedNew knowledge since they graduatedFlexibly delivered: Flexibly delivered:
Part-time (evenings/weekends/half-days)Part-time (evenings/weekends/half-days) Blended (campus + online)Blended (campus + online) Fully distant (home or workplace)Fully distant (home or workplace)
1.1. Promote changePromote change2.2. Review mission: link use of ICTs to Review mission: link use of ICTs to
needs of country: positioning needs of country: positioning within HE system; get buy-in for within HE system; get buy-in for mission changemission change
3.3. Develop plan for use of ICTs: Develop plan for use of ICTs: mandate, deadline, delegationmandate, deadline, delegation
4.4. Involve all key stakeholders in the Involve all key stakeholders in the plan plan
The importance of academic departments The importance of academic departments in change and innovationin change and innovation
Two typical approaches to change:Two typical approaches to change:
• • top down:top down: Presidents or Presidents or governments decide a strategy governments decide a strategy then try to implement itthen try to implement it
• • bottom up: bottom up: early adopters; early adopters; individual professors working individual professors working alonealone
Planning goal for academic departmentsPlanning goal for academic departments
Academic departments:Academic departments:
Each program will develop a Each program will develop a vision and plan for teaching vision and plan for teaching and learning, including the and learning, including the
appropriate use of e-learningappropriate use of e-learning
• • students: same or changing? new students: same or changing? new markets? markets?
• • curriculum/employers needscurriculum/employers needs• • professors’ readiness for e-learningprofessors’ readiness for e-learning• • technology (hardware, software)technology (hardware, software)• • educational and technical support educational and technical support
(instructional design, web design)(instructional design, web design)• • financial: inc. new revenues?financial: inc. new revenues?
What teaching roles are suitable for What teaching roles are suitable for online learning?online learning?
Face-to-face or online?Face-to-face or online?• • transmitting informationtransmitting information• • collecting data/finding informationcollecting data/finding information• • preparation for lab workpreparation for lab work• • designing experimentsdesigning experiments• • doing experimentsdoing experiments• • discussing best ways to do thingsdiscussing best ways to do things• • problem solving…….problem solving…….
The need for new business modelsThe need for new business models
All citizens should have chance of a All citizens should have chance of a state-funded higher educationstate-funded higher education
Universities designed mainly for Universities designed mainly for young full-time, campus-based young full-time, campus-based students: still this needstudents: still this need
Graduates need to go on learningGraduates need to go on learningProfessors don’t want more teachingProfessors don’t want more teachingNew models of funding neededNew models of funding needed
Where e-learning has succeeded (cont.)Where e-learning has succeeded (cont.)UBC Masters in Educational TechnologyUBC Masters in Educational Technology
certificates since 1996: masters certificates since 1996: masters opened 2002opened 2002
80 students a year: 250 graduates 80 students a year: 250 graduates (2007)(2007)
fee: 675 euro per course, 6750 in totalfee: 675 euro per course, 6750 in totalprogram financed as a loanprogram financed as a loannew research faculty funded from new research faculty funded from
program: full costs recovered program: full costs recovered
The rationale for e-learningThe rationale for e-learning
E-learning supports the development of E-learning supports the development of skills needed in knowledge-based skills needed in knowledge-based societies, societies, e.g. how to seek, organize, analyse e.g. how to seek, organize, analyse and apply informationand apply information
Using technology for learning prepares Using technology for learning prepares students for knowledge-based workstudents for knowledge-based work
E-learning is particularly good for E-learning is particularly good for lifelong learninglifelong learning
OECD (2005) OECD (2005) E-learning in Tertiary E-learning in Tertiary EducationEducation Paris: OECD Paris: OECD
Bates, A. (2000) Bates, A. (2000) Managing Technological Managing Technological Change Change San Francisco: John WileySan Francisco: John Wiley
Bates, A. & Poole, G. (2003) Bates, A. & Poole, G. (2003) Effective Effective Teaching with Technology in Higher Teaching with Technology in Higher Education Education San Francisco: John WileySan Francisco: John Wiley