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Open Educational Resources (OERs) in HE– Trends And Scenarios
- 1. Open Educational Resources (OERs) in HE– trends and scenarios Li Yuan 1 , Sheila MacNeill 1 , David Kernohan 2 , Heather Price 2 1 JISC CETIS, 2 JISC,
- 3. Anytown University Nearby Further Education College Self-directed learner A Self-directed learner B Self-directed learner C Commercial Learning Provider US University Local Learning Hub Open Choice Add-on ‘credits’ model
- 5. read | watch | listen | discuss | test | qualify Organic Chemistry L1 Professor Hector Peebles University of Oxford C19th German Literature L3 Dr Maike Bohn Universality Faculty Discussion: Mass Media 74 active participants Levels 2 and 3 Academics: submit materials or join the faculty Graduate! Requirements and prices Universality Inc is a for-profit institution with qualifications accredited by the UK government Advertisements managed by Google Rt Hon Caroline Spencer, MP Higher Education Minister 2028-2030 Labour/Conservative Coalition “… we all loved the Universality concept, but it still came as a surprise how quickly it became the dominant mode of teaching. Like Spotify did with music in the late noughties , it made most existing business models look antiquated. It’s hard to believe in 2010 there were more than 100 UK Universities. These days 71% of all undergraduate qualifications worldwide are awarded through Universality.” Log In (OAuth) http://www.youtube.com/watch?v=B0ijEmq3JlM universal i ty beta the singular college for the connected world
- 6. Discussion: Scenarios Drivers Possibilities Barriers Conditions Scenario 1 Scenario2 Scenario3 Scenario 4
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- The Universality business model All materials are free OERs (cc-by-sa, from academics around the world or increasingly direct commissioned from Universality’s own faculty). Faculty also facilitate some study groups, design automated formative assessment and run online seminars open to all. One-on-one tuition, small class tuition and short residential courses are available for a further fee. Students can pay to take summative assessment towards a qualification at any time, but the cost is reduced in line with the number of materials studied and other (paid) activities participated in. Qualifications are accredited by the NABHE (the national accreditation body for higher education) and supported by relevant professional bodies and major graduate employers. Because of close links to the world of work and a real word feel to the practice of independent staged study, a degree from Universality is very highly regarded. Student fees, advertising revenue and employer support are the major sources of income for Universality, but it also receives state funding from governments worldwide for customised targeted provision and to reduce student fees within a particular country or state. It’s size and standing allows it to employ “superstar” academics directly, and other academics try to enhance their profile by contributing materials (they are also eligible for financial incentives if a certain number of students rate and recommend their materials). Academics (either employed by Universality or freelance) are generally also attached to a separate “research centre” as a secondary stream of income.