quality - challenges for post-traditional higher education?! do moocs change the idea of the...
DESCRIPTION
presentation at the annual meeting of the Council of Higher Education Accreditation in Washington 27 January 2014TRANSCRIPT
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Quality: Challenges for Post Traditional Higher Education?
Do MOOCs change the idea of the university?!
Ulf-Daniel Ehlers
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Presentation in short
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What is it we are in currently?
• Traidional• Modern/ Industrial (Post traditional) (Quality!)• Individualized / Rip&Mix / Patchwork
(Quality?)
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What are the challenges of the emerging model?
Modern (Massification ) HE Model
Post modern HE Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge Problem oriented
Academic status, traditions, clothing individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
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Why are MOOCs & Open Eductaion so popular?
Modern (Massification ) HE Model
Post modern HE Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge Problem oriented
Academic status, traditions, clothing individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
MOOC characteristics
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What are the important imperatives for QA?
• Quality and Innovation are one family• Technology is a game changer• Openess leads to disaggregation
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Presentation long version
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Welcome!!
Prof. Dr. Ulf-Daniel Ehlers Vicepresident Quality and Academic Affairs, Baden-Wurttemberg Cooperative State University
President European Foundation for Quality in E-Learning, Brussels (www.efquel.org)
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Part 1: MOOCs are a sympton.The cause is a changing idea of the university
• Old• New • Different• Traditional• Industrial Model & Massification• Modern• Post traditional• Post modern
Terms which struck me and which are important to clarify!
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Bologna University, Italy (1088)
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
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University of Bochum, Germany (1965)
http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
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Workers Housing, Plymouth, UK
http://www.fotocommunity.de/pc/pc/display/19141958
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Guggenheim Museum, Bilbao
Guggenheim, Bilbaohttp://en.wikipedia.org/wiki/File:Guggenheim-bilbao-jan05.jpg
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STATA Center, MIT (2004)
http://web.mit.edu/jsaa/www/photos/stata.jpg
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Which graduates?
Ability to act successfull across disciplins, contexts and systems
Dep
th in
a k
now
ledg
e fie
ld,
dept
h in
a sy
stem
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Expe
rt‘s C
aree
r Pat
hway
Leadership Career PathwayTop
Managers
Experts SeniorManagers
ManagersSeniorSpecialists
Specialists
Operational, Back Office
Today
© Matthias Landmesser, 2013
Which Qualification? Today‘s Scenario
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Future
TopManagers
Senior Managers
Managers
Specialists
Operational, BackOffice
Experts
Senior Specialists
Drivers: Globalisation Changed Value Chain Demographic Change Growing Complexity
And therefore …1. More higher
qualifications2. New academic job
profiles3. Cross-Competencies
gain importance
© Matthias Landmesser, 2013
Which Qualification? Future Scenario
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Are MOOCs really the question?
Or is it a question of HE systems change?
Evolving questions:• What is post traditional higher eductaion?• Is it not rather post industrial / post modern higher education? • Do we have to look at the HEI or the traditional learner?• How can we prepare for the new learner?
Precisely: • How can HEI cater for the quality needs of the
21st century student? Are MOOCs doing that?
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First conclusion:Where does that leave us?
• The traditional model: Exclusively for few chosen.
• The modern (massification) model: Standard model for masses.
• The post-modern model: Individualised and diversified HE (Rip and Mix Approach/ Patchwork)
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Part 2: The changing nature of HE
The open questions...:1. What are the characteristics of ‚the modern HE
model?‘2. What are the needs of the 21st centruy
student?3. How do MOOCs fit in there?
And then - more general: What does that mean for Quality of Open Education?
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Modern (Massification ) HE Model
Post modern HE Model
Defined degrees
Study in a degree framework
Curriculum is oriented to professions
Expert led/ Prof. led knowledge transfer
Exam driven/ Certification bound
Certifiation of knowledge/ achievements
Institution bound
Institution‘s reputation determines value
Clear timebound structure of degrees
Disciplins are structure giving
Disciplin oriented: canon of methods and knowledge
Academic status, traditions, clothing
Differentiation against „non-higher education“
What are the characteristics of ‚the traditional HE model?‘
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Modern (Massification ) HE Model
Post modern HE Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge Problem oriented
Academic status, traditions, clothing individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
What are the needs of the 21st centruy student?
