2. Global Higher Education Issues
Higher Education in Africa
The Changing University
Affordances of the Digital Environment
The Digital Landscape - Statistics
The Big Questions
3. Massification of higher education
Overall lowering of academic standards
Greater social mobility for a growing segment of the population
Increasingly diversified higher education systems
Pressure to expand
Post-secondary education will need to provide places for an
additional 98 million learners over the next 15 years; this would
require more than four major universities (30,000 students) to
open every week for the next fifteen years". (Daniel 2011.)
Funding
Resource constrained globally
New patterns of funding higher education
Public / private good
CC-BY-SA
Altbach, P; Reisberg,L; Rumbley, R (2009) Trends in Global Higher Education: Tracking an academic revolution, UNESCO
4.
5. Technology
instantaneous communication
the global dissemination of research and other information
expansion of ICTs.
Knowledge economy
Demographics
Both students and staff will grow and become more varied
Academic activities and roles will become more diversified &
specialised
In developing countries, the need for more lecturers will mean
that academic qualifications, already rather low, might not
improve much and reliance on part-time staff will continue.
Academic mobility
CC-BY-SA
Altbach, P; Reisberg,L; Rumbley, R (2009) Trends in Global Higher Education: Tracking an academic revolution, UNESCO
6. Socio-economic Organisational Pedagogical and Technological
epistemological
African Access and Social Capacity explosion Curricula quality and Severe pressure on
higher education Equity Enrolment expansion Relevance technological
Challenges Participation rates New players, new Language of infrastructure
Changing demands instruction Increasing demand
demographics (including the rise Faculty quality, for bandwidth
Funding and of private higher strength and Wide range of ICT
financing education) motivation literacies among
Gender imbalances Management issues Impoverished students and
Pressure to respond in universities research and students
to participate in a Poor learning publishing Educators with
new world order environments Academic freedom limited experience
Student activism System The brain drain and of educational
Diversification the issue of technology
capacity building
CC-BY-SA
7. Socio-economic Organisational Pedagogical and Technological
epistemological
African Pressure to expand Overcrowded Outdated curricula Infrastructure
higher education enrolment classrooms Inappropriate pressure
T&L challenges Diversity in student A lack of educational teaching methods Increasing demand
body resources Inadequate for bandwidth
Mature students, life- Weak management academic support Wide range of ICT
long learning capacity Recognition of prior literacies
Inadequate teaching learning Educators with
and learning Poor throughput limited experience
environments rates of educational
Poor working Low achievement of technology
conditions graduate Online content vs
Limited competencies design of online &
accountability for Poorly equipped mixed mode
teaching young educators learning
Limited incentives for interactions
teaching Poorly designed
Donor-driven online learning
CC-BY-SA
8. University under pressure to respond to a
changing world order
The role of the university being questioned
The rise of the digital
Expectations of online
▪ Teaching
▪ Research
▪ Communication
▪ Engagement
CC-BY-SA
16. What is the role of technology in the changing higher
education scenario ?
Cause
Consequence
What is the relationship between ICTs and issues of
equity and access in Africa?
Social inequality and digital divides
ICTs can overcome divides and can deepen divides
What are the big trends in technology and education?
In terms of these trends, what are the opportunities and
concerns for African education?
CC-BY-SA
19. • Open scholarship
• Open access
• Open content
• Open licensing
• Open education
practices
• Open education
resources
• Open source
• Open data
• Open research
• Open science
• Open web
• Open knowledge
http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/
21. • Open scholarship
• Open access
• Open content
• Open licensing
• Open education
practices
• Open education
resources
• Open source
• Open data
• Open research
• Open science
• Open web
• Open knowledge
http://www.flickr.com/photos/opensourceway/5535034664/sizes/o/in/photostream/
25. For everyone with internet access:
Access to online content
Access to peers & community
Emergent access to accreditation
Opportunity to contribute, create & share
Cost savings
Choice
Transparency
CC-BY-SA
26. Growing divide
With/ without connectivity
With/ without specific devices
Disproportionately benefit the wealthy?
