ontario november 2010 final colleges and universities
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Presentation to ILC, November 2010
FAST FORWARD FOR ADIFFERENT FUTUREHow Emerging Technologies are Transforming Education and Training How To Capitalize on It
Stephen Murgatroyd, PhD FBPsS FRSAChief Innovation Officer
This presentation…..
Set a challenge context for this discussion….
What is happening with technology? How is this having an impact on
education, learning and training? What are the “design, development and
deployment” (3D) implications for organizations?
What are the challenges this gives rise to?
Understanding the context
Significant changes taking place Demographics
Low birth rates and dependency on immigration Fast growth of aboriginal communities Literacy
Economics Low productivity Declining competitiveness Major industry sector transitions – manufacturing,
forestry, agriculture Social Change
New forms of social meaning and networks New globalized relationships – “glocal”
Shifts in post-secondary education
Focus on competitiveness and productivity More skills, more often and in less time Nimbleness in response to shifting conditions
Strong focus on essential skills Literacy is the key to unlocking productivity 21st century skills focus on problem solving,
teamwork/relationship and critical capacities Education as an economic driver
Colleges focused on adding value to economic and community development
Universities focused on real innovation that creates wealth Lower funding with higher outcome expectations
As governments balance budgets, post-secondary funding is reduced per capita and student fees increased per capita
Funding for innovation is “tight”
Demand for skills over time(OECD data base)
21st Century Skills FrameworkSource: Meteri Group and the north central regional educational laboratory (USA)
Digital Age Literacy• Basic Scientific, Economic
and Technological Literacies• Visual and Information
Literacies• Multicultural Literacies and
Global Awareness
Inventive Thinking• Adaptability, Managing
Complexity & Self Direction• Curiosity, Creativity and Risk
Taking• Higher Order Thinking and
Sound Reasoning
Effective Communication• Teaming, Collaboration &
Interpersonal Skills• Personal, social and civic
responsibility• Interactive communication
High Productivity• Prioritizing, planning and
managing for results• Effective use of real world tools• Ability to produce relevant, high
quality products• Ability to innovate through
continuous improvement
Engaged, Informed
and Skilled Citizens
In Ontario
Clear commitment to post-secondary education as a driver of the “new” Ontario – cultural communities and economy
Critical importance of skills and highly qualified workforce for productivity and competitiveness
Seeking to expand affordable access to post-secondary, especially for first nations and first generation learners
Seeking to have a major impact on essential skills
Seeking to leverage online learning to achieve these goals – hence the Ontario Online Institute proposition – already a leading global player
Dedicated educators who are passionate about making a difference…
Emerging technologies
The emerging technologies that are changing the way we work and play
The emerging technologies Low cost (relative to capacity) hand held digital
devices – the iPad, smartphone, PlayBook (RIM), Livescribe, GPS….
Broadband access at a low cost – free Wi-Fi, cellular bandwidth (4G), new ways to access broadband
Increasing graphical capacity and speed of digital devices – e.g. SmartBoards
Developments in artificial intelligence and machine learning
Developments in robotics, miniaturizing of components and in visual capacities of digital devices
3D television and the imminent arrival of 3D video conferencing
And technological applications The development of 250,000+ apps growing at
(approximately) 2,000 a day The emergence of social media – Facebook,
LinkedIn, Twitter, YouTube The rapid adoption of co-creation systems –
Wilki’s and related collaborative software (now integrated into Adobe, Office, etc.), Ning
Sophisticated gaming engines and animation – permitting simulation
Semantic web – intelligent agents, searching using machine learning
And technological “solutions” Cloud-based computing Integrated software - permitting easy movement of
data, images etc., from one place to another for fast creation
Integrated resource management – e.g. Alibris, eBay File sharing (Dropbox) and file “stealing” (Pirate Bay) Focused document management (e.g. ancestry.ca) Flash video and easy editing tools Digital photography and digital video
How we can leverage emerging technologies to improve learning outcomes
Leveraging Technology for Learning
#1 Advanced Blended Learning Designed learning
experience which: Reduce the time taken to
complete a course / program of study
Use online for knowledge and in class for experience
Engage students in learning through projects and activity- based problem-solving
Leverage social networks
#2 Mobile Learning Designed learning
experiences which leverage hand-held devices to: Enable anywhere /
anytime learning Facilitate peer and social
network support for learning
Leverage audio-video capacity of hand-held devices
Support digital textbooks
#3 Self – Paced Study Leveraging the power of
technology to enable a learner to: Start a program or course
anytime, anywhere Study the course using
online text, simulations, challenges
Receive academic support from a coach or academic mentor
