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LTSI 2013 - Setting The Context
- 2. Never Seconds Daily School Lunches
- 4. THE POWER OF ONE SETTING THE CONTEXT FOR THE LTSI Glenn Platt, C. Michael Armstrong Chair & Professor, AIMS Armstrong Institute for Interactive Media Studies LTSI 2013
- 6. ROADMAP North Star: Why Do We Do This? Forces Of Institutional Change: Everything Is Changing Principles Of Good Teaching: Nothing Is Changing Steps To Evolve With Learning Environment
- 7. Introduction History Does Not Repeat Itself, But It Sure Rhymes A Lot
- 8. Executives at the Megabookstore. Imagine The Meeting
- 9. Flap Harder.
- 10. SO WHAT’S THE PURPOSE OF A UNIVERSITY ANYWAY? The Role of Higher Education
- 11. Convey knowledge. The Role of Higher Education
- 12. Create knowledge. The Role of Higher Education
- 13. Develop the person. The Role of Higher Education
- 14. Contribute to society. The Role of Higher Education
- 15. Signal ability. The Role of Higher Education
- 16. Seed innovation. The Role of Higher Education
- 17. BUT THE SYSTEM IS BREAKING DOWN. University System Collapse
- 18. The cost is too high. University System Collapse
- 19. You have to go to mountain. University System Collapse
- 20. There’s no control over the clock. University System Collapse
- 21. The “experts” are local. University System Collapse
- 22. Universities change one funeral at a time. University System Collapse
- 23. Faculty hire people just like themselves. University System Collapse
- 24. Tenure is broken. University System Collapse
- 25. Technology Diffusion University System Collapse
- 28. WHAT’S DRIVING THIS BREAKDOWN? Disruptive Change
- 29. Disruptive Change: What’s Driving this Breakdown? Change in Demographics Change in Knowledge Construction Change in the Consumer Model Change in the Stakeholder Relationship
- 30. Changing demographics. Tectonic Change The new traditional student. Disruptive Change: Change in Demographics
- 31. Location independence. Disruptive Change: Change in Demographics
- 32. Work and family. Disruptive Change: Change in Demographics
- 33. Acceleration of K-12. Disruptive Change: Change in Demographics
- 34. Flattening of knowledge hierarchy. Disruptive Change: Change in Knowledge Construction
- 35. Changes in how we learn. Disruptive Change: Change in Knowledge Construction
- 36. Growth in interdisciplinarity. Disruptive Change: Change in Knowledge Construction
- 37. Parents/students focus on value. Disruptive Change: Change in the Consumer Model
- 38. Increase in debt. Disruptive Change: Change in the Consumer Model
- 39. Low barriers to entry. Disruptive Change: Change in the Consumer Model
- 40. Decreased loyalty. Disruptive Change: Change in the Consumer Model
- 41. Increase in unbundled options. Disruptive Change: Change in the Consumer Model
- 42. Increase in pre-college options. Disruptive Change: Change in the Consumer Model
- 43. Increase stakeholder involvement. Disruptive Change: Change in the Stakeholder Relationship
- 44. It’s about the portfolio. Disruptive Change: Change in the Stakeholder Relationship
- 45. EDUCATIONAL ENTREPRENEURS HAVE STEPPED IN TO FILL THE GAP. The Entrepreneurs
- 46. The uncollege movement. The Entrepreneurs
- 49. Badging and certificates. The Entrepreneurs
- 58. Alternative funding models. The Entrepreneurs
- 59. Alternative funding models. The Entrepreneurs
- 61. SO WHAT’S THE PURPOSE OF A UNIVERSITY ANYWAY…REVISITED The Role of Higher Education
- 62. Convey knowledge. The Role of Higher Education…Revisited
- 63. Convey knowledge. The Role of Higher Education…Revisited
- 64. Create knowledge. The Role of Higher Education…Revisited
- 65. Contribute to society. The Role of Higher Education…Revisited
- 66. Contribute to society. The Role of Higher Education…Revisited
- 67. Signal ability. The Role of Higher Education…Revisited
- 68. Seed innovation. The Role of Higher Education…Revisited
- 69. THE END OF THE UNIVERSITY. Mainstream Media
- 75. SO, HOW DOES THE TRADITIONAL UNIVERSITY EVOLVE? Managing Change
- 78. The power of one. Managing Change
- 79. The power of one. Managing Change
- 80. Managing Change: So, How Does the Traditional University Evolve? Changes in Institutional Structure Changes in Individual Perception & Practice
- 81. Unbundled educational structures. Managing Change: Changes in Institutional Structure
- 82. Permeable institutional walls. Managing Change: Changes in Institutional Structure
