online education: a game change for international education aiea 2015

Online Educa,on: A Game Changer for Interna,onal Educa,on?

Patrice Petro, University of Wisconsin, Milwaukee Anjuli Gupta, Coursera

Michael Waxman-Lenz, Intead

Session Objectives

Consider concrete examples that are currently out there

Evaluate online educa6on as an opportunity to increase brand awareness and revenue opportuni6es

Understand

how regional campus-‐based ins6tu6ons are using online educa6on to their advantage


Patrice Petro Vice Provost for International Education

University of Wisconsin, Milwaukee

Overview

•  Online educa,on at UWM – What we’re doing – Why we’re doing it

•  Implica,ons for Interna,onal Educa,on/Educators –  Challenges and opportuni,es

Wisconsin, UWM Context

•  20% of WI adults 25+ have some college credit but no degree

•  UWM access mission •  Ongoing efforts to

improve transfer ar,cula,on and degree comple,on op,ons

•  Instruc,onal delivery models informed by scholarship of teaching & learning

Using Online to Expand Access and Meet Demand

•  Student demographic –  Non-‐tradi,onal: older, working, family care (UWM’s demographic)

•  Student expecta,ons –  Op,ons: any,me, anywhere, any pace, any way –  Quality: new knowledge and prac,ce, skills, marketability – Mode: ac,ve learning with problem solving, engaging projects, collabora,on

•  Employer expecta,ons: Life-‐long Learning –  Specific, applicable knowledge/skill sets, professional development

UWM Online Course/Program Array •  General Educa,on: First 60 UG credits •  10 UG majors [Art History, Biomedical Diagnos,c Imaging, Communica,on, Community Educa,on, History, Informa,on Studies, Nursing, Poli,cal Science, Psychology, Sociology]

•  11 Graduate degrees [Educa,on, Informa,on Studies, Nursing, Transla,on]

•  20 Graduate cer,ficates •  Blended/hybrid degrees and cer,ficates •  700+ online courses available each year •  [new] UW Flexible Op,on – self-‐paced, competency-‐based degrees, cer,ficates, and courses

Online & Int’l Student Recrui,ng? Opportuni6es?

•  Building global brand recogni,on and compe,,veness

•  Reducing students’ costs of degree comple,on

•  Enhancing learning experience through greater diversity

•  Targe,ng new audiences – e.g. mid-‐career professionals

Challenges? •  US Immigra,on, Sponsor

restric,ons on online course enrollments

•  Student prepara,on, suppor,ng infrastructure (on both sides)

•  An,cipa,ng demand in curricular design


Anjuli Gupta, Regional Manager Partnerships Strategy, Coursera

Coursera: Global learner base

Ac6ve learners, by language

English includes US, language determined by primary language and IP address

Why do learners enroll?

Primarily driven by enrichment and advancement Goals vary by educa,onal systems where learners live •  Large segment of enrichment

learners in the US •  More college-‐bound learners

in India and China

Engaging globally, online •  Bring together global learners at scale, delivering global

perspectives to the classroom •  Our partners use our platform to:

–  Expand awareness and brand reach –  Achieve social impact –  Innovate in teaching and learning

•  Partner case studies

Penn State: Focus on China Run simultaneously in English and Chinese – truly bilingual course Session demographics •  44% of learners from Asia •  24% from N. America •  20% from Europe •  12% from S. America, Africa, or

Oceania

Unexpected impact: Amina Alami Teacher in Morocco Launched Inven,on Club at her school

EPFL: Reaching African learners Tailored courses reach African Audiences MOOCS4@frica

Addi6onal models •  University partnerships •  Access via local servers

•  Brand recogni,on akin to World Bank in Africa •  Strong African engagement in the course

•  40% of learners from Europe •  25% of learners from Africa •  20% of learners from N. America

UNAM, Edinburgh, ORT in LatAM Na6ve language content from UNAM

Partnership for regional reach

Strong localiza,on effects in La,n America for na,ve content Session demographics •  North American: 43% •  South American: 32% (4/5 in Mexico) •  European: 24% (2/3 in Spain) •  Other geographies: 1%

Brick and mortar partnership toward a new medium and broader reach

Learning from other cultures

Shalin Lawrence Marke,ng Manager

Chennai, India

Course: Social Psychology Day of Compassion Winner for work with transgender people, provides pro bono marke,ng

David Dionne Educa,on Consultant

Boston, MA

Course: BeSer Leader, Richer Life Launched parent-‐teacher advocacy program, improved communica,on

with young people from Asia

Learning from global learners

Conclusion •  Expanded awareness and reach of each partner’s brand

•  Scalable global engagement –  Bring global perspectives, in perspective –  Enable cross-cultural exchange –  Build global community


Michael Waxman-Lenz CEO & co-founder

International Education Advantage (INTEAD)

“Reports of my death have been greatly exaggerated.”

Mark Twain talking about campus-‐based educa,on

Innovation

photo credit: <a href="hnp://www.flickr.com/photos/47290943@N03/5863096328">Science laboratory at Waterpark College, Waterford</a> via <a href="hnp://photopin.com">photopin</a> <a href="hnps://www.flickr.com/commons/usage/">(license)</a>

Innovation examples

Report: UK Techna,on 2015

Ways Tech Employees Build Skills

Find your niche and own it

Global Brand Reach

Growth of Course Offering

Source: www.class-‐central.com

Leverage Online Courses Globally

Education Does Not End Here