Sydney Institite TAFE

Trends in online education and the UTS experience

Teaching and Learning futures

Online enrolmentsat Open Universities Australia

http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2012

MOOCs

• Learning is based on openly available content and resources

• Interactions are largely peer-to-peer• Assessments and grading are handled

automatically• Learning is recognized, but not in traditional

ways

Demographics of MOOC learners

• Machine Learning course • 50% were professionals who

currently held jobs in the tech industry– 41% were professionals currently

working in the software industry– 9 percent said they were

professionals working in non-software areas of the computing and information technology industries.

Demographics of MOOC learners

• Many were already enrolled in some kind of traditional postsecondary education– ~ 20 percent were graduate

students– 11.6 percent were undergraduates– 3.5 percent unemployed – 2.5 percent employed somewhere

other than the tech industry – 1.0 percent enrolled in a K-12 school

Why they chose to take the course

• 39 percent were “just curious about the topic”

• 30.5 percent wanted to “sharpen the skills” they use in their current job

• 18 percent, said they wanted to “position themselves for a better job.”

Who are the learners?

How to design the curriculum?

Which learning spaces support

curriculum and

technologies?spaces

Which technologies support

aims?

The UTS model of learning

1. An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education

2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece

3. Learning which is research-inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning

Student current and preferred involvement in course learning activities that use technologies

Current or preferred use: a few times a week, daily or more often

Find info using library online resources

Find info using earch engines

Listen to lecturer podcasts/vodcasts

Join in remote webconference lectures

Listen to student podcasts

Use RSS feeds to subscribe to info

Use discipline-specific software

Create and share AV

Design and build webpages

Develop and share blogs

Use Twitter

Share using social bookmarking

Share using social AV media (YouTube, Flickr)

Collaboration using documents

Collaboration using wikis

Collaboration using Facebook etc

Collaboration using web conferencing

Participate in virtual worlds

Develop an e-portfolio

0 10 20 30 40 50 60 70 80 90 100

PreferredCurrent

Communication with other students and teaching staff

Instant messaging

SMS

Email

UTSOnline-discussion boards, mail

Web conferencing eg Skype

Mobile phone-voice

Social networking eg Facebook, Twitter

Virtual worlds

Blogs

Face-to-face

0 10 20 30 40 50 60 70

Students-preferredStudents-currentTeaching staff-preferredTeaching staff-current

New learning spaces designed for:

• Interaction and inquiry • Collaboration and project work• Flexibility• Using technology to engage, communicate,

imagine, create, critique, discuss, question …

20202014

MOOCS

Rise of online learning

Rethinking &redesigning

curriculum & assessment

Broadway Building

Dr Chau Chak WIng

Open Content

Capitalising onnew spaces

Redesigning UTSprocesses

Library of the future

Rethinking Learning

From.. To..

Large collaborative learning spaces

Large collaborative learning spaces

Large collaborative learning spaces

Groupwork spaces

Informal learning spaces

Rethinking Assessment

From.. To..

Rethinking technology in HE

From.. To..

Rethinking learning resources

From.. To..

Learning2014

An initiative encouraging staff to:

• Explore interactive and collaborative approaches to learning

• Rethink the relevance of different teaching approaches in their disciplines

• Respond to new opportunities and needs

Learning2014 Plan• 2012

– Familiarisation with technologies & spaces• Demonstrations, workshops, cases, resources

– VC’s T&L grants– Future Teaching Fellows applications October– UTS T&L Forum – strand on Learning2014

Rethinking learning in 2020

From.. To..

Business as usual Flipped Learning Individualised learning Hybrid Learning

Business as usual

Greater use of technology

Flipped LearningDiminished use of traditional models of accessing content – done through OER such as MOOCs.

Student still participate f2f and come to campus but for more interactive learning experiences such as:• project work • more f2f interaction with academics and

other learning support staff such as Librarians, careers counsellors, learning advisorys

Individualised learning

Each student undertakes a course personalised to their background, interests, and strengths and weaknesses. Technology is used to provide access to:• content that is personalised• mentors as per individual requirements• access to international experts and

practitioners

Hybrid Learning

Students move around countries, institutions and MOOCs accumulating credits then sitting challenge tests to determine what they still

need to do in order to gain qualification