Higher educations digital · Massive Open Online Courses Scalable broadcast and peer learning...

Higher education’s digital moment?

The prospects for ‘disruptive’ change

SROC

15 April 2014

Just what is a MOOC?

Massive

Open

Online

Courses

Scalable broadcast and peer learning pedagogy

Open registration, free content and flexible participation

Proprietary LMS or variety of free tools and resources

Short modules across different subjects and levels

A MOOC big bang?

Different pedagogical models

Broadcast xMOOC

Connectivist cMOOC

Illustrations: Miko Coffey

How big is massive?

Data source (April 2014): http://www.katyjordan.com/MOOCproject.html

0

10

20

30

40

50

60

100 1,000 10,000 100,000

% C

om

ple

tio

n

Total enrollment

MOOC enrollment and completion data

Analysing drivers of change

University interest

Public interest

Social and technological change

Market supply

Supply side expansion

Courtesy of Goldman Sachs

(What happened to the UK e-university?)

Availability of technology

Ofcom communications market report 2012 & 13

0

10

20

30

40

50

60

70

80

90

100

2005 2006 2007 2008 2009 2020 2011 2012 2013

Pro

po

rtio

n o

f ad

ult

s

Year

Household take-up of communication services

Internet

Total broadband

Internet on mobile

Text based communication

Communications market report 2012 (Ofcom)

Is this a moment?

University interest

Public interest

Social and technological change

Market supply

Funding expansion

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010-11 2011-12 2012-13 2014-15

Indicative breakdown of funding between loans for the graduate contribution and HEFCE

teaching grant, 2010-11 to 2014/15

Loans outlayto HEIs

Teachinggrant(adjustedbaseline)

4000

4500

5000

5500

6000

6500

7000

7500

8000

8500

9000

£ p

er

FT

E s

tud

en

t

Publicly planned unit of funding (real terms 2006-07=100)

grant + public fee

grant + public fee + privateregulated fee

grant + public fee + privateregulated fee + capital

US student credit crunch

Trends in college pricing 2013 (The college board)

Supply side diversification

0

50,000,000

100,000,000

150,000,000

200,000,000

250,000,000

300,000,000

350,000,000

2006 2007 2008 2009 2010 2011 2012 2013(provisional)

Val

ue

(£

)

Year

Loan outlay for students enrolled at alternative providers

Fee loan

Maintenance loan

Total loan

Data source: student loans company

Expanding global demand

International and EU students registered on full-time programmes at English

HEIs 1981-82 – 2012-13

HEFCE 2014

Developing domestic systems

Growth in transnational education 2011-12 and 2012-13 (total student population)

HEFCE 2014

Global reach of online

Shift to knowledge economies

Work Foundation: A plan for growth in the

knowledge economy (2011)

Global knowledge economies

Serving knowledge workers?

Propositional knowledge & flexible delivery

Advanced learners & digitally literate

Post-graduate and CPD market?

High School 11.8%

Associate 8.2%

Bachelors 42.8%

Masters36.7%

Doctoral 5.4%

Coursera 2013: survey data of prior level of education

What are the implications?

A new marketing arm for the existing system?

A low cost + scalable model of delivery?

A fundamental transformation of the system?

…or none of the above?

• Higher education a service rather than substitutable product?

– Demand – the appeal of institutions

– Process - developmental and experiential

– Standards – statutory and professional

– Content – supported by complex expertise

– Strategy – proactive and innovative institutions

Disruption or evolution?

Digital rights strategy

• Resistance

• Blended

• Services

Shifting value chain?

Courseware

(content)

Learning

management

System

Personalised

feedback and

support

Higher education

award

Automated

feedback &

assessment

Certification

& ‘informal’

awards

Cost to student

Pro

vid

er

Free lower cost Higher cost

MO

OC

pla

tfo

rm

Hig

her

ed

uca

tio

n

inst

itu

tio

n

Co

st to H

EIScalable feedback

Low

erH

igher

UUK 2013

Unbundling credit

• Formal academic awards

– Validation & accreditation

– Articulation & transfer

– Recognition of prior learning

• ‘Informal’ awards

– Professional accreditation

– Certificates

– Badges

Pick and choose your route…?

Beyond MOOCs: Sustainable Online Learning in Institutions:

Li Yuan, Stephen Powell and Bill Olivier (Cetis, 2014)

Rethinking the class

• MOOCs as laboratories:• How to build peer learning• How to design broadcast• How to blend across provision• MOOCs as courseware• Opening the classroom

Creating value from data

• Third phase of information revolution…?– Big data

– Open data

– Linked data

– Machine readable web

– Internet of things

Scalable personalisation

• Course design

• Adaptive learning

• Social network analysis

• Signposting

Analytics and big data

Linked data

… ‘content’ is King?

Developing institutional strategy

Do you know what students and society needs?

Are you in a position to bring quality to ‘market’?

On-going success at the heart of social and economic advance?

Self interested and marginalised

Quality and reputation declinesNo

NoYes

Yes

Bringing knowledge to ‘market’...

Developing effective pedagogical models

Maintaining the right 'portfolio'

Making the right long term investments

Academic credit and rethinking the class

‘Content is king’

People, systems and infrastructure

…in an increasingly complex operating environment

From planning

To performance

Data

The real value of data is using it –

not collecting and owning it

What are UUK are doing to help?

• Influence the policy environment & support our members:

– Diamond efficiency programme (2)

– Sustainable student funding panel

– Creating value from data

– Economic value of higher education

– Immigration

– Regulation

Massive open online courses: higher education’s digital moment (2013)

Futures for higher education: analysing trends (2012)

william.hammonds@universitiesuk.ac.uk

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