See: https://edutechdebate.org/oer-and-digital-divide/open-educational-resources-expand-educational-inequalities/
CC-BY-SA
29. Experimental,
often 1-off
Generally not
accredited
Not
associated
with an
institution
https://sites.google.com/site/themoocguide/home CC-BY-SA
30. MIT MiTX Stanford Knowlabs
Opencourseware Pilot: 6.002x A1course Using Udacity
Wide array (Circuits and 229 paying students platform
Electronics) Pilot non paying students
160 k enrolled
2300
Content Free content Course textbook buy Online lectures, Online lectures
from Amazon automated quizzes Automated
Some content free quizzes
online
Interaction Not provided, Discussion boards Peer interaction Peer interaction
Pedagogy/Learning content only for students And with lecturers
Design/Feedback
automated
Accreditation Not provided, Pilot no testing Letter from course Letter from (ex
Summative Assessment content only Intend: a credential lecturers (not from Stanford)
for a modest fee Stanford) for non course lecturers
(not/ from MIT) paying students for non paying
students
CC-BY-SA
31. The OER Tertiary Education
Network, Athabasca
University, BAOU (Gujarat’s open
university), SUNY Empire State
College, Nelson Marlborough
Institute of
Technology, NorthTec, Open
Polytechnic, Otago
Polytechnic, Southern New
Hampshire University, Thompson
Rivers University, University of
Canterbury, University of South
Africa, University of Southern
Queensland, and the University of
Wollongong.
Eight university- and college-level
courses as prototypes
College Composition
Art Appreciation and Techniques
Regional relations in Asia and the
Pacific
A Mathematical Journey
General and Applied Psychology
Critical Reasoning
Why Sustainable Practice
Introduction to Management CC-BY-SA
33. Extend access
To those eligible for university but without places
Support life long learning
Cheaper
May be genuinely innovative
May address real educational challenges
CC-BY-SA
34. Parallel education has dangers
(separate but equal?)
Danger of increasing divides
With/ without resources (incl funding)
With/ without expertise
Threatening
Change management
Unknown
Prone to unsubstantiated hype
CC-BY-SA
36. Self-curated, Visual, Social, Mobile
CC-BY-SA
http://www.slideshare.net/joseph.murphy/cil-12-changing-face-of-content
37. The expectation of “rich media”
Rise of video – Utube, Vimeo, Ted, Khan
Rise of audio, podcasting, lecturecasting
Growth of animation, visualisation, simulation
Rise of the digital humanities- vivid archival
resources
These afford for education- interactivity,
modelling, engagement
CC-BY-SA
38. To demonstrate experiments or experimental situations
To illustrate principles involving dynamic change or movement
To illustrate abstract principles through the use of specially constructed physical models
To illustrate principles involving three-dimensional space
To use animated, slow-motion, or speeded-up video to demonstrate changes over time
To teach certain advanced scientific or technological concepts (such as theories of relativity or quantum physics)
without students having to master highly advanced mathematical techniques, through the use of models and/or
animation
To substitute for a field visit
To bring students primary resource or case-study material, i.e. recording of naturally occurring events
which, through editing and selection, demonstrate or illustrate principles covered elsewhere in the course.
To demonstrate decision-making processes
To demonstrate methods or techniques of performance (e.g. mechanical skills such as stripping and re-
assembling a carburetor)
To interpret artistic performance (e.g. drama, spoken poetry, movies, paintings, sculpture, or other works of art)
To analyse through a combination of sounds and graphics the structure of music
To teach sketching, drawing or painting techniques
To demonstrate the way in which instruments or tools can be used; to demonstrate the skills of craftsmen
To record and archive events that are crucial to the course, but which may disappear or be destroyed in the near
future (e.g. Internet reportage of the Arab Spring)
To demonstrate practical activities to be carried out later by students
To synthesize, summarize or condense contextually and media rich information relevant to the course.
