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Karl Engkvist

Karl Engkvist. ‘This argument about unbundling needs to be studied and acted on by university leaders around the world.’ From the foreword by Lawrence Summers President Emeritus, Harvard University. 1. An Avalanche is Coming to Higher Education.

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Karl Engkvist

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  1. Karl Engkvist ‘This argument about unbundling needs to be studied and acted on by university leaders around the world.’ From the foreword by Lawrence Summers President Emeritus, Harvard University 1

  2. An Avalanche is Coming to Higher Education Right now, the snow-covered mountainside looks solid, but underneath, changes are taking place… Technology and Globalization are transforming education Competition for students and research funding is increasing High-quality educational content is accessible online The functions of higher education are being supplied by non-academic providers 2

  3. Using Technology – Why Go Online? Expectations and Quality The “Flipped Classroom” • Improve quality of educational outcomes • Shift high-value faculty efforts to higher-value instructional activities Students, Parents, and Employers expect it Costs and Revenue A way to more efficiently use faculty and classroom space • Reduce demand for additional physical campus development • New modes of delivery offer new revenue sources Reach new market segments (especially adult learners) 3

  4. Governments Weigh In “Exploring Tangible Benefits of e-Learning” UK Joint Information Systems Committee • “significant improvements in learning and teaching across the sector …. improved satisfaction, retention, and achievement.’ • “expansion of the sector without necessitating corresponding increases in the footprint of the physical estate … • broadly the same numbers of staff to educate a larger and more diverse student body • Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. • Continued investment and innovation in the field of e-Learning is essential if the UK is to remain a world leader in education. “Evaluation of E-Learning; A Meta Analysis”U.S. Dept. of Education 4

  5. Research proves eLearning is effective --- Traditional learning ― eLearning enhanced Number of Students Performance Distribution 5

  6. Social Learning 6

  7. Mobile Learning 7

  8. Adaptive Learning 8

  9. Learning Analytics Econ 101 Introduction to Economics (March 7, 2013 to April 26, 2013) Participation Your forecast: Partly sunny Your stats Take action now to make sure you pass this class Sign up for tutoring Go 9

  10. Educational Technology Framework (ETF) MISSION CRITICAL STRATEGIC TRANSFORMATIVE EXPLORATORY SUPPORTED Transition 4 Transition 3 Transition 2 Institutional Growth Transition 1 Time 10 10

  11. Thank You karl.engkvist@pearson.com @karl_engkvist

  12. MOOCs Massive Open Online Courses A lot of students. These online classes are typically not capped – some have over 100,000 enrolled. Classes are free. Some programs require fees if your want a certification of completion. It’s all online. A combination of streaming video, forums, written and interactive online material MOOCs emphasize key features of a class such as engagement with the material, ideation and networking with other students. Flexible Optional • Motivators differ: • Students • Teachers • Administrators New assessment models Unclear funding approach 12

  13. Learning Analytics “…The use of data and models to predict student progress and performance, and the ability to acton that information.” Brown, M. (2011). Learning Analytics: The Coming Third Wave. EDUCAUSE Learning Initiative Brief, April 2011, 1-4. 13

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  15. Difficulty vs. Complexity Model 15

  16. What does this mean at Pearson? The Learner Next Generation Learning Content and Solutions Direct Delivery “Pearson Inside” Assessment and Certification 16

  17. Three-Phase Approach to Implementing eLearning • Make simple additions to existing courses • add syllabus • course location • online discussion • Create hybrid courses • some sessions take place in-person • some sessions take place online • Create a fully online university 1 3 2 What Elements? • Strategy • Plan • Instructional Design • Faculty Training • Learning Center • New Software • synchronous learning, registration, e-payment • End User Support • “Internal” Marketing Plan

  18. Phase 1 Goals Goals: Build faculty confidence in online teaching and learning • Reduce administrative burden on faculty • Provide anytime/anywhere access to baseline content for students Mechanisms: • Pre-build course web site for every course every semester Integrate with other key systems at the university

  19. Phase 2 Goals Goals: Expand Usage of online tools • Create greater expertise among faculty • Create more flexibility for students • Enhance communication skills of students • Shy students speak up more • Requires more reflective thinking • Added benefit: Prepares students for a work life full of conference calls!

  20. Phase 3 Goals Create Online University (> 80% online) Assess demand and determine whether to be degree granting or career building (professional development, certificates, general interest, etc.) • Separate branding and operating structure • Separate enrollment process • Tuition Model (on par with land-based courses or at a discount?) Pre-Requisites: All in Phase I and II, plus • Ensure MoE approves of fully online courses • Online registration and payment system needed • Content available must be deeper and higher quality; perhaps more video

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