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Re-thinking Higher Education in the
Age of the “Knowmad”
Kyle L. Peck Professor of Education
Co-Director, Center forOnline Innovation in Learning (COIL) The Pennsylvania State University
2/25/15
There are three kinds of people in the world…
• Those who watch thing happen
• Those who make things happen, and
• Those who wonder what happened.
“Big Changes” OUTSIDE Education
in the Past Decade (or so) More, better, faster, cheaper, smaller and...
Connected!
97 million mobile phones in 2000 / 293 million in 2010
Free wireless access at McD and Bagel shops (but $10/day at fancy hotel!)
FaceBook - 0 in 2000 / 116 million in 2010 / 845 million active users at end of ‘11
Twitter / Pinterest / Ning / etc!
Online Shopping - for real!
Amazon.com - started in 1994 / Q4 2010 sales “up 36% to $12.95 Billion”
Etsy.com gathers artists from around the world
Very different political / environmental / social climate
Economic Boom & Bust and MUCH, MUCH MORE!
“Mass customization”
“Big Changes” INSIDE Higher Education?
Increasing costs and student loan debt.
“Big Changes” INSIDE Higher Education?
Increasing costs and student loan debt.
Increasing acceptance and use of “Online Learning.”
Higher percentages of the population participating.
Changes in “the typical student.”
Why so little change in Higher Education?
• Because we got it right?
• “If it aint broke, don’t fix it?”
• Lack of competition?
• Or…
“Opportunities” That Will Change Higher Education in the Next Few Decades (or so)
Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs)
Competency-based Education
Digital Badges
“Personalization” / Adaptive Learning Systems
Prior Learning Assessment
Competitors willing to “re-invent” higher education based on logic, rather than tradition, and striving for effectiveness and efficiency rather than competition.
• Crazy time, Eh? A LOT going on.
• MOOCs, Digital Badges, Prior Learning Assessment, Competency-based Education
• Online Shopping, Social Media, Mass Customization
Wow!!!
Spoiler Alert!“Life” is changing.
I don’t believe our primary business will be selling “degrees” or “courses” (as now defined)
in 20 years.
The success of “Online Learning” has changed our thinking.
• Most faculty and administrators now realize that online learning can be as effective as face-to-face classrooms (and less expensive).
• Most administrators now believe that their online programs are crucial to the institution’s success.
• The population of college and university students will grow from 150 million in 2000 to 250 million by 2025.
• Access to technologies makes participation in even synchronous online classes possible from a distance.
Disruptive Innovations• New Technologies
• Inferior at First
• Get Better Quickly
• Displace Complacent Incumbent
• Examples:
•Digital Photography - Kodak
•Streaming Video - Blockbuster
•Online Commerce - Borders
•Blogs & Online Publishing – Newspapers and Magazines (in progress) Is Higher Education next?
Disruptive Innovations?• Open Educational Resources (OER)
Example: Khan Academy
• “MOOCS”
• “Digital Badges”
• Competency-based Learning
• Prior Learning Assessment
• Online Shopping?
MOOCs have changed our thinking.
• “We” (higher education) are (more) ready to give away content.
• Tools that will improve peer assessment and peer support are evolving and learners will be able to master increasingly difficult content without our help.
• Some students will learn what they can on their own and with peer support, for free.
• Then they will demonstrate their learning to receive course credit or to waive courses.
Competency-based Education (CBE)
Competency-based Education (CBE)
Competency-based Education (CBE) is gaining steam.
• Western Governors’ University and SNHU are growing at about 30% per year.
• Number of universities applying to employ CBE rose from 2 to 20 to 250 over the past three years.
• “Personalized” and “Flex” degrees are emerging at more traditional institutions (U of WI and UNA)
• Vendors are developing CBE software infrastructure and supporting “digital badging.”
Prior Learning Assessment• The evaluation and assessment of an individual’s
learning for college credit, certification, or advanced standing toward further education or training.
• Learning may be acquired through work, corporate training, military service, independent study, etc.
• In order to be considered “credit worthy” the learning must be “college-level” and include both theoretical and applied knowledge.
• Based on agreed upon learning outcomes.
Why Prior Learning Assessment?
• Fairness / Justice
• Reduce time to completion of degrees
• Efficiently fill gaps in the labor market
• Improve the chance that students WILL
complete the degree
Why Prior Learning Assessment?
From http://www.cael.org/pdfs/pla_executive-summary
Online Shopping?• People have come to expect:
• Good information about all products
• Reviews from previous users
• Options. Lots of options.
• Quick access to products
• Will they continue to buy our degrees (Sheepskins), when they can’t see the value of the entire package?
• Will they continue to play by our (often self-serving ) rules? (i.e. “can only transfer in X credits”)
Badges and Microcredentials!Across Higher EducationChris Long!Associate Dean for Graduate and !Undergraduate Education!College of the Liberal [email protected]!
Kyle Bowen!Director, Education Technology [email protected]
“Compared with the new open badge systems, the standard college transcript looks like a sad and archaic thing.”!!
Kevin Carey, The Chronicle of Higher Education
What is a badge?