CC-BY-SA
Bates, T (2012) Pedagogical roles for video in online learning
39. Print books: integrated/inflexible
Digital: separation of content, software &
hardware
New platforms and distributors
Transitional at present (pdf online)
CC-BY-SA
40. Paid for
content
For one device
http://thenextweb.com/apps/2012/03/29/brian-coxs-wonders-of-the-universe-redefines-ipad-books-with-gorgeous-3d-and-a-brilliant-
CC-BY-SA
interface/
42. Free while online
Annotate & Share
Community
Download and read off
line- pay
43. Potential to be seamless and global
Distribution costs of content near/zer0
Linkable to
sources, multimedia, visualisation, customisa
ble
Can integrate with Learning Environments
Provide a student with a library
New models include open (OpenStax, Flat
World)
CC-BY-SA
44. Major drawback for Africa: Old print regime
territorial rights regimes limit access
(technology enables, IP constrains)
Disjunctures
Eg use software to make books but can’t buy them!
Dangers of greater divides
Exciting high quality in on proprietary software and
expensive devices
CC-BY-SA
48. “M o b i l e l e a r n i n g i s
r e s t r i c t e d t o s h o r t -
l i v e d , s h o r t -f u n d e d p i l o t
p r o j e c t s o r t o r e s e a r c h e r s
u s i n g i n d i v i d u a l c o u r s e s
a s e x p e r i me n t s o u t s i d e
ma i n s t r e a m me t h o d s o f f e r e d
b y t h e i r i n s t i t u t i o n s ”
(R a j a s i n g h a m , 2011)”.
“T h i s r e s e a r c h i n s t u d e n t s ’
d i g i t a l l y -m e d i a t e d
p r a c t i c e s a d d s
we i g h t , a l o n g wi t h o t h e r
r e s e a r c h (H o d g k i n s o n -
Wi l l i a m s & N g 'a m b i , 2009)
(K u k u l s k a - H u l m e & CC-BY-SA
49.
50. Highly complex environment
New models
Affordances – both open and closed
Blurring boundaries
Formal/informal
Online/ face-to-face
Academic/ personal
Imperative for
Information & ICT literacies
Critical literacies
Content & communication capabilities
CC-BY-SA
John DanielsTwo years ago UNESCO’s World Conference on Higher Education identified massification as the major trend and the numbers are staggering – particularly here in Africa. Nearly one-third of the world’s population (29.3%) is under 15. Today there are 165 million people enrolled in tertiary education1. Projections suggest that that participation will peak at 263 million2 in 2025.Accommodating the additional 98 million students would require more than four major universities (30,000 students) to open every week for the next fifteen years. What are our assets in facing up to this responsibility? http://www.col.org/resources/speeches/2011presentation/Pages/2011-05-19b.aspx Given on 20 May 2011
FromTrends in Global Higher Education:Tracking an Academic RevolutionA Report Prepared for theUNESCO 2009 World Conference on Higher EducationPhilip G. AltbachLiz ReisbergLaura E. Rumbley
Globally, the percentage of the age cohort enrolled in tertiary education has grownfrom 19% in 2000 to 26% in 2007, with the most dramatic gains in upper middle andupper income countries. There are some 150.6 million tertiary students globally,roughly a 53% increase over 2000. In low-income countries tertiary-level participationhas improved only marginally, from 5% in 2000 to 7% in 2007. Sub-Saharan Africa hasthe lowest participation rate in the world (5%). In Latin America, enrolment is still lessthan half that of high-income countries. Attendance entails significant private coststhat average 60% of GDP per capita. (Figure 1)-------------------------------------
Updated from: Framework for Partnership in Higher Education in Africa, Czerniewicz, L & Jaffer, S 2007Insert URL
Dramatic inequalities within and across countries
Massive opportunity
Excellent resourceITU, Measuring the Information Society 2011 www.itu.int/net/pressoffice/backgrounders/general/pdf/5.pdf
