3. Online enrolments
at Open Universities Australia
http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2012
4.
5. MOOCs
• Learning is based on openly available content
and resources
• Interactions are largely peer-to-peer
• Assessments and grading are handled
automatically
• Learning is recognized, but not in traditional
ways
6.
7.
8.
9.
10.
11.
12. Demographics of MOOC learners
• Machine Learning course
• 50% were professionals who currently
held jobs in the tech industry
– 41% were professionals currently working in
the software industry
– 9 percent said they were professionals
working in non-software areas of the
computing and information technology
industries.
13. Demographics of MOOC learners
• Many were already enrolled in some kind
of traditional postsecondary education
– ~ 20 percent were graduate students
– 11.6 percent were undergraduates
– 3.5 percent unemployed
– 2.5 percent employed somewhere other
than the tech industry
– 1.0 percent enrolled in a K-12 school
14. Why they chose to take the course
• 39 percent were “just curious about the
topic”
• 30.5 percent wanted to “sharpen the
skills” they use in their current job
• 18 percent, said they wanted to
“position themselves for a better job.”
15.
16.
17.
18.
19.
20.
21. Who are the
learners?
How to
design the
curriculum?
Which
technologies
support aims? Which learning
spaces support
curriculum
and
technologies?
22. 1. An integrated exposure to
The UTS professional practice through
dynamic and multifaceted
model of modes of practice-oriented
education
learning
2. Professional practice situated
in a global workplace, with
international mobility and
international and cultural
engagement as centre piece
3. Learning which is research-
inspired and integrated,
providing academic rigour with
cutting edge technology to
equip graduates for life-long
learning
23.
24. Student current and preferred involvement in course learning
activities that use technologies
Develop an e-portfolio
Participate in virtual worlds
Collaboration using web conferencing
Collaboration using Facebook etc
Collaboration using wikis
Collaboration using documents
Share using social AV media (YouTube, Flickr)
Share using social bookmarking
Use Twitter Preferred
Develop and share blogs Current
Design and build webpages
Create and share AV
Use discipline-specific software
Use RSS feeds to subscribe to info
Listen to student podcasts
Join in remote webconference lectures
Listen to lecturer podcasts/vodcasts
Find info using earch engines
Find info using library online resources
0 10 20 30 40 50 60 70 80 90 100
Current or preferred use: a few times a week, daily or more often
25. Communication with other students and teaching staff
Face-to-face
Blogs
Virtual worlds
Social networking eg Facebook, Twitter
Mobile phone-voice Students-preferred
Students-current
Web conferencing eg Skype Teaching staff-preferred
Teaching staff-current
UTSOnline-discussion boards, mail
Email
SMS
Instant messaging
0 10 20 30 40 50 60 70
26. New learning spaces designed for:
• Interaction and inquiry
• Collaboration and project work
• Flexibility
• Using technology to
engage, communicate, imagine, create, critiqu
e, discuss, question …
45. Learning2014
An initiative encouraging staff to:
• Explore interactive and collaborative
approaches to learning
• Rethink the relevance of different teaching
approaches in their disciplines
• Respond to new opportunities and needs
46. Learning2014 Plan
• 2012
– Familiarisation with technologies & spaces
• Demonstrations, workshops, cases, resources
– VC’s T&L grants
– Future Teaching Fellows applications October
– UTS T&L Forum – strand on Learning2014
47.
48. Business as usual Flipped Learning Individualised learning Hybrid Learning
49. Individualised learning
Each student undertakes a course personalised
to their background, interests, and strengths
Business as usual and weaknesses. Technology is used to provide
access to:
Greater use of technology • content that is personalised
• mentors as per individual requirements
• access to international experts and
practitioners
Flipped Learning
Diminished use of traditional models of
accessing content – done through OER such as
MOOCs.
Hybrid Learning
Student still participate f2f and come to
Students move around countries, institutions
campus but for more interactive learning
and MOOCs accumulating credits then sitting
experiences such as:
challenge tests to determine what they still
• project work
need to do in order to gain qualification
• more f2f interaction with academics and
other learning support staff such as
Librarians, careers counsellors, learning
advisorys
Notas del editor
Clayton Christenson’s book“The book’s core message is that fundamental change is coming to higher education. We’re seeing the confluence of unsustainable cost increases in the traditional model and a disruptive technology, online learning, that makes it possible to serve many more students at high quality and affordable cost. The result will be greater innovation than we’ve seen in higher education in more than a century.”
Peer 2 Peer U and the Mozilla Foundation have been collaborating on the development of an ‘open badges’ architecture, a system that will allow any open education program to offer badges recognizing learning accomplishments. These badges will be displayable on personal Web pages and will link back to the sites that issued them and to the materials the learners developed in earning the badge. Winners of the recent Digital Media and Learning competition are currently developing a wide range of applications that will use the badges infrastructure.Many programs are experimenting with awarding non-credit certificates, a model used by many of the MOOCs.As learning takes place online, data that captures learner activity will increasingly be used as a proxy for learning.
$16M venture Capital
http://www.saylor.org/
Startups - Note cost of $800 per term AND accredited
The question was ‘How often do you, and how often would you like to, engage in the following learning activities that use technologies as part of your course?’The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Current use was lower than preferred use for every item except use of search engines, which is fully within students’ control. (I haven’t put the data through SPSS so am unsure whether all differences are significant.Biggest gaps between current and preferred use related to:listening to/watching podcasts/vodcasts made by lecturers RSS feeds to information relevant to your studiesusing webconferencing etc to join in remotely to lectures or tutorialsuse of discipline-specific softwareOne of the other questions asked ‘Use a tablet computer (egiPad) to access or contribute study-related information on the internet’ Only 5% of students currently do this, but 42% would like to!
The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Email, UTSOnline and face-to-face were the most popular current and preferred means of communicating with teaching staff.Methods of communicating with other students are more diverse. Email and F2F are still popular, but SMS comes in third followed by mobile phone calls and social networking sites like Facebook.