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In essence
Post-Modern HE: Disaggregation of the modelDiversification of the model
(Do MOOCs fit here? By the way – what is the definition of MOOC?
mooc.efquel.org)
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Modern (Massification ) HE Model
Post modern HE Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and knowledge Problem oriented
Academic status, traditions, clothing individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
MOOC characteristics
Second conclusion:MOOCs meet many requirements of a contemporary
HE model – but personal tutoring, certification or curriculum pathways are not yet solved.
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Part 3: Some grand quality challenges ahead for providers of post modern HE
1. The quest of „individualised quality“ CONCEDE
2. The quest of openess OPAL3. The quest of recognition OERTest + VMPass4. An exploration into MOOC quality
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Part 4: The MOOC Quality Project
12 weeks, 12 experts, 12 posts, 12.000 Readers, >150 comments m
ooc.e
fqu
el.o
rg
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1. Massive Target Audience? • Change from „no target audience“-thinking to
having one in mind, even if it is wide. Take into acount new participation profiles.
MOOC
Lurkers
Passive participants
Active participants
Drop-ins
HILL, P. (2013) “The Four Student Archetypes Emerging in MOOCs” [Online] e-Literate blog post 02/03/13 [accessed 19/04/13]. Available:
http://mfeldstein.com/the-four-student-archetypes-emerging-in-moocs/
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2. Mixing Groups?
• Be aware that inviting the world means to bring in the worlds opinion (existing groups might be disturbed)
• Mixing campus and MOOC Students might be challenging: drive in/by learners vs. highly motivated learners who want a masters degree.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
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3. Learning Across Contexts
• Be aware that the quality paradigm “fitness for purpose” is not working for MOOCs because MOOCs mean learning across contexts and purposes.
• Quality measures become individualised, quality methods like self- & peer-assessment and –reflection are suitable.
http://www.teleskop-service.de/Veranstaltungen/ITT2007/Blick_in_die_Berge.jpg
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4. Support Self-Organization
• Be open about your requirements of self-organisation, provide scaffolding for those who lack that self-organisation.
http://upload.wikimedia.org/wikipedia/commons/d/d6/Fugle%2C_%C3%B8rns%C3%B8_073.jpg
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5. Declare What‘s in it!
1. the degree of openness, 2. the scale of participation
(massification), 3. the amount of use of multimedia, 4. the amount of communication, 5. the extent to which collaboration is
included, 6. the type of learner pathway (from
learner centred to teacher-centred and highly structured),
1. the level of quality assurance, 2. the extent to which reflection
is encouraged, 3. the level of assessment, 4. how informal or formal it is, 5. autonomy, 6. and diversity.
Be precise about the content and purpose of the MOOC (self-declaration) and keep promises! (Use a MOOC description model)
(Conole 2013)
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6. Peer-to-Peer Pedagogy
• Use peer-to-peer pedagogy: peer-learning, peer-review, peer-assessment, collaborative learning, multiple learning pathways and exploratory learning
• Understand that teaching is not a prerequsite of learning.
http://www.naset.org/uploads/pics/choice.gif
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7. MOOCs Support Choice Based Learning
• Get away from – the notion that „ending a MOOC early“ means
dropping out – looking at MOOCs like (structured, paced, timebound)
courses• Be aware that MOOC learning is an opt-in/out
learning model• MOOCs follow voluntary sequencing and are
based on choices. The choices they offer make their attractiveness.
http://www.naset.org/uploads/pics/choice.gif
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Prof. Dr. phil. Habil. Ulf-Daniel [email protected]
WWW.EFQUEL.ORGEFQUEL office in Brussels
Rue des deux Eglises 35B – 1000 BRUSSELS
BELGIUMTel : + 32 2 639 30 32Fax : + 32 2 644 35 83
Email : [email protected]