- 83. Flexible institutional collaborations. Managing Change: Changes in Institutional Structure
- 84. Faculty as independent contractor. Managing Change: Changes in Institutional Structure
- 85. Re-examine tenure. Managing Change: Changes in Institutional Structure
- 86. Embed apprentice model. Managing Change: Changes in Institutional Structure
- 87. De-privilege institutional content Managing Change: Changes in Institutional Structure
- 88. Focus on questions not departments. Managing Change: Changes in Institutional Structure
- 89. Inspire student-driven inquiry. Managing Change: Changes in Perception & Practice
- 90. Encourage experimentation. Managing Change: Changes in Perception & Practice
- 91. Focus on curation. Managing Change: Changes in Perception & Practice
- 92. Create a culture of innovation. Managing Change: Changes in Perception & Practice
- 93. Hire people who think this way. Managing Change: Changes in Perception & Practice
- 94. Reconceptualize the faculty role. Managing Change: Changes in Perception & Practice
- 95. HOW DO WE CHANGE AS INSTRUCTORS? Managing Change: Changes in Perception & Practice
- 96. Not Content, But Context Managing Change: Changes in Perception & Practice
- 97. Content • PowerPoint • Email • Web Site • Social Media • Video • Online Learning Context • Simulation • Experience • Co-Creation • Mash-Ups • Networked Learning • Community Not Content, But Context Managing Change: Changes in Perception & Practice
- 98. DIGITAL REFORMATTING OF YOUR EXISTING COURSE CONTENT IS NOT SUFFICIENT Start Here:
- 99. Rethink Your Course 1. What are your learning objectives? 2. How would you assess the success of the course? 3. What have you always wanted to do in a course, but couldn’t? 4. What outcomes do you value? 5. What would a successful graduate of the course “look like?” 6. How is knowledge constructed in your field and does your course reinforce this process? 7. How do your students construct knowledge?
- 100. Distance-Based Learning Managing Change: Changes in Perception & Practice
- 101. CONCERNS, MYTHS, & CHALLENGES
- 102. IS THIS A PROBLEM WITH TEACHING OR A PROBLEM WITH DISTANCE TEACHING? Litmus Test
- 103. START WITH THE STUDENT
- 104. DISCUSSION
Notes de l'éditeur
- Martha Payne
- Peg
- Peg and then Glenn - Inverted Classroom, SxSW, Presidents/Boards, 2020, General passion for evolving higher education
- Glenn
- Glenn, Daniel Quinn Metaphor
- Peg, Need a referent point (points) if later, we are to evaluate the merits of new models.Historical background:Original university structures fromthe 19th century; the 19th century/industrial model is still with usEducational structures didn’t change with the information economy
- Peg,First and foremost, back to Greco-Roman times.
- Glenn, Research University. Modern construct. NSF study found as much as 50% of new products come from universities.
- Peg,Holistic growth. “Most of what I learned in college I didn’t learn in the classroom.”
- Peg,Global and local impact. Service learning.
- Glenn, Last two are relatively new. Spence, in 1974, first wrote about this.
- Glenn, Universities have focused on this to varying degrees.
- Glenn, "The most enduring institutions of Western civilization are the Roman Catholic Church; legislative assemblies and other government entities in Great Britain, Iceland, the Isle of Man and Switzerland; the Bank of Siena; and 61 universities.”Clark Kerr, Higher Education Cannot Escape History: Issues for the Twenty-First Century (Albany: State University of New York, 1994)Changing environment and new pressuresRapid increase in competition both online and off-line
- Peg, Average private tuition in US - $25K ,at least 4 times of public in 08/09. Between 1990 and 2008 average tuition fees rose 248% in real dollars, more than anything in the CPI.State subsidies disappearing and changing funding models.2/3 of students graduate with debt, which future salaries don’t justify. (e.g. it would take 17 years of higher salaries from private institution graduates to make up for the difference in cost).
- Glenn, The interest in, and need for, a pure residential experience is fast disappearing. This model is being challenged by a growing set of voices.The university a single center of knowledge is both impractical and inaccurate.
- Peg, The timing of traditional university education is challenged by the 24/7 information economy and the flat world. 57% of students take 6 years or more to finish degree.
