Talkin Bout a Revolution: (Re)claiming distance education as revolutionary, humanising praxis

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Talkin Bout a Revolution: (Re)claiming distance education as revolutionary, humanising praxisKeynote at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference, 21 July 2017 -Bloemfontein, South Africa

Paul PrinslooUniversity of South Africa (Unisa)

@14prinsp

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I do not own the copyright of any of the images in this presentation. I therefore acknowledge the original copyright and licensing regime of every

image used.

This presentation (excluding the images) is licensed

under a Creative Commons Attribution-NonCommercial 4.0 International License

http://creativecommons.org/licenses/by-nc/4.0/

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Overview of the presentation

1.Revolution? Whose revolution? Who benefits? Who defines a/the revolution?

2.Is there a revolution/are there revolutions that we are not talking about?

3.Distance education as revolution(ary)4.Tentative pointers for reclaiming distance

education as revolutionary, humanising practice

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Don't you knowThey're talkin' 'bout a revolution

It sounds like a whisperDon't you know

They're talkin' about a revolutionIt sounds like a whisper

While they're standing in the welfare linesCrying at the doorsteps of those armies of salvation

Wasting time in the unemployment linesSitting around waiting for a promotion

(Tracy Chapman)

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Don't you knowThey're talkin' 'bout a revolutionImag

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#FeesMustFall

#MOOCs#RhodesMustFall

#StudentDebt

#Badges

#OER #Disruption#Innovation

#Excellence

#Technology#Digital#Rankings

#Revolution #DistanceEd

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There is a real danger that amid all the various claims regarding revolution,

disruption and the ‘end of higher education’…

that we miss, that we don’t listen to the whispers, the trembling of the tectonic plates on which higher education, and

particularly distance education are founded

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Image credit: http://maxpixel.freegreatpicture.com/Fleeing-Birds-Animals-Flying-Flock-Start-Swarm-801778


Image credit: http://www.goodreads.com/book/show/13587160-to-save-everything-click-here

#Revolution #HigherEd

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2011

Source credit: http://www.pewinternet.org/2011/08/28/the-digital-revolution-and-higher-education/

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Source credit: http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html

2013“Nothing has more potential to lift more people out of poverty —by providing them an affordable education to get a job or improve in the job they have. Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms that are being developed by the likes of Stanford and the Massachusetts Institute of Technology and companies like Coursera and Udacity.”

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Source credit: https://techcrunch.com/2014/09/11/the-mooc-revolution-that-wasnt/

2014“This year, that revolution fizzled. Only half of those who signed up watched even one lecture, and only 4 percent stayed long enough to complete a course. Further, the audience for MOOCs already had college degrees so the promise of disrupting higher education failed to materialize.”

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Source credit: http://www.chronicle.com/article/MOOC-U-The-Revolution-Isnt/149039/

2014

“That doesn’t mean MOOCs are dead, however. Far from it. More than six million people have signed up for a MOOC since 2011. Massive open online courses are clearly resonating with an audience looking for instruction on the web. And the format is able to scale education in a way that simply can’t be done on a physical campus”

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Source credit: http://news.mit.edu/2014/revolution-higher-education-sanjay-sarma-1117

2014

“Sarma emphasizes that MOOCs and other digital technologies will not replace professors or the residential college. Rather, they’ll enrich them” (emphasis added)

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Source credit: https://hbr.org/2014/10/the-real-revolution-in-online-education-isnt-moocs

It’s called online competency-based education, and it’s going to revolutionize the workforce.

2014

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Source credit: https://www.insidehighered.com/views/2015/10/05/what-will-be-uber-higher-education-essay

2015

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Source credit: https://www.technologyreview.com/s/539106/uber-for-education/

2015

Page credit: https://library.educause.edu/resources/2015/10/the-predictive-learning-analytics-revolution-leveraging-learning-data-for-student-success

2015

Page credit: https://icde.memberclicks.net/assets/RESOURCES/anne_la_report%20cc%20licence.pdfPage credit: https://icde.memberclicks.net/assets/RESOURCES/anne_la_report%20cc%20licence.pdf

2016

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Source credit: http://www.huffingtonpost.com/otto-scharmer/mooc-40-the-next-revoluti_b_7209606.html

2016

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Source credit: http://www.gallup.com/opinion/gallup/194198/real-data-revolution-higher-education.aspx

2016

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2016

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Source credit: https://www.wired.com/2016/04/apec-schools/

2016

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Source credit: http://er.educause.edu/articles/2017/3/the-blockchain-revolution-and-higher-education

2017

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Is there a revolution we are not talking about?