Curricular Badges
Curricular Badges
Curricular Badges Cross-curricular Badges Open-curricular Badges Curricular Badges
BADGESat Penn State
Be a Liberal Arts Citizen
Global Perspective
The Globalist
The Traveler
The Culturalist
Global Perspective
Excellence in Communication
Excellence in Communication
Courses
Visual Rhetoric
Oral Presentation
Public Discourse
Academic Writing
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“What we find much more exciting,
is this emergence out to the far
right – this category that we label
“student-‐paced models,” where we
are inverting the historic academic
model with someone up here like
me, lecturing on something to a
group of students all at the same
time, over the course of a semester,
with assessments at the end, and a
nice graded exam, to something
where the student actually dictates
the learning – where the student
can experience the learning at his
own pace, her own pace, and at her
own time.”
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“What is much more exciting, and
this is where we are much more
optimistic about the innovation
that is happening because of
MOOCs is this migration to the
right around competency-‐based
learning – around fundamentally
figuring out what skills a student
needs to learn in order to be
successful, developing learning
modules so that the student can
obtain those skills at his or her
pace, and develop credentials, or
badging or assessments to assess
those skills.”
We need to act on the changes we see.
• We need to understand and accept the “unbundling” of content and delivery from assessment and certification.
• We need to define and sell our products and services in units smaller than courses and degrees.
• We need to allow people to prove what they have learned on their own and with peer support and give them credit for it.
We need to act on the changes we see.
• Our primary business will not be content delivery. It will be support, assessment, and certification.
• (Others want to do that for us, but allowing that would be giving away the store.)
• We need to differentiate ourselves through:
• The types of learning communities and supports for student learning we create
• The rigor and quality of our learning outcomes and assessments
• The types of credentials we offer.
• Contribute Open Educational Resources to support learning of things we believe are important
• Give people credit for what they know and learn on their own
(or at least let them skip these things)
• Provide support and coaching to those who can afford it
• Create a flow of learners into certificate and degree programs, and
• Recover the investment it takes to make this happen?
So, how do we...
Bloom’s Taxonomy of Cognitive Processes (Revised, 2001)
Remember
Understand
Evaluate
Create
Apply
Analyze
!Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York:
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”
?
ABC 101 “Introduction to ABC”
ABC 451 “Advanced ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”
ABC 101 “Introduction to ABC”
Knowledge Acquisition
Comprehension
Evaluation
Creation
Application
Analysis
ABC 601 “Dissertation Research”
ABC 451 “Advanced ABC”
ABC 451 “Advanced ABC”
ABC 101 “Introduction to ABC”
ABC 601 “Dissertation Research”
Content Pool
“flex MOOC”
flex-MOOC
Personalized Learning Plan
Content Pool
Personalized Learning PlanPersonalized Learning PlanPersonalized Learning PlanPersonalized Learning Plan
“flex MOOC”
flex-MOOC
Personalized Learning Plan
Content Pool
Personalized Learning PlanPersonalized Learning PlanPersonalized Learning PlanPersonalized Learning Plan
Test
Test
Test
Peer Review
Peer Review
TestTest
Test
Peer Review
Peer ReviewPeer
Review
TestOnline Portfolio
“flex MOOC”
flex-MOOC
“flex MOOC”
Personalized Learning Plan
Content Pool
Personalized Learning PlanPersonalized Learning PlanPersonalized Learning PlanPersonalized Learning Plan
Test
Test
Test
Peer Review
Peer Review
TestTest
Test
Peer Review
Peer ReviewPeer
Review
TestOnline Portfolio
Report
Portfolio > Collections
! !
ABC 101 “Introduction to ABC”
PLAPrior Learning Assessment
CEUsAccept Processing
Fee
Calculate Hours Spent
Award
# CEUs
Exam
Pass Exam?
StopTry again?
NoYes
Award CreditTranscript
Try Again
Pass Review?
StopTry again?
No
Yes
Associate Degree
Baccalaureate Degree
Doctoral Degree
Masters Degree
Submit Report / Protfolio and Fee
Portfolio Review
Oral Exam / Interview via Skype Review
PortfolioCourse Credit
Credit by Exam or Portfolio?
Certificates
ABC 4101 “Introduction to ABC”
Key Components:• Competency-based Learning
• Well-defined Learning Outcomes
• Assessments (Tests or Rubrics)
• Digital Badging
• Peer-Assessed (Bronze)
• PSU-Assessed (Gold)
• Prior Learning Assessment
• MOOC-style Peer Review and Peer Support Tools
“Carnegie Units”• The unit was developed in 1906 as
a measure of the amount of time a student has studied a subject.
• For example, a total of 120 hours in one subject—meeting 4 or 5 times a week for 40 to 60 minutes, for 36 to 40 weeks each year—earns the student one "unit" of high school credit.
• Fourteen units were deemed to constitute the minimum amount of preparation that could be interpreted as "four years of academic or high school preparation."
On October 23, 1906, Alberto Santos-Dumont flew an aircraft a distance of 60 metres (197 ft) at a height of about five meters or less (15 ft).
April 18, 1906 - Following the Sanfrancisco Earthquake, fires ravaged
the city. Many were started when firefighters, untrained in the use of
dynamite, attempted to demolish buildings to create firebreaks.
http://www.carnegiefoundation.org/resources/publications/carnegie-unit/
Kyle Peck (COIL)
Two Critical Questions…
• What will students need from us??
• WWRBD?
(What would/will Richard Branson do?)
Your turn! !
!
Reactions? Predictions?