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ctAASCU’s
Red Balloon Project
Re-Imagining Undergraduate Education
Statewide Workshop on Academic Transformation And Collaboration:
Reimagining Higher Education In MissouriOctober 26, 2010
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1. Funding for public highereducation will not return to previous levels.
3. Technology changeseverything
2. Increasing calls for greaternumbers of graduates
3 Key Propositions
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Red
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iPhone fans.
But the Manhattan twins don't yet have their own phones, which is good…
They love to explore the latest games, flip through photos, and watch YouTube videos.
since they probably wouldn't be able to manage the monthly data plan.
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In November, they turned 3
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ctGemma and Eliana belong to a generation
that has never known a world without ubiquitous handheld and networked
technology.
American children now spend 7.5 hours a day absorbing and creating media -- as much time as they spend in school. Even more remarkably, they multitask across screens to cram 11 hours of content into those 7.5 hours.
More and more of these activities are happening on smartphones equipped with audio, video, SMS, and hundreds of thousands of apps.
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The Problem
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ctOur University Model
Was created in the11th century
Operates on a 19th centuryagrarian calendar
To prepare our students
for life in the 21st century
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A Set of Problematic Models
1. Our current model for
funding and delivering
public higher education is
not sustainable
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2. Our university model,
designed for the elite, has now
been called upon to provide
higher education to a mass
market
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3. Our current business models
will not sustain our work
Higher education is a set of cross-subsidies: graduate education subsidized
by undergraduate; upper division subsidized by lower division
Jane Wellman, Delta Projecthttp://www.deltacostproject.org/
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E. Gordon GeeOhio State University
Robert H. Atwell LectureAmerican Council on Education Annual Meeting, February
2009. http://www.acenet.edu/media/mp3s/AM09_Gee.mp3
“…the choice for higher
education during this
critical juncture is
“reinvention or extinction.”
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1. Funding for public highereducation will not return to previous levels.
3. Technology changeseverything
2. Increasing calls for greaternumbers of graduates
3 Key Propositions
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National Governors Association
(NGA):
“…state budgets will not be balanced
until the latter part of the decade.”
“Health, criminal justice, and the K-
12 schools will consume an
increasingly larger share of the
state’s resources.”
“Many states have structural
deficits…”http://www.cbpp.org/cms/?fa=view&id=711
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Lumina Foundation “Big Goal”By 2025, 60% of adult Americans will have high quality degrees and certificates. http://www.luminafoundation.org/goal_2025/
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Technology Changes Everything
Content everywhere: Academic Earth academicearth.org
Connexions cnx.org
OpenCourseWare Consortium ocwconsortium.org
iTunes U http://www.apple.com/education/itunes-u/
YouTube http://www.youtube.com/education
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James Surowiecki. The Wisdom of CrowdsDoubleday, 2004
Study in the journal Naturecomparing the accuracy of scientific entries in Wikipedia and Encyclopedia Britannicahttp://www.nature.com/nature/journal/v438/n7070/full/438900a.html
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ctThe new era of NETWORKED
KNOWLEDGE will challenge our
historic models of:
1. Teaching and Learning
2. Institutional Organization and Structure
3. Our concept of expertise
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Think about the impact of technology:
On journalism…
On the music business…
On the book publishing/selling business…
The Long Tail. Chris Anderson (Hyperion, 2006)
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Lots of people are talking about what 21st century
skillscollege students should
have…
But fewer are talking about how we achieve those
outcomes.
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ctIf content is everywhere, what is our job?
• Designing learning
environments?
• Facilitators of learning?
• Aggregating learning credits
(super swirling)?
• Assessing learning outcomes?
• Certifying completion?
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learning variable. Shouldn’t
it be just the opposite?
Steven PortchFormer Chancellor
University System of Georgia
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Advanced Research ProjectsAgency
Red Balloon Contest
$ 40,000
Winning Team: MIT
Post Doc, plus 4, plus 4,000
Learned about the contest on Tuesday, announced the team strategy on Thursday, contest began on Saturday
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Where DARPA Put Their Balloons
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randomly placed 8 foot high
bright red weather balloons,
suspended 30-50 feet above the
ground, somewhere in the United
States?