https://oersynth.pbworks.com/w/page/51685003/OpenPracticesWhatOpenPracticesWhatPage history last edited by Helen BeethamThis page is part of the Open Practices briefing paper. This briefing paper on Open Practices is based on outcomes of the UK OER programme (phase 2). It was produced by the UK OER support and evaluation team in February 2012 to review evidence of relations between use and reuse of open educational resources and other aspects of open practice in education.https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefingProject teamLed by Glasgow Caledonian University Prof. Allison Littlejohn Principle Investigator Dr Isobel Falconer Synthesis and evaluationConsultants Helen Beetham Synthesis and Evaluation Lou McGill Synthesis and Evaluationwith help and support from
http://mfeldstein.com/wp-content/uploads/2012/03/educationModelsLRGv21.jpg?9d7bd4, via e-literate via planetsakai.org
Examples of MOOCsCrypt4you - Aula Virtual de Criptografía y Seguridad de la Información. Technical University of Madrid - Spain. First MOOC in Spanish. March 2012Change.MOOC - Change: Education, Learning, and Technology! (Fall 2011)Facilitated by Stephen Downes, George Siemens, Dave CormierCreativity and Multicultural Communication - facilitated by Carol Yeager and Betty Lawrence at SUNY/Empire State College (Fall 2011) http://www.cdlprojects.com/cmc11blog/ ContentsEpCoPMOOC - e-Porfolio / Community of Practice MOOC! (August 2011) https://sites.google.com/site/eportfoliocommunity/epcop-mooceduMOOC - Online Learning Today and Tomorrow (Summer 2011) by the University of Illinois at Springfield enrolled 2,600+DS106 - Digital Storytelling (Spring and Summer 2011)MobiMOOC - Mobile Learning (Spring 2011)LAK11 - Learning and Knowledge Analytics (Spring 2011)EdFutures - Futures thinking in Education (Spring 2010)PLENK 2010 - Personal Learning Environments Networks and Knowledge (Fall 2010) Facilitated by Dave Cormier, George Siemens, Stephen Downes and Rita Kop[14] "How this CourseEC&I 831 - Social Media & Open Education (January 2008)INST 7150 - Intro to Open Education (Fall 2007)From http://en.wikipedia.org/wiki/Massive_open_online_course
These do not seem connectivist in nature and pedadogy
WayneMacIntoshThe OERu concept is based on two significant business enablers for building sustainable education futures: the marginal cost of replicating digital learning materials is near zero, and sharing course design and development costs among institutions is cheaper than doing this alone. The vision of the OER university (OERu) concept is to provide free learning for all students worldwide. This is fundamentally doable with free content licensing, free software and the open web. Individuals are free to learn from OER hosted on the open web. The problem is that learners who access digital OERs on the web and acquire knowledge and skills either formally or informally, cannot readily have their learning assessed and subsequently receive credible credentials in recognition for their efforts.
Affordances of ICTs for enabling flexible learning- KiraChernotsky, K & Marquard S 2012 Enabling Flexible Learning through ICTs /student laptop programme, unpublished report
Insert URL
Pedagogical roles for video in online learningMarch 10, 2012 By Tony Bateshttp://www.tonybates.ca/2012/03/10/pedagogical-roles-for-video-in-online-learning/
Mobile Learning for Africa Parker, J 2011http://jenniferparker.posterous.com/thesis-mobile-learning-for-africa
http://www.bbc.co.uk/mediaaction/where_we_work/asia/bangladesh/bbcjanala.htmlUSING MOBILE PHONES & PDAS IN AD-HOC AUDIENCERESPONSE SYSTEMSMatt Jones, Gary Marsden & Dominic Gruijtershttp://people.cs.uct.ac.za/~gaz/papers/adhoc-cready.pdfUsing a Participatory Action Research approach to design a lecture podcasting system Raymond MugwanyaUniversity of Cape Town, South Africa Gary Marsden University of Cape Town, South Africa Dick Ng’ambi University of Cape Town, South Africa John TraxlerUniversity of Wolverhampton, United Kingdom http://cit.mak.ac.ug/staff/rmugwanya/pubs/Using%20PAR%20to%20design%20a%20lecture%20podcasting%20tool%20-%20IJMBL%20Vol%204%282%29.pdf
Rajasingham, L. (. (2011). Will Mobile Learning Bring a Paradigm Shift in Higher Education? Retrieved June 22, 2011, from Education Research International: http://www.hindawi.com/journals/edu/2011/528495/The habitus of digital “strangers” in higher education Laura Czerniewicz and Cheryl Brown, University of Cape Townin press, British Journal of Educational Technology