Professor Jeff Haywood, Vice Principal Digital Education
University of Edinburgh, UK
http://homepages.ed.ac.uk/jhaywood
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Digital Education 2025
Opportunities, challenges & paradoxes
“Learning Technology and Groundhog Day”
Terry Mayes, 1995
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Seen it all before
It will blow over
“a faculty encamped just north of armageddon”
Robert Zemsky, Checklist for Change
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2005 2025 2015
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Digital Education: 2004 (ish)
LAMS main model for course design
VLEs mainstreamed
Digital libraries stabilising
E-portfolios taken seriously
Re-usable learning objects ‘fashionable’
Digital natives / immigrants ‘influential’
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Explosion in online applications / identities
Skype
Smartphones & 3G & wifi
Pads
OER / open everything
E-books come of age
Online degrees / providers / for-profits
MOOCs
Digital Education: since 2004
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So, where are we now?
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ECAR 2014 Survey of Students & IT
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www.coursera.org/edinburgh
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Since 2012, University of Edinburgh
16 MOOCs built
19 MOOCs under construction
2 platforms (Coursera, Futurelearn)
>1,000,000 enrolments
>100,000 completions
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So, if its all going online, what we have to do is simple, isn’t it?
or is there more to it than that??
NMC Horizon Report 2014
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Disruptive innovation
a term coined by Clayton Christensen, describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.
Characteristics of disruptive businesses, at least in their initial stages, can include: lower gross margins, smaller target markets, and simpler products and services that may not appear as attractive as existing solutions when compared against traditional performance metrics.
Because these lower tiers of the market offer lower gross margins, they are unattractive to other firms moving upward in the market, creating space at the bottom of the market for new disruptive competitors to emerge.
Source: http://www.claytonchristensen.com/key-concepts/
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William G Bowen, Tanner Lecture, Stanford University, October 2012
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Competence-based education
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Globally-recognised metrics of graduate learning
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21UCISA 2015, Edinburgh, March 2015
Rapidly expanding range of options to take advantage of, and contribute to, of open data, open science, open humanities, open publications, open education
open everything???
MOOC
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So, is this lot pointing us anywhere helpful?
Towards an HE system that is:
on-demand
open by default
self-paced
location-flexible
relevant to life/career now & in future
global and local
personalised to learning place/style/speed
affordable
high value-added
and in a wide range of subjects!
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On-campus30,000 studentsall coursessince ~1990
Off-campus2000 students50 Masterssince ~2005
open
T
E
C
H
N
O
L
O
G
Y
An educational portfolio with technology: 2013
14 MOOCs750k
learnerssince 2012
~15 MOOCs under
construction
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Open studiesExtension~17,000 learners enrolled
LITTLE/NO TECHNOLOGY
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On-campus AND off-campus40,000 students, all with at least one fully online course
Off-campus10,000 students100 Masters10s of PGRs
open
R
I
C
H
T
E
C
H
N
O
L
O
G
Y
An educational portfolio with technology: c2025
100s MOOCs1000s OERs10,000,000
learnerssince 2012
Open studiesExtension~17,000 learners enrolled
Open
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“Serious experiments”
Remote instrumentation /
data science Games / VR
Instructional design
capacity / uptake
Digital literacies for
all (really all!)
Joint online courses
with other
organisations
Offer all courses as
open online courses
Online courses for
students abroad
Technology-assisted
languages for all
Offer online
taught degrees
Remote assessment /
invigilation
Apply learning
analytics
systematically
Virtual mobility
Sustainability for all
Virtual workplaces
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Content
(video,readings,
Etc)
Text-based interaction
(discourse, questions,
tweets,posts etc)
Assessment
(MCQ,short text,
essay,peer grading,competence
testing)
Bespokeacademic
Input
(career advice,high stakes assessment
etc)
Scalable to massive Human only (1: small)
Potential for scaling up thru technology
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So, we can devise a vision and a strategy
what’s still in our way?
Durability of existing pedagogies
Faculty skillset / student skillset
Less student enthusiasm for radical change than the hype implies
Risk of action by individual universities is high
Lack of incentives / actual barriers (financial | legal | regulatory |…)
Inter-locked curricula
Physical estate
Lack of burning platform
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The Un-changing Higher Education Landscape
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Thank you for listening
© MSc Digital Education
University of Edinburgh
http://online.education.ed.ac.uk/ALT-C 2014, Warwick
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