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8 hours8 hours52 minutes52 minutes
8 hours8 hours52 minutes52 minutes
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The Red Balloon Contest Is Both:
A Metaphor
And
An Analogy
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The Red Balloon Contest is a:
Metaphor for the way that
knowledge is being:
• Created
• Aggregated
• Disseminated
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The Red Balloon Contest Is an:
Analogy for the way that we
might work together to re-
design undergraduate
education
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something, and it’s just
incredibly pathetic that it
has to be us.
Jerry Garcia
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Lower Costs
1. Maximize cost-effectiveness (either
hold costs constant while increasing the
number of students involved, or reduce
costs)
2. Make programs scalable (increase the
number of students served while
reducing per-student costs)
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Increase Learning Outcomes
1.Create more effective student
engagement. Engagement is the key
to greater learning outcomes
2.Produce greater learning outcomes
documented by a rich array of
instruments and assessment
strategies
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Respond to the Challenge of a New Century
1.Focus on the development of 21st
century skills to create 21st century
learning and leadership outcomes
2.Rethink teaching, learning, and
faculty roles
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Can We “Re-Imagine Undergraduate Education?”
Can We Create 21st Century Learning Environments On
Our Campuses?
Can We Work Together in a National Collaborative To
Transform Our Institutions?
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Can We Create 21st Century Learning Environments On
Our Campuses?
Design Principles and Models
7 Principles Chickering and Gamson
High Impact Practices Kuh
Course Models Twigg
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1. Encourages contact between students
and faculty
2. Develops reciprocity and cooperation
among students
3. Encourages active learning
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of
learning
Seven Principles for Good Practice in Undergraduate EducationArthur W. Chickering and Zelda F. Gamson, American Association for
Higher Education Bulletin, March 1987
Chickering and Gamson, 7 Principles
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Red
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• First-year seminars and experiences
• Common intellectual experiences
• Learning communities
• Writing-intensive courses
• Collaborative assignments and projects
• Undergraduate research
• Diversity/global learning
• Service learning, community-based
learning
• Internships
• Capstone courses and projectsGeorge Kuh. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. AAC&U, 2008
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Six Models for Transformation
1.Supplemental Model
2.Replacement Model
3.Emporium Model
4.Fully On-line Model
5.Buffet Model
6.Linked Workshop Model
National Center for Academic Transformation.www.thencat.org/PlanRes/R2R_ModCrsRed.htm
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Course design has to be linked to system change across the institution.
If you only change a few courses, you will not change the university.
So for us in the Red Balloon Project, course design is at the center of a series of even larger institutional changes.
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Can We “Re-Imagine Undergraduate Education?”
1. New Models for Institutional
Organization
2. New Models for Enrollment
Management
3. New Models for Faculty Engagement
4. New Models for Curriculum Design
5. New Models for Course Design
6. New Models for Instructional Design
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“The future is here. It's just not evenly distributed.”
William GibsonAmerican-Canadian science fiction writer.
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ctThe Project
AASCU Will Serve As Coordinator
We’ll use: Academic Affairs Summer
and Winter Meeting
Webcasts, Web Page, Blog, Wiki, Conference Calls, etc.
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AASCU will work with member institutions willing to engage
in
“Re-imaginingUndergraduate Education.”
Campuses will form discussion groups, action teams, or some
other structure or set of structures.
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AASCU will link the local campus efforts with one
another, and with a national group of project
coordinators.
AASCU will also create a repository of ideas,
resources, program designs, etc. for campuses to use.
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It’s actually a number of small computers
all working together
Analogy: Supercomputer…
It’s not a giant computer
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Can we, together, become a
supercomputer for re-
designing undergraduate
education?
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1.Cottage Industry Model
2.Open University (UK) – University of Phoenix Model
3.Partnership Model (USC)
4.Individual Course Model
5.21st Century Model
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Everyone designs his or her own course, from scratch, each semester.
And no one learns anything about the most effective course content or most effective teaching practices…
except that individual teacher, who learns only from his or her own experiences.
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2. Open University of the UK - University of Phoenix Model
• Huge resources (money and people) put into course design
• Taught by a large number of adjunct in a fairly similar way
• Evaluation of learning outcomes conducted by another unit
• Huge scale involved (U of Phoenix 450,000 students; Kaplan 1,000,000 worldwide)
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Venture capitalist partners with a
public or not-for-profit university
to deliver a specific course orprogram.
• USC and John Katzman: MAT
• Lamar University and Randy Best: MA in Education – reduced cost and time to completion
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Offerings
StraighterLine:
• offers courses for $ 99• entire freshman year for $ 999
Blackboard and K-12, Inc
• Selling online courses to community colleges
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Here’s One Problem
Carol Twigg
25 general introductory courses generate 25% of undergraduate enrollment at the baccalaureate level
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Jane Wellman
Higher education has massive cross-subsidies
• Graduate education subsidized by undergraduate education• Upper division undergraduate education subsidized by lower division
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So what happens if new course models, delivered by others, hollow out the undergraduate course-taking?
What happens if students start “super-swirling?
What happens to our institutions?
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ctThe models I’ve described are either:
1.Too costly (cottage industry approach)
2. Too mechanistic (Open University)
3. Too Darwinian (venture capital models)
4. Too fragmented (course by course model)
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Could we, for example, create a new model of course development, using national and local elements?
Could we create courses with powerful national content developed collaboratively, yet a model where local institutional faculty are essential?
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The large for-profit universities have a strategic advantage: scale
Could we create strategic advantage for our institutions be building networked knowledge about what works as the most effective content and as the most effective teaching practices?
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Two things, I think, will be at the heart of any substantive change:
1.The nature of faculty work
2.A focus on learning outcomes
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Faculty historically have been designers and delivers of
courses (and content).
Could they be designers instead of learning
environments?
Could those learning environments often be
environments without faculty?
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Focus on Learning Outcomes
Are we approaching the Barr and Tagg moment?
Colleges and universities are designed as learning institutions, instead of teaching institutions?
From Teaching to Learning: A New Paradigm for Undergraduate Education,” Change, Robert Barr and John Tagg, 1995
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We ought to be up to the task
of figuring out what it is that
our students know by the end
of four years at college that
they did not know at the
beginning.
Stanley N. Katz. Academe Online, September – October 2010
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Report of the committee on college and university teaching. AAUP Bulletin 19 (5, section 2): 7–122.
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simple proposition:
We fix ourselves; or we will be fixed by others.
There are hundreds of examples of politicians, public policy, and the public losing patience with higher education: its cost, its lack of attention to outcomes; and its apparent unwillingness to try to change or improve.
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Southern Regional Educational Board (SREB)
4 Imperatives for 16 States in SREB:
1. Set statewide priority and direction, with specific goals, for increasing the numbers of degrees and certificates — including raising accountability for system and institutional leaders and setting measures to assess credential completion, among other actions.
2. Increase access and enrollment in postsecondary education even more, by improving college affordability, students’ college readiness, and drawing more adults to postsecondary study.
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4. Increase productivity and cost-efficiency in degree completion ─ by introducing strategies that reduce excess credits, streamline college-transfer systems, and expect timely degree completion at lower costs.
http://publications.sreb.org/2010/10E10_No_Time_to_Waste.pdf
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The Pony Express
A Cautionary Tale
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The Pony Express A Cautionary Tale
St. Joseph, MO to Sacramento, CA 1,900 miles
Stations set up every 10 miles (as far as a horse can gallop); Riders changed every 60 to 100 miles.
Reduced letter delivery from 24 to 10 days
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Started: April 3, 1860
Ended: October 26, 1861
19 months later
The completion of the transcontinental telegraph
Why?
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“It’s March 2011
California’s new governor calls a
morning news conference to make a
stunning announcement: The Apollo
Group’s University of Phoenix will pay
$2.3 billion to buy the California State
University system.”
William Tierney, Educational Policy Institute Guest Commentator January 29, 2010 http://www.educationalpolicy.org/publications/etw/us/commentary/etwuscom_100129.html
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“It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”Attributed (apparently incorrectly) to Charles Darwin
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