- Glenn, We all know experts are never all local. And really, what we know, is that “expert” as a single person, is less and less valid.
- Glenn,For a host of reasons, including tenure, universities are worse at change management than any other institution short of the church. And might be worse than that.
- Glenn, Zeigert article about ISTJ and ENFP Economists.
- Peg, Broken from both sides of tenure. Already de facto gone. 29% of faculty are in TT positions.
- Peg
- Peg
- Glenn,1900 1/2million people in colleges2000 100million people in colleges2009 150 million – 53% raise in one decadeSub-sahara Africa 5% go to college – same as US in 1920s(Stats from DIYU)Nationally – college-age population is declining 4% until 2020.Locally – college-age population is declining 10% until 2030.
- Glenn, Just look around.
- Peg
- Peg,In Ohio – “Senior to Sophomore” program.
- Glenn, Networking technologies (in all senses) have created expert networks where there once were experts. We reach out to our network to learning something, not up.Go to the crowd for knowledge instead of the sole individual.
- Glenn,Networked learners. Digital natives. Diversity in learning styles have been identified and pedagogy to match them is new. Engaging students where they are has changed.
- Peg, 1. Rise of the interdisciplinary space 2. Limitations of narrow disciplinary perspective (more and more about less and less until they know everything about nothing)
- Peg, ROI of College
- Glenn
- Glenn, No longer need to build a campus
- Peg, No local loyalty
- Peg, Badges, Courses, Internships
- Glenn, AP
- Glenn, From advisory boards to actual curriculum within the walls of companies and non-profits. Universities have become more open to this and leverage alumni networks.
- Peg
- Peg, Canary in coalmine
- Glenn
- Glenn
- Glenn
- Glenn
- Peg
- Peg
- Glenn
- Glenn
- Peg
- Peg
- Peg
- Glenn
- Glenn
- Peg
- Peg
- Glenn Need a referent point (points) if later, we are to evaluate the merits of new models.Historical background:Original university structures fromthe 19th century; the 19th century/industrial model is still with usEducational structures didn’t change with the information economy
- Glenn
- Glenn
- Research University. Modern construct. NSF study found as much as 50% of new products come from universities.
- Global and local impact. Service learning.
- Global and local impact. Service learning.
- Last two are relatively new. Spence, in 1974, first wrote about this.
- Universities have focused on this to varying degrees.
- Peg
- Glenn, If your students can see lectures from Nobel Prize winners, have classmates of high quality, on their own time, following their own curriculum, what do you have to offer?
- Glenn, Prof. Kingsfield.One end of the spectrum. This job is gone.
- Glenn, Complete educational anarchy. Has its place, for sure, but still begs the role of the university.
- Glenn
- Glenn
- Peg
- Peg,http://www.flickr.com/photos/inkytwist/3707964045/sizes/l/in/photostream/
- Peg
- Glenn, Leverage the meta-network. For academic and economic reasons. See competitors as partners.
- Glenn, http://www.flickr.com/photos/inkytwist/3707964045/sizes/l/in/photostream/
- Peg
- Peg
- Glenn, It needs to be “OK” to have a Professor say that someone else’s content is better than their own.
- Glenn, Liz Coleman (Bennington College)
- Peg, Design curriculum around teaching students how to ask questions, how to find answers. Empower them. Leadership and engagement skills. Communication and social skills.
- Peg, At the core of the academic system’s problems – for quality research, for quality pedagogy.
- Finding and making sense of the wealth of Free information.Create and find learning that is relevant and targeted to the background, needs and wishes of the students involved.
- Blurring of curricular and co-curricular.Provide flexible learning paths/directions so that each person has an individualized experience and can learn to manage their own learning
- Maybe the most important thing faculty do.
- The middle way. Seven roles for the “New Professor”. UX and Experience design provides a perfect model for the role of a Professor (and university, for that matter). UX and Design Thinking both drive new ways to help solve problems and develop competencies.Design the entire experience of learning, not just the classroom setting, linking theory and practice to one another through active learning
- Blurring of curricular and co-curricular.Provide flexible learning paths/directions so that each person has an individualized experience and can learn to manage their own learning
- Spectrum: online, hybrid, blended, inverted, flipped, learning management, etc.You are doing it already
- AthenaExercise: Get list of concerns
- Start with the student, but know the universe of possibilitiesArchitect the Experience