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The vice-chancellor's executive has decided to close the south-east regional centre in East Grinstead, and plans to review the status of the other English regional offices. Overall, some 700 jobs could be

at risk, almost a fifth of the OU's full-time workforce

2014

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Source credit: http://www.bbc.com/news/education-34256699

2015

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Source page: https://www.theguardian.com/education/2015/oct/20/open-university-strike-ou-regional-centres-moocs

2015

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Source credit: http://www3.open.ac.uk/media/fullstory.aspx?id=31472

2017

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Source credit: http://www3.open.ac.uk/media/fullstory.aspx?id=31472

“The Open University, approaching its fiftieth year, is launching a radical overhaul”

“Change on this scale will inevitably impact on staff because staff make up two-thirds of the OU’s operating costs. The proposed transformation in teaching, research, IT systems and the running of the University will inevitably mean that the number and types of roles will change. In coming years, fewer people will be needed overall.”

2017

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Source credit: https://www.change.org/p/stop-privatisation-at-the-open-university?recruiter=20536281&utm_source=share_petition&utm_medium=facebook&utm_campaign=autopublish

“Staff in IT at the Open University are facing privatisation as their work goes out to tender for ‘managed services’. If this goes ahead, over 200 Open University employees could be moved to private, for-profit companies”

2017

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Source credit: http://www.cbc.ca/news/canada/calgary/athabasca-university-faces-insolvency-president-reassures-students-1.3111420

2015

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Source credit: http://www.athabascaadvocate.com/article/Athabasca-University-faces-big-decisions-20160202

2016

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Source credit: https://www.tonybates.ca/2017/06/10/a-brighter-future-for-athabasca-university/

2017

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“Overall, this is an excellent report. Wisely, it does not dwell on the historical reasons why Athabasca University got itself into its current mess but instead focuses on what its future role should be, what it can uniquely contribute to the province, and what is needed to right the ship, including more money.”

“However, the main challenges, in my view, remain more internal than external.”

“Money itself is not the issue – it is the value proposition that will persuade the government to prioritise funding for AU that still needs to be made by the university itself. In other words it’s a trust issue – if we give you more money, what will you deliver?”

Tony Bates (2017)Source credit: https://www.tonybates.ca/2017/06/10/a-brighter-future-for-athabasca-university/

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“The second major challenge, while strongly linked to vision and funding, is the institutional culture. Major changes in course design, educational technology, student support and administration, marketing and PR are urgently needed to bring AU into advanced 21st century practice in online and distance learning. I fear that while there are visionary faculty and staff at AU who understand this, there is still too much resistance from traditionalists and those who see change as undermining academic excellence or threatening their comfort zone. Without these necessary structural and cultural changes though AU will not be able to implement its vision, no matter how persuasive it is. So there is also a competency issue – if we give you more money, can you deliver on your promises?”

Tony Bates (2017)

Source credit: https://www.tonybates.ca/2017/06/10/a-brighter-future-for-athabasca-university/

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Source credit: https://www.theguardian.com/education/2017/may/02/part-time-student-numbers-collapse-universities?utm_content=buffer72e4a&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

2017

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Source credit: https://psmag.com/education/college-students-starving-in-silence

2017

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Source credit: https://www.theguardian.com/education/2017/jul/05/poorest-students-will-finish-university-with-57000-debt-says-ifs

2017

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Source credit: https://www.thetimes.co.uk/edition/news/three-quarters-of-graduates-will-never-pay-off-student-debt-d0m5csx5v

2017

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Source: https://www.theguardian.com/commentisfree/2017/jul/06/tuition-fees-university-funding-poorer-students-unfair-reform?CMP=share_btn_tw

2017

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Source credit: https://www.theguardian.com/education/2017/jul/11/student-debt-graduates-tuition-fees?CMP=fb_gu

2017

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Source credit: http://www.bbc.com/news/education-40429263?utm_content=bufferc5bdf&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

2017

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Source credit: https://www.insidehighered.com/news/2017/07/19/number-colleges-and-universities-drops-sharply-amid-economic-turmoil

2017

“The most extreme predictions envision hundreds and even thousands of colleges and universities closing over a decade or so. But more even-keeled analysts also have foreseen increases in the number of failing institutions: Moody’s Investors Service in 2015, for instance, said closures and mergers of small institutions would triple and double, respectively, in the coming years.”

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2017

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Whose revolution? Who benefits? Who defines a revolution?

Is there a revolution/are there revolutions that we are not talking

about?

