he age of disruption
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Higher Education in an Age of Disruption
Professor Asha KanwarPresident & CEO, Commonwealth of Learning
Dr Sanjaya Mishra, Education Specialist: eLearning
Innovation Arabia 11 | Dubai, UAE | 11-13 March 2018
Commonwealth Heads of Government MeetingVancouver, 1987
To help Commonwealth governments and
institutions use technologies to improve and
expand access to education and training
ECONOMICGROWTH
SOCIAL INCLUSION
ENVIRONMENTAL CONSERVATION
Learning for Sustainable Development
Leveraging New & Existing Technologies
Plan
•Context
•Understanding disruption
•Technology trends in higher education
•Disruptive innovations & higher education
•Looking Ahead
Context
GER Tertiary Education- Global
Source: UNESCO Institute for Statistics, Retrieved on 7 February 2018.
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
2004 2006 2008 2010 2012 2014 2016
GER Tertiary Education- Arab States
Source: UNESCO Institute for Statistics, Retrieved on 7 February 2018.
0.0
5.0
10.0
15.0
20.0
25.0
30.0
2005 2006 2007 2008 2009 2010 2011 2012 2013
Women in HE
Source: https://tellmaps.com/uis/gender/#!/tellmap/79054752/2
Graduate Premium
Canadian example
Source: Berger, Joseph (2009). The Price of Knowledge: Access and Student Finance in Canada
Some Countries with High GERs
93.26
88.34
57.29
Skills Shortage
‘Countries have skills shortages, not degree shortages’
Andreas Schleicher
Skills GapCountries where employers have the most difficulty filling roles
Source: https://www.manpowergroup.com/talent-shortage-2016
Skills in Demand
Source: http://www.reimagine-education.com/wp-content/uploads/2018/01/RE_White-Paper_Global-Skills-Gap-Employability.pdf
ICT Growth- Global
Source: https://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx Retrieved on 7 February 2018
0
20
40
60
80
100
120
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Internet users (Per 100 inhabitants) Mobile Subscriptions (Per 100 inhabitants)
ICT Statistics – Arab States
Source: https://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx Retrieved on 7 February 2018
0
20
40
60
80
100
120
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Internet users (Per 100 inhabitants) Mobile Subscriptions (Per 100 inhabitants)
What is Higher Education?
• University
• Research Centre
• CollegeUniversity
Research
ExtensionTeaching
Typical Classroom
Source: https://www.flickr.com/photos/velkr0/3472576304 (CC BY)
Understanding Disruption
Disruptive Innovation
‘…describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.’
C. Christensen
Source: http://www.claytonchristensen.com/key-concepts/
Characteristics of Disruptions
• It is a process, not a product or service
•Perceived lower quality in the beginning
• Takes time to disrupt existing business
•New business model/s emerge
•Not all disruptions succeed
Disruptive Innovation Model
Source: https://hbr.org/2015/12/what-is-disruptive-innovation
Disruption in Higher Education
Mainstream F2F Higher Education
Open Universities and
Dual-mode institutions
Top-tier F2F Higher Education
institutions
Time
Low-end
High-end
Online and blended courses
MOOCs
Fourth Industrial Revolution
CC BY-SA Source: https://commons.wikimedia.org/wiki/File:Industry_4.0.png (User:ChristophRoser)
• From elite to mass
•Correspondence model
•Multi-media model
• Intelligent flexible learning model
ODL as Disruption Over the Four Stages
Gen 1 Gen 2 Gen 3 Gen 4
Philosophy of Open-ness
•Open as to people,
•Open as to places,
•Open as to methods, and, finally,
•Open as to ideasLord Crowther
‘Open-ness’ in Practice
•No entry qualifications
•Credit banking
•Cafeteria approach to courses
•Anytime, anywhere
Face-to-Face Courses
Blended Courses
Distance/Online Courses
Influence of ODL on Higher Education
Open and Distance Learning
- MOOC- Mobile learning
ICT integration in teaching and learning
Disruptions Happen
•Demands of a learning society
•When new technologies emerge
•New providers emerge
Technology Trends in Higher
Education
Impact of Technology
The effect of today’s technology on tomorrow’s jobs will be immense
- The Economist
47% of today’s jobs could be automated in the next 20 years
- Oxford University Study
Re-educating Rita
• Technological progress, and artificial intelligence in particular, will require big changes in the way education is delivered….
