A New Paradigm for Open Universities Professor Asha Kanwar, President & CEO Dr Sanjaya Mishra, Education Specialist, eLearning Commonwealth of Learning CHOGM 1987, Vancouver, Canada The Commonwealth of Learning (COL) was established as an intergovernmental organisation by the Commonwealth Heads of Government The Commonwealth Map Published by the Communications and Public Affairs Division, Commonwealth Secretariat, 2010. The Commonwealth comprises 53 developed and developing nations around the world. What is it for? To help Commonwealth governments and institutions use various technologies to improve and expand education, and learning in support of development. Plan Paradigm shift The Fifth Decade of ODL Rise of OER The MOOC Phenomenon New Paradigm for OUs Paradigm Shift Nalanda University • • • • Faculty student ratio of almost 1:5 Rich library resources Liberal education Disseminated knowledge through physical presence Photo Credit: Wikimedia Commons, Nalanda University University of Bologna • • • • Oldest university in operation since 1088 Student-centred administrative structure Only degree offered was ‘doctorate’ Mostly taught civil laws Oxford & Cambridge • • • • • • University of Oxford (1096-1167) University of Cambridge (1209) Constituent colleges Entry barriers Tutorial-based teaching Research and scholarship University of London: The People’s University “ reaching the shoemaker in his garret…” University of South Africa • Distance education 1946 • Model for the OU UK • First DE institution in • the world Mega-university C20 Models • • Open Universities Virtual Universities – – – – • • Consortium model Online courses in traditional universities Online in distance teaching institutions Cyber universities Corporate universities Cross-border providers Being a University in the C21 Knowledge-for-itself (a) ivory tower (b) the ‘professionalised university’ OXBRIDGE TYPE DISCIPLINE BASED UNIVERSITY Knowledgein-itself (c) the ‘entrepreneurial university’ (d) the ‘developmental university’ PRIVATE/ CORPORATE UNIVERSITIES OPEN UNIVERSITIES/ VIRTUAL UNIVERSITIES Knowledge-for-the-world Source: Barnett, R. (2011). Being a university, London: Routledge Knowledgein-the-world How paradigms shift • • • • 1 Fuller, Until 1900 human knowledge doubled every century1. From External Degrees to Distance Education took 100 years OER took root in ten years MOOC became significant in just 5 years (form 2012 to 2015). R.B.(1981). Critical Path, New York: St Martin's Press http://newsfan.typepad.co.uk/does_human_knowledge_doub/2007/05/league_tables_a.html#more The Fifth Decade of ODL Huge demand Public universities 9,000 out of 40,000 University of Dhaka 10,000 of 80,000 800 universities by 2020 The Rise of Open Universities 2015 Team Approach & Quality • Course Teams for • content development First in student satisfaction Allama Iqbal Open University China Central Radio and TV University - Open University of China Photo credit: Wikipedia, IGNOU Consortium Model 11 Public and private universities Industrial Model • • • Division of labour Mass production Planning and organisation Otto Peters, 1967 The Rise of OER Open Education Resources What are Open Education Resources (OERs)? Materials that are • Free and openly available • Suitable for all levels • Reusable • Foster awareness and use • • of OER Encourage the development and adaptation of OER in a variety of languages and cultural contexts Encourage the open licensing of educational materials produced with public funds. The 2012 Paris OER Declaration drafting group at UNESCO Headquarters, Paris, France Photo: CC-BY Davide Storti Paris Declaration on OER Rise of OER Source: https://stateof.creativecommons.org/report OER Survey, Asia, 2011 (WOU, IDRC) Teachers: difficult to locate, adapt, and re-purpose OER material relevant to their work. Learners: OER should be more open and multi-modal. Technical Support: Management: lack of standard practices in the packaging and re-use of OER. concerns regarding intellectual property; copyright issues and competition. OER Impact on Teachers 93.8% 88.6% of K12 teachers agree or strongly agree that they used a broader range of teaching and learning methods due to use of OER agree or strongly agree that they reflect more on the way that they teach. Source: De Los Arcos, B. (2014). ‘Flipped