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Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab

Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab President DEANZ 2010-2013 The New Zealand Association for open, flexible and distance education.

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Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab

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  1. Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab President DEANZ 2010-2013 The New Zealand Association for open, flexible and distance education The co-evolution of digital technologies and tertiary educationPresentation to the HE Summit, Auckland March 2013

  2. Tenakoutou, tenakoutou, tenakoutoukatoa Open flexible and distance learning now core Digital technologies and education are evolving and co-evolving within our ecologies Teachers remain the ‘keystone species’ DEANZ 2016 scenario set is emerging today

  3. Fast evolution of technology

  4. Evolution of tertiary education

  5. Co-evolution...

  6. Networks

  7. The evolution of our culturally sensitive and resilient university Includes evolving open flexible and distance learning The case of... Flexible Learning Options 2000->2010 StudentNet Moodle http://www.education.canterbury.ac.nz/regions/rotorua.shtml

  8. Principles & Values in Aotearoa New Zealand include The principles of the Treaty of Waitangi and the bi-cultural foundations of Aotearoa New Zealand •  Manaaki and Awhi– respect for themselves, others and human rights •  Kaitiakitanga– ecological sustainability, including care for the environment •  Porihanga– community and participation •  Rereketanga– diversity

  9. Blending online opportunities • Online courses & resources give students more access • To their teacher(s) • To resources • To diverse peers & communities • Online and blended learning more effective than face to face (Means et al 2009) - time & access • Learning communities, pedagogy (Larreamendy-Joerns & Leinhardt 2006; Hunt et al 2011) • Adds resilience (Mackey et al 2011) • Cultural blend growing online too (Greenwood et al 2011; Hunt et al 2012)

  10. Teaching art education - can be most effective online Rotorua students lead the discussion forum groups nationwide, inc. Christchurch campus

  11. On campus class in blended space

  12. Rotorua campus noho Marae retreat Immersion within Maori spaces & language is a key strategy – best in Rororua

  13. ...2010 - 2011 http://info.geonet.org.nz/display/home/Canterbury+FAQ http://www.facebook.com/UCQuakeRecovery/photos_stream

  14. Resilience & Rapid Growth of flexible learning University Wide Moodle2 Echo360 Google Online marking iPads FaceBook WikiEducator Analytics Adobe Connect Real games …

  15. Strategies Become Change Ready with DEANZ2016 OERu and Ucan … What if? ++++ OERu-UC MOOC workshop ‘futuring’ in May 2013 EDEM630 ++++ http://akoaotearoa.ac.nz/projects/2016-scenario-guide-effective-tertiary-education-new-zealand

  16. Future scenarios Customized Quality branded consortia Self determination Facing NZ employers, professions & iwi Facing the academy The “supermarket” Articulation Standardized

  17. 1. Articulation • Learning environment: • Internally focused maintains organisational system & structures • Faculty sure of practice continue & avoid risks • Learners offered flexibility with mapping & transfer of courses • Competing QA and research damp pace of change • E-learning used to increase flexibility of space and mode of study, including on campus and on-line • How will your institution improve articulation across offerings and programmes? Articulation Facing the Academy & Standardised

  18. 2. The ‘supermarket’ • Learning environment: • Specific academic & production standards, inc OER • Address needs of employers etc. • Massive range of units etc • Added QA by ITOs, NZQA etc. • Technology employed for efficient production, may inc. multiuser simulation with learning analytics • How does your institution ensure the quality of resources for learning? The “supermarket” Facing NZ employers, professions & iwi & Standardised

  19. 3. Quality branded consortia • Learning environment: • Programmes link students to professional networks • Consortium brands bring NZ tertiary education into the global market • Increases in interdisciplinary and faculty collaboration include students project work similar to multinationals • Digital technologies enable project work, networking and publication • What initiatives could your institution bring to a quality branded consortium to market globally? Facing the Academy & Customised Quality branded consortia

  20. Learning environment: • determined by learner with support • advisors & faculty recruit & work with mentors who provide some QA • wide range of resources complement internships • library & other staff play key roles • space is used in different ways within and beyond institutions • Mobile technologies are key alongside ePortfolios to organise & celebrate achievements. • How will your institution support learners to manage and increasingly lead their own learning? 4. Self determination Self determination Note: Also borrows from sectors 1 and 3

  21. Questions & CommentsNiki.Davis@Canterbury.ac.nzUniversity of Canterbury e-Learning Lab Project web site for more information & input please, kiaora! http://akoaotearoa.ac.nz/projects/2016-scenario-guide-effective-tertiary-education-new-zealand Thanks to • DEANZ and participants, including today • Mentors Mark Nichols, Julie Mackey, Scott McLeod et al • AkoAotearoa for network funding, esp. Dr. Peter Coolbear & Kirsty Weir • TeLRG as Reference Group • Researchers’ universities: AUT, Canterbury, Massey & Otago • Horizon collaborators especially Larry Johnston, NMC, USA

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