What Must We Invent for Tomorrow? Five Critical Forces That Will Challenge the U.S. Learning Community (and Perhaps Yours) to Innovate for the Future.
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What Must We Invent for Tomorrow? Five Critical Forces That Will Challenge the U.S. Learning Community (and Perhaps Yours) to Innovate for the Future.
- 1. What must we invent for tomorrow? Five critical forces that will challenge the U.S. learning community (and perhaps yours) to innovate for the future EDEN 2009 Annual Conference 10-13 June 2009 Gdansk, Poland Nicholas H. Allen, DPA Provost Emeritus & Collegiate Professor University of Maryland University College [email_address]
- 43. Increasing costs Note: % growth in current dollars Source: CNNMoney.com Aug 22, 2008 from Bureau of Labor Statistics
Notas del editor
- Advice from Andras: what to present: What is happening in US Changing world; revolution has only begun
- Percent U.S. population 65 or older:* 1900 4% 2000 12% 2030 20%
- Old “Retirement” Paradigm: “ Golden years;” out to the golf course; Paid not to work Health issues New Paradigm: Continue to work or transition to new careers Relatively good health Years of continued contribution
- Term coined by T’OReilly (O’Reilly Media) 2004 Applications exist only on the Internet, drawing their power from interactive connections and network effects from other users. Philosophy of maximizing collective intelligence through shawing and creating information Google: 2.7 billion inquiries per month
- “Distance education …will become the standard for much formal education and training as well. Classrooms will go global...” (Sachs, 2007) Web 2.0 Technologies have unimagined potential to: Help faculty teach better Help learners learn more Increase access Reduce the cost of education Add stronger social element to online Web 2.0 and open content resources offer can provide an element of “mass customization” missing in large scale educational enterprises Mobility
- Define “Student Centric”—placing the student and his/her success first; taking an active approach to reach out to students to facilitate their progress into and through their academic program as opposed to taking a passive approach or take it or leave it, or one of benign neglect.
- Web 2.0 technologies may play a role here
- as the nation’s need for more graduates with tertiary degrees increase collides with more and more underprepared students
- Acceptable when access was selective and limited Not acceptable when access is open Not acceptable on the basis of costs Not acceptable on the basis of quality Not accountable
- 53% of all incoming students must take a remedial course (Great Expectations, AACU, 2002. F-Gen students 31% of US higher education population Low income and F-Gen students have higher drop rates (11% earned bachelors after 6 years versus 55%)
- 5 years 1150 pages Reporting requirements especially related to transfer credit, student authentication, for DE institutions, text book prices, student load policies, tuition increases
- We wouldn’t accept new medical procedures or techniques without evidence they do no harm and improve treatment