• Automation could have a much bigger impact in developing economies …because much of what they provide is …embodied labour.
NMC Report 2017
Source: http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf
NMC Report 2017
Source: http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf
Rise of the Messaging Platforms
Source: https://www.gartner.com/technology/research/methodologies/hype-cycle.jsp
Gartner Hype Cycle
Innovations in Higher Education?
Disruptive Innovations &
Higher Education
Disruptive Innovations in HE
Disruptor Disruptee
MOOC/Blended learning Classroom/Lecture
BlockchainAccreditation authority/ Degree mills?
Micro-credentials/Badges Degree?
Open Education/OERFor-profit colleges/ copyrighted course materials?
Massive Open Online Course
“MOOCs are online courses designed for large numbers of participants, that can be accessed by anyone, anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free”
- Mulder & Jansen, 2015
Implications of MOOCs for HE
Present Future
National or provincial
jurisdiction
Interaction at the campus
Print+ (audio, video, online)
Global classroom
Increased use of Peer2Peer learning
and social media
Online+ (increased use of adaptive
learning)
Blockchain
• Integrity of records and identities of learners critical in Quality Assurance
• Blockchain entries cannot be modified
• Deployment in online learning is a rapidly emerging possibility
Blockchain in HE
Implications of Blockchain for HE
Present Future
Paper certificates
Verification challenge
Manual authentication of work (such a portfolios
Digital permanent certificates
Complete online verification
E-Authentication of work (ePortfolios)
Credits for formal
learning and/or
Employment
Proctored Test
OnlineLearning
Industry-Academic
Partnership
Micro-credentials
• Short duration• Modular
approach• Skills based
• Community learning
• Self-paced• Mentoring
support
• Verifiable credential
• Project-based
• Job-ready• Reduced cost• Blended with
F2F for formal degree
Implications of Micro-credentials for HE
Present Future
Semester courses
Less flexibility
Limited mobility
Shorter courses
Bundling/accumulation of
credits
Transferability of credentials
Open Educational Resources (OER)
Materials that are:
• Free and freely available
• Suitable for all levels
•Reusable
•Digital
Implications of OER for HE
Present Future
High costs of textbooks
Institutional Teams
Student as consumer
Free quality content
Global Teams of course developers
Student as producer
Technology & Employability
Source https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
Looking Ahead
The New Learner: 1980’s
• ‘New Learner’: adult learner who looked for new education, training and/or skills for personal development, promotion, change in career, and/or enhanced job requirements
Digital Native: C21
• ‘Digital Native’: technology-savvy learners, usually young school-leavers
The Emerging Ultimate Learner
• Has the means to learn
• The mindset and motivation
• Lifelong learner
• Multidisciplinary, analtyical, ethical, innovative, disciplined, respectful, collaborative
The Student in 2035
Division of Learning:“Maker, Doer,Thinker”
Artificial Intelligence: Holographic Advisor Bot
Advanced Communication:
Languagetranslation implants
Micro-coursesLearning at
home:Immers-A-Casts
Broadened classrooms &
Blendedcourses:linking of multiple f-f
classes via technology (mega-pixel
walls)
Reference: BIG SHIFTS ARE COMING! LOOKING BACK FROM 2035 .www.contactnorth.ca
I. Lifelong learning
• Simply reforming current education systems …to meet future skills requirements is not going to be enough….
• Ageing countries …will need wholesale reskilling of existing workforces throughout their life
II. Integrating Employability
• Balance between theory and practice; hard and soft skills
• Engage industry: internships; apprenticeships
• Link QA to employability
• Career support
• Measure capabilityrather than number of hours Credit Hour Range of skills
Sensitisation
Career Counselling
Evaluation Drills
Career Support
Upon Graduation
Penultimate Year
After Induction
Before Admission
Employability pathway in HE
III. Inclusion
• Policies to address gender/class disparities
• People with Disabilities
• Providing affordable, low-cost options for learning
Early Birds Catch the Worm
• Transform curriculumand pedagogy
• Facilitate the link between education, labour market and learner
•Harness appropriate technology
Photo credit: https://commons.wikimedia.org/wiki/File:Earlybird_gets_the_worm_(16888219726).jpg
Thank you
www.col.org
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