Connect with peers Call the exam when the
student is ready
#4 Cloud-Based Learning In an outcome-based
program where credit is awarded following a demonstration of outcome competences: Learners use social
networks, peer networks and expert clouds to secure their learning
Learners access knowledge through digital resource libraries
Using the powers of machine learning, robotics and mobility to provide learners with: Patient remedial
learning for skills and knowledge they find problematic
Using global networks to provide 24x7 coaching help
Using peer networks and social networks for remediation
Leveraging digital devices (especially 3D capacities) for: Simulating experiments
in science Simulating trades tasks
– e.g. rebuilding an engine
Simulating medical procedures
Leveraging the power of artificial intelligence / machine learning to use simulations as a competency-based diagnostic tool
#5 Simulation #6 Remediation
Using teams of learners, supported by an academic coach and mentor, to tackle problems that matter (e.g. water, literacy, financial literacy): Connecting to “non”
academic solutions organizations
Leveraging peer networks and social networks – using the cloud
Serious research and serious games
Community-based assessment – impacts, competencies and outcomes
Leveraging the power of technology and coopetition to: Developing glocal texts
(standard texts with local components) for glocal courses
Using the publishing consortia to accelerate the arrival of new knowledge into texts
Using online libraries and resource centres for text, audio, video and other resources..
#7 Digital Textbooks and Libraries
#8 Wicked Problem-Based Learning
Linking learning activities to location enables Environmental studies
to be glocal Supports real time
biodiversity information being integrated into projects and courses
Leverages global knowledge bases around species and environmental genomics
Provides rich access to local expertise
Modularised curriculum linked to 24x7 help desk support for: Work-based skills Essential skills Trades skills – the
next building code skills, next biorefining process, the next robotic maintenance process….
#9 Just in Time Training #10 Location Supported Learning
Innovation in action
Four examples of emerging technologies used in education and training
Four examples
The European Union Bologna Process Requires modular structure for all programs Requires transfer credit across 27 countries Enables online learning across 27 countries Increasingly outcome-based
Kentucky Community and Technical College System (KCTCS) Multiple start dates – students call exam when they are
ready Courses are 3,5,6 and 8 week duration depending on
outcomes Challenge exams and work-based learning credit
commonplace Digital textbooks and online learning resources in use
system wide
National Glass Association (USA) 54 certification courses (trades) for glass installation and
repair (including automotive) Public: Private partnership for improving standards,
productivity and competitiveness in the sector $1 billion to train more than 660,000 workers in over 60,000
California companies. The program is funded by the Employment Training Tax paid by California employers, and targets firms threatened by out-of-state and international competition.
University of Greenwich (UK) Accelerated BSc (Hons) 3 year undergraduate degree in 2 years (adds a month each
year) Intense blended learning with options to accelerate further (20
months)
Looking globally at trends: More project-based work, less instruction More peer learning, less instruction More outcome-based learning, less focus on
process (especially time in class) More work-based learning credits and less
instructional credits More transferable credits and less colonialism More routes to certificates, degrees and
diplomas – less the one lane highway
…less teaching, more learning…
Barriers to change
System wide
FTE funding is problematic and no longer reflects the basis of activity in post-secondary systems
Quality Assurance is based on models of learning which are 19th century and institutional practices which are 20th century
Faculty agreements inhibit innovation – especially if it relates to the use of time, focus of professional work and the nature of pedagogy
Capital investments in technology small relative to capital investments in physical infrastructure
Professional development of faculty requires substantial investments
At the college / university level Faculty
Faculty adoption levels “stuck” at early stage – 18-25% of faculty
Faculty defense of “classroom” over online Faculty agreements
Design Capacities Instructional design capacities low and creation
capacities low Transformative capacity of technology not being
realized Students
Not all want to be engaged learners – many are tactically engaged or compliant
Strategic Intent Commitment to online is “and also..” commitment
The opportunity…..
The New college or university…. Will have individual work spaces and some rooms for
team work Will have grand challenge-based courses and programs Will have a requirement for peer, social and networked
learning Will have few residency requirements Will focus on outcomes, not time Will be wired to work, community and non profits Will have very high levels of student engagement and
few tactical compliant learners Will have very satisfied faculty who coach, guide and
mentor and support learning Will be truly learning focused Will be nimble
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