Learning and OER: Survey Results’ 89.7% agree or strongly agree that they make use of a wider range of multimedia Impact of OER on Teaching Source: OER Hub Impact on Students Source: OER Hub Impact on Learning Students who used open textbooks scored .65 points higher on end-of-year state standardized science tests than students using traditional textbooks. Source: (Robinson et al, 2014) Cost Savings: OER Textbooks 31% students in the US don’t register for a course due to textbook costs. Utah Open Textbooks project: $5 per printed and zero for online content Source: Thanos & Wiley, 2014 The MOOC Phenomenon MOOCs OER Source: Google Trends Massive Open Online Courses “…a MOOC is a type of online course aimed at large scale participation...MOOCs are a recent development in the area of distance education…” Massive Open Online Courses Features of MOOCs • • • • Massive enrolments (Over 25 million since 2012) Open to anyone without restrictions Online without face-to-face contact Courses offered by top institutions and professors MOOC Participants Most MOOC learners are having a first degree (about 70%) Gender participation rate is a function of the subject matter of the MOOC MOOC learners are serial MOOC takers Source: Mcleaod et al, TechTrends, 59 (1), Jan/Feb 2015 Prominent MOOC initiatives: Asia Chinese MOOCs (www.chinesemooc.org) 华文慕课 JMOOC (www.jmooc.jp/en/) Malaysia MOOC (www.openlearning.com /malaysiamoocs) • Provider: Peking University, Alibaba • User: University students, high school students and Public. • Provider: NTT Docomo, NTT Knowledge Square, NetLearning, and the Open University of Japan • User: student, homemaker, senior citizens • Provider: Universities supported by Ministry of Higher Education • User: University students, high school students and Public. Impact on Learners Source: Koller, D., Eriksson, N., & Zhenghao, C. (2015). Learner Outcomes in Open Online Courses, 2015 Impact on Learners Source: Koller, D., Eriksson, N., & Zhenghao, C. (2015). Learner Outcomes in Open Online Courses, 2015 Impact on Teachers In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community. 30 instructors developed 31 MOOCs, attracting 2.8 million enrollments and issuing more than 72,000 certificates. Instructors reported improvements in classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies. Source: http://er.educause.edu/articles/2015/8/on-campus-impacts-of-moocs-at-duke-university Cost Of MOOCs New Paradigm for OUs ODL in the age of OER and MOOCs • • ODL institutions played a minimum role in innovation and became followers ODL institutions yet to adopt, appropriate and domesticate OER & MOOCs OER as Disruption in ODL practices • • Free availability of quality content Faculty time can now focus on learner support course development New Paradigm Then Now Industrial model of operation Connected model of operation Institutional Teams Global Teams of course developers Student as consumer Student as producer MOOCs as Disruption in Higher Education • Flexibility • Affordability • Fast-track New Paradigm Then Now National or provincial jurisdiction Global offering of courses Limited interaction at study centres Increased use of Peer2Peer learning and social media Print+ (audio, video, online) Online+ (increased use of learning analytics) 1. Revisit the Philosophy of ‘Open-ness’ Open as to people Open as to places Open as to methods Open as to ideas Lord Crowther Embrace Openness Adopt openness in a systematic manner. This would include adopting and adapting OER as well as MOOC platforms for sharing and collaborating on research 2. Review Practices MOOCs promote • Higher learner autonomy • More structured course content • Increased peer to peer dialogue and interaction Review Practices Do we need smaller segments of content? Do we need smaller segments of content? What technology options do learners prefer? Do we need smaller segments of content? 3. Collaboration not Competition • • • Sharing Collaboration Reinventing wheels? Beyond Universities • • • Private Industry-Academia partnership VUSSC: win-win P2PU: Community platform The new paradigm: OUs will • • • • Offer OER-based courses/programmes Re-design learner support spaces Deliver Personalisation through ICTs Prepare learners for employment, entrepreneurship and global citizenship Thank You www.col.org