Amid all the claims, the noise we need to whisper/ask…

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Image credit: https://www.flickr.com/photos/matthileo/3753385131


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Mapping distance education as revolution (Peters, 2010)“We have experienced a revolutionary adaptation of teaching and learning to new technological and social conditions. There is no other form of teaching and learning that has broken away from tradition so sharply, that is so flexible and conducive to further societal changes of the post-industrial knowledge society. Distance education achieved a first significant breakthrough in the reform of higher education”

(Peters, 2010, p. 56)

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“The humanitarian task of providing access for all learners, with special focus on those disadvantaged by distance, by precarious economic conditions, by belonging to discriminated minorities, or by being disabled. Obviously, this mission is now relativized by a growing number of privileged students who do not learn at a distance because they are forced to do this by unfavorable circumstances, but rather for reasons of convenience only”

(Peters, 2010, p. 32)

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Tentative pointers for reclaiming distance education as revolutionary

1. Rediscover the humanitarian ideal of distance education2. How does distance education as ‘the most industrialised

form of education’ translate into a digital, agile, fluid era?

3. How does the ‘iron triangle’ of cost, quality and access change into the digital era?

4. Student support/student data5. The potential and perils of algorithmic decision-making 6. ‘Open(ing) learning’, ‘open(ing) teaching’ and ‘open(ing)

scholarship’

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The humanist mission of correspondence education was “to provide access to education for all learners, no matter how dispersed or disadvantaged by economic, personal, or political situations”(p. 5)

Feasley, C. & Bunker, E. L. (2007). The history of national and regional organisations and the ICDE. In M. G. Moore (Ed.), Handbook of distance education (pp. 15-29). Mahwah, New

Jersey, Erlbaum.

Pointer 1: Rediscovering the original humanist and humanising intention of distance education

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Image credit: http://www.citylab.com/housing/2016/06/apartheids-urban-legacy-in-striking-aerial-photographs-south-africa-cities-architecture-racism/487808/

How can distance education address/redress the lasting inequalities of colonialism and apartheid instead of perpetuating this legacy?

How do we make teaching and learninghuman again?

Image credit: http://www.lifegate.it/persone/news/banksy-biografia

Pointer 2: Rethinking distance education as industrialised process of delivery

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How different are the processes used in an industrialised, print-based distance education model from approving, designing, producing and delivering (online*), (open*)

distance education?

Plan & design

Approval

Curriculum and learning design

TestProduction

Del

iver

y

Print-based, fully offline delivery

Are the same processes appropriate & effective for responsive, agile, fully online, off-campus delivery?

Department of Higher Education and Training. (2014). Policy for the provision of distance education in South African universities in the context of an integrated post-school system. Retrieved from http://www.saide.org.za/sites/default/files/37811_gon535.pdf

Off

line

On

line

Fully online

Fully offline

Digitally supported

Internet supported

Internet dependent

Campus-based Blended/hybrid Remote

A

BC

Distance, digitally supported

Distance, fully onlineCampus-based, fully online

http://www.saide.org.za/sites/default/files/37811_gon535.pdf

Pointer 3: How does the ‘iron triangle’ of cost, quality and access change into the digital era?

Image credit: https://pixabay.com/en/homeless-beggar-sleeping-street-2182114/

Quality

Access Cost

Ethics

Social justice

Image credit: https://pixabay.com/en/sand-footprint-beach-nature-foot-1009755/

Student data is an invitation to start a conversation

Pointer 4: Student support/student data

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Pointer 5: The potential and perils of algorithmic decision-making

Seeing

Processing

Acting

Learning

Human Human plus algorithm

Algorithm plus human oversight

Algorithms/ machine learning

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No

Yes/No Yes/No

Yes/No Yes/No

Yes/No Yes/No

Yes/No Yes/No

Danaher, J. (2015). How might algorithms rule our lives? Mapping the logical space of algocracy. [Web log post]. Retrieved from http://philosophicaldisquisitions.blogspot.com/2015/06/how-might-algorithms-rule-our-lives.html

http://philosophicaldisquisitions.blogspot.com/2015/06/how-might-algorithms-rule-our-lives.html

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Pointer 6: ‘Open(ing) learning’, ‘open(ing) teaching’ and ‘open(ing) scholarship

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How do we (re)claim distance education as a revolutionary, humanising praxis?

(In)conclusion

Image credit: https://pixabay.com/en/empty-abandoned-messy-grunge-scene-863118/

Thank you

Paul Prinsloo Research Professor in Open Distance Learning (ODL)College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392Unisa, 0003, Republic of South Africa

T: +27 (0) 12 433 4719 (office)T: +27 (0) 82 3954 113 (mobile)

[email protected] Skype: paul.prinsloo59

Personal blog: http://opendistanceteachingandlearning.wordpress.com

Twitter profile: @14prinsp