2013: The Beginning of the End of the University
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The document discusses the transformative changes facing higher education, including the rise of MOOCs, competency-based degrees, and the impact of big data on learning analytics. It questions traditional structures of curriculum and educational funding, emphasizing the importance of adaptability in education to meet the needs of modern learners. The future is poised for a shift away from conventional methods towards more personalized and technology-driven educational experiences.
2013: The Beginning of the End of the University
- 1. 2013: The Beginning of the End of the University? Ken Ronkowitz
- 2. It’s the End of the University As We Know It Are you surprised? Who Sets the Curriculum? What do we do with Big Data? What is the value of a traditional degree? MOOCs? Where is the funding? Or will it all be open & free?
- 3. Who is Not necessarily Always in classrooms On(line) or on campuses or for degrees 24/7 Learning
- 4. Who Sets the Curriculum
- 5. Cognitive theory will make learning analytics systems more relevant and effective. Students and instructors both benefit from access to better information about the state of learning. Analytics is here is to stay. Higher education cannot ignore it. “Big Data is any data we don’t understand well enough to computerize.” (George Strawn) Big Data is fine-grained information about student experiences, university processes and emergent trends (student learning, enrollment, course success, lifestyle, tech use) that is generated as students and staff conduct normal business.
- 6. CIO Constituent Group Funding Strategies
- 7. X-MOOCs (Coursera, Edx) Formal (traditional) course M assive (maybe) structure and flow and relationship O pen (sort of) between teacher/learner O nline (yep) Content also formal, structured teacher-provided. C ourse (sort of) Learners expected to duplicate or master what they are taught C-MOOCs have a changed relationship between teacher/learner Distributed, chaotic, emergent. Constructivist. Learners expected to create, grow, expand domain and share personal sense-making through artifact- creation Centralized discussion, forum support and distributed learner- created forums and spaces
- 8. What about the personal computer, Internet, online learning, and software and tools (open & commercial) that let students create & explore & collaborate & share?
- 9. Massive Open Online Courses (MOOC) • Just last FALL 2011 Two Stanford computer science faculty members started Coursera to offer classes with the help of universities • APRIL 2012 four universities signed on: Princeton, University of Michigan, Stanford and Penn State • JULY 2012 12 more universities signed agreements with Coursera to provide courses California Institute of Technology, Duke University, Ecole Polytechnique Federale de Lausanne, Georgia Institute of Technology, Johns Hopkins University, Rice University, UC San Francisco, University of Edinburgh, University of Illinois at Urbana- Champaign, University of Toronto, University of Virginia and University of Washington…
- 10. Open: source - software - textbooks - courses - learning OPEN
- 11. If you are not paying for the service, It’s free! then YOU are the service
- 12. The end of replaced by ? certificates, badges, corporate endorsements, “just” a desire to simply learn, competency-based degrees
- 13. Lumina and the Gates Northern Arizona University, is Foundation held a meeting with developing three competency- about 35 institutions that either based bachelor's degree programs, do competency now or want to with Pearson as a partner. Competency-Based Degrees try it. Southern New Hampshire College has proposed a competency- based Associate degree program by seeking to directly assess students’ competencies rather than mapping them to credit hours. They have secured approval from their regional accreditor, the New England Association of Schools and Colleges Commission on Institutions of Higher Education. http://www.insidehighered.com/news/2012/10/01/competency-based-education-may-get-boost
- 14. Goddard’s low-residency semester format comprises an intensive 8-day residency on campus, & 16 weeks of independent work and self-reflection in close collaboration with a faculty advisor. Goddard College invented the low-residency model in 1963 to meet the needs of adult students with professional, family, and other obligations seeking learning experiences with relevance in real-world circumstances.
- 15. “During the next fifteen years, the way we educate our children, and how we think of education itself, will change in fundamental ways.” ~ Tim Brady, co-founder of Imagine K12, an incubator for tech companies focused on the K-12 market. Big Ideas for K-12 Schools include reconsidering some current fundamental assumptions: o giving students grades o partitioning them according to age o proving competency o high schools, and maybe even middle schools, will begin to operate less like factories and more like colleges o the ubiquity of high-technology will blur the distinction between being in and out of school bigthink.com/ideafeed/the-tech-ed-revolution-no-more-grades-or-division-by-age
- 16. Exaggerated warnings? • The “death” of the novel, theater, movies, broadcast television, newspapers, print, libraries, liberal arts, record/music sales, CDs, DVDs, software, computers • Going paperless • Tele-commuting • Face-to-face education theconversation.edu.au/the-university-campus-of-the-future-what-will-it-look-like-9769
- 17. Into the Future Get students Access: through traditional faster & college is get them for an elite ready to group work (again) Replacing the first Gaps 2 years of college with an & online/hybrid or Divides high school Return initiative or Emerge
- 20. Ken Ronkowitz kenneth.ronkowitz@njit.edu @ronkowitz serendipity35